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Science Grade 3

Science Grade 2

Unit of Study: Natural Resources

Second Grading Period Weeks 1 - 2CURRICULUM OVERVIEW

Enduring Understandings (Big Idea)

Unit Rationale

The student needs to be able to recognize the types and uses of earth materials as natural resources including water, rocks, and air, as well as living natural resources such as plants and animals to understand how important the resources are in their lives.

The student needs to describe and illustrate the parts and their roles of the Water Cycle.

The student will identify the types and uses of earth materials as natural resources commonly found in their lives. Students will sort resources into natural and manmade resources. Students will identify and compare the properties of natural sources of freshwater and saltwater.

Essential Questions

Guiding Questions

What would a natural body of water look like? (2.7C)

What would a manmade body of water look like? (2.7C)

What is the difference between a natural body of water and a manmade body of water?(2.7C)

Which bodies of water on Earth are saltwater?(2.7B)

Which bodies of water on Earth are freshwater? (2.7B)

Which part of the water cycle do you think is most important and why? (2.3 A and B)

How would your life be different if there was no water cycle? (2.3 A and B)

What heats the water on Earth?(2.8C, 2.6A, 2.5B,C and 2.3 A,B)

We combined many pieces together to make a water cycle. Can you think of another way to combine materials together to make a water cycle? (2.5D)

What is a model? (2.4)

What physical property makes a chain link fence fit in the metal category? (2.3A and 2.5A)

Why do we place a leather backpack in the animal category? (2.2E and 2.5 A)

What characteristic makes a cotton ball fit into the plant and tree category? (2.2E and 2.5A)

Why can we place the bird at the water fountain in more than one category? (2.2E and 2.5A)

What would a natural body of water look like? (2.7C)

What would a manmade body of water look like? (2.7C)

Which body of water formed naturally?(2.7C)

Which body of water formed as a result of man putting it there?(2.7C)

What is the difference between a natural body of water and a manmade body of water?(2.7C)

How are the two kinds of water alike? (2.7B and 2.2E)

What is different about the two kinds of water?(2.7B and 2.2 E)

Where would we find ocean water naturally?(2.7B and 2.2 E)

Are the oceans the only body of water that is saltwater? (2.7B, 2.2E)





What does the hot water represent in our model?(2.8C, 2.5B,C and 2.3 A,B)

What heats the water on Earth?(2.8C, 2.6A, 2.5B,C and 2.3 A,B)

We combined many pieces together to make a water cycle. Can you think of another way to combine materials together to make a water cycle? (2.5D)


What does the gravel represent in the real world? (2.5D)

What does the hot water represent in the real world? (2.5D)

How did the hot water change our model? (2.5A,B 2.4A, 2.2B-E)

What was the temperature of the cold air? (2.5A, 2.4A, 2.2B-E)

What was the temperature of the hot water? (2.5A, 2.4A, 2.2B-E)

Where was the air cooling in our model? Where does that happen in the real world? (2.5D) (2.5A, 2.4A, 2.2B-E)

What weather condition does it create? (2.8C, 2.4A, 2.2B-E)

How did we change the physical properties of the water? (2.5C)

How does our model show how water cycles?(2.8C,2.5B)

How is your hot water model different from the set up model on the teacher desk that used room temperature water? (2.2C-F, 2.5B)

Which way did you learn the most about the water cycle - the book and pictures or the model? Why? (2.2B-E)

What is groundwater? Where does groundwater come from? (2.1C, 2.7B)

Why do we need to conserve water? How can you conserve water?(2.1C,, 2.7B)

What title would you give each group of natural resources? Are there other ways to sort the pictures?(2.2D-E, 2.5A and 2.7B,C)

Were there any Natural Resource Cards you had a hard time classifying? Why? What did you finally decide?(2.2D-E, 2.5A and 2.7B,C)

Are there any other natural resources that our planet provides that can be recycled? (2.7C, 2.1C)

What physical property makes a chain link fence fit in the metal category? Is the chain link fence manmade or natural? Is the metal that made the fence manmade or natural? (2.3D-F, 2.7C and 2.5A)

Why do we place a leather backpack in the animal category? Is the backpack manmade or natural? Is the leather manmade or natural? (2.2 D-F, 2.7C and 2.5 A)

What characteristic makes a cotton ball fit into the plant and tree category? Is the cotton ball manmade or natural? Is cotton manmade or natural? (2.2D-F, 2.7C and 2.5A)

Why can we place the bird at the water fountain in more than one category? Is the bird manmade or natural? Is the water fountain manmade or natural? (2.2 D-F, 2.7C and 2.5A)

TEKS

TEKS Specificity - Intended Outcome

2.5Matter and energy. The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. The student is expected to:

(A)classify matter by physical properties, including shape, relative mass, relative temperature, texture, flexibility, and whether material is a solid or liquid;

(B)compare changes in materials caused by heating and cooling;

(C)demonstrate that things can be done to materials to change their physical properties such as cutting, folding, sanding, and melting; and

(D)combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties.

2.6Force, motion, and energy. The student knows that forces cause change and energy exists in many forms. The student is expected to:

(A)investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter.

2.7Earth and space. The student knows that the natural world includes earth materials. The student is expected to:

(B)identify and compare the properties of natural sources of freshwater and saltwater; and

(C)distinguish between natural and manmade resources.

2.8Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:

(C)explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather condition.

I CAN statements highlighted in yellow should be displayed for students.

I can

describe the properties and/or patterns of organisms, objects, and events by (2.5)

identifying and classifying water by its properties and patterns

identifying and classifying natural resources by their properties and patterns

sequence the order of the water cycle

describe systems as having parts and are composed of organisms and objects by

manipulating, predicting, and identifying parts that, when separated from the whole, may result in the part or the whole not working such as when leaving the hot water out of the jar or when we have a drought in South Texas

manipulating, predicting, and identifying parts that, when put together, can do things they cannot do by themselves such as the parts put together to model the water cycle

describe the changes which occur during investigations such as

observe, identify, predict, test, measure, and record changes to the water when heat has been added

analyze, predict, and illustrate changes in size of water particles, position in the atmosphere or on land, quantity of water, and movement through the air during the water cycle

describe the natural world water, and gases of the atmosphere by

describing water and water vapor (gas or air) as a natural resource

identifying and describing the kinds and uses of natural resources

Skills

2.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures. The student is expected to:

(A)identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately;

(B)describe the importance of safe practices; and

(C)identify and demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reuse or recycling of paper, plastic, and metal.

2.2Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations. The student is expected to:

(A)ask questions about organisms, objects, and events during observations and investigations;

(B)plan and conduct descriptive investigations such as how organisms grow;

(C)collect data from observations using simple equipment such as hand lenses, primary balances, thermometers, and non-standard measurement tools;

(D)record and organize data using pictures, numbers, and words;

(E)communicate observations and justify explanations using student-generated data from simple descriptive investigations; and

(F)compare results of investigations with what students and scientists know about the world.

I can

use safe science classroom routines when working on science investigations

demonstrate safe routines during classroom investigations which involve glass and hot objects

describe the importance of safe practices

identify and demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reuse or recycling of paper, plastic, and metal.

I can

demonstrate abilities necessary to do scientific inquiry in the field and the classroom by

asking questions about objects and events in investigations

planning and conducting simple descriptive investigations

collect data from observations using simple equipment such as hand lenses, primary balances, thermometers, and non-standard measurement tools;

record and organize data using pictures, numbers, and words;

communicate observations and justify explanations using student-generated data from simple descriptive investigations; and

compare results of investigations with what students and scientists know about the world.

2.3Scientific investigation and reasoning. The student knows that information and critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to:

(A)identify and explain a problem in his/her own words and propose a task and solution for the problem such as lack of water in a habitat;

(B)make predictions based on observable patterns; and

(C)identify what a scientist is and explore what different scientists do.

2.4Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:

(A)collect, record, and compare information using tools, including computers, hand lenses, rulers, primary balances, plastic beakers, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and stopwatches; weather instruments such as thermometers, wind vanes, and rain gauges; and materials to support observations of habitats of organisms such as terrariums and aquariums; and

(B)measure and compare organisms and objects using non-standard units that approximate metric units.

I can

use information and critical thinking to

identify and explain a problem in his/her own words and propose a task and solution for the problem about the properties and patterns of water and natural resources

make predictions based on observable patterns found in natural resources

identify what a scientist is and explore what different scientists do.

I can

use models to verify objects and parts of objects which can be observed, described, and measured by

making a water cycle model to measure and compare water and water droplets which go through the water cycle

ELPS Student Expectations

ELPS Specificity - Intended Outcome

Listening

c2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;

c2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

Speaking

c3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication

c3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

Reading

c4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

Writing

c5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired

Students will be provided opportunities to:

c2D listen and monitor teacher and student language and

asking for clarification when they do not understand.

c2E use visual and context support such as graphic

organizers to confirm understanding of the science concepts

for the lesson

c3B expand the science vocabulary including high-frequency

words for identifying and describing the science investigation

c3C speak in the small cooperative group using grammatical

structures and increasing lengths of sentences .

c4D use prereading supports such as graphic organizers,

illustrations, and pretaught science vocabulary

c5C spell familiar English words with increasing accuracy.

College Readiness Student Expectations

College Readiness - Intended Outcome

Science Standards

IA Nature of Science: Scientific Ways of Learning and Thinking

4. Rely on reproducible observation of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.

IB Scientific Inquiry

1. Design and conduct scientific investigations in which hypotheses are formulated and tested.

IC Collaborative and safe working practices

1. Collaborate on joint projects.

2. Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms.


IA4a Know how to keep and have experience in keeping a journal or other record that accurately describes observations; that distinguishes actual observations from ideas, speculations, and opinions about what was observed; and that is understandable weeks or months later.

IB1a Develop hypotheses that lead to if/then predictions and know that hypotheses leading to accurate predictions are tentatively accepted, while hypotheses that lead to inaccurate prediction are rejected or discarded.

IC1a Work in teams and share responsibilities acknowledging, encouraging, and valuing contributions of all team members.

IC2a Use Materials Safety Data Sheet (MSDS) information and demonstrate safe laboratory practices.

Evidence of Learning (Summative Assessment)

1. During classroom and field investigations (CN), students will identify, describe, and illustrate the parts of the system when shown a jar which models the water cycle (B), with at least 80% accuracy (CR).

2. During classroom and field investigations (CN), students will identify the types of natural resources and uses of natural resources (B), with at least 80% accuracy (CR).

3. During classroom and field investigations (CN), students will be able to sequence the order of events in the water cycle (B), with at least 80% accuracy (CR).

4. During classroom and field investigations (CN), students will be able to predict that when one part of the water cycle is missing, the cycle will not work (B), with at least 80% accuracy (CR).

Science Grade 2


Second Grading Period Week 1 TuesdayCURRICULUM GUIDE

Guiding Questions

Essential Pre-requisite Skills

What would a natural body of water look like? (2.7C and 2.2C-F)

What would a non-natural body of water look like? (2.7C and 2.2C-F)

Which body of water formed naturally? (2.7C and 2.2C-F)

Which body of water formed as a result of man putting it there? (2.7C and 2.2C-F)

What is the difference between a natural body of water and a manmade body of water? (2.7C and 2.2C-F)

1.7B Students willidentify and describe a variety of natural sources of water, including streams, lakes, and oceans.

1.7C Students will gather evidence of how rocks, soil, and water help to make useful products

The Teaching and Learning Plan

Instructional Model & Teacher Directions

The teacher will

Assessment for Learning

so students can.

5E Model of Instruction

Adapted from Elementary Science Core Units Earth Science - Water Sort

Prepare for this unit by reading the "Background Information for the Teacher and Advance Preparation Water Sort to organize strategies in teaching every lesson. Since the TEKS have changed the lesson has been adapted to meet the new TEKS. Change Not a Natural Source of Water to Manmade Body of Water

Engage

Main Idea: I can collect data from observations. (2.2C) I can record and organize data using pictures, and words. (2.2D) I can communicate observations and justify explanations. (2.2E) I can compare results of investigations with what students know about the world. (2.2F) I can distinguish between natural and manmade resources. (2.7C)

Teacher will have students Think Pair Share the following questions. Teacher will record the responses in a KWL chart.

What do you know about water? How do you use water? Can you name at least three places where water comes from? Is water a natural resource? Explain how you know water is a natural resource (2.7C)

Students will work in small groups of 3-4 to implement investigation. (2.2)

Journal Writing Students will respond to questions orally and in science journals when designated by the teacher. (2.2 E,F)

Journal Writing Students will use the think, ink, pair, and share to review. (2.7C, 2.2E,F)

Explore

Teacher will show the students PowerPoint Water as a Natural Resource. Remind students that at the end of the PowerPoint they need to be able to identify the bodies of water as natural or manmade.

What is alike about the two bodies of water? (2.7C and 2.2C-F)

What is different about the two bodies of water?(2.7C and 2.2 C-F)

Which body of water formed naturally?(2.7C and 2.2 C-F)

Which body of water formed as a result of man putting it there?(2.7C and 2.2C-F)

Teacher will distribute a set of pictures (Manmade or Natural) to each group of students and have them sort the pictures into the two categories index cards. Have the group decide the answer to the following question. (2.7C and 2.2C-F)

Why did you place these cards in this category?(2.2C-Ef)

Students will collect data, record and organize the data in order to demonstrate knowledge of water as a natural resource by discussing and sorting pictures into natural or non-natural categories. (2.7C, 2.2 C-F)

Explain

Teacher will ask one student from each group to bring up a card and place it on the class chart under Natural or Manmade. The student is then to communicate to the rest of the class the justification behind their decision. (2.2D,E,F)

Students will record, organize, communicate observations and justify explanations using student-generated data from simple descriptive investigations. (2.2D,E,F)

Reflection






Elaborate

Teacher will have the students in their group think about items that they would find around the school or at home which fit in either column which has not been mentioned to add to the chart. (2.2C-F)

Differentiation

What do you do for students who need additional support?

Students will sort the index card pictures to demonstrate knowledge of natural or manmade with a buddy.

What do you do for students who master the learning quickly?

Students will journal about the sports available on a lake, river, or ocean.

Students will find a solution using previous information to find another item to place on the chart. (2.2C-F)

Evaluate

Refer back to Essential Questions to assess student knowledge of lessons/concepts

Teacher will have the students journal about one or more of the following questions. (2.2 F)






Journal Writing Students will communicate explanations about investigations into natural and manmade bodies of water. (2.2 F and 2.7C)

Content Vocabulary:

natural

natural

Academic Vocabulary:

Identify

describe

identificar

describir

Resources

Adapted from Elementary Science Core Units Earth Science - Water Sort

Advance Preparation

collect or print pictures of natural and manmade water sources ( 1 set per student group) (You may want to laminate on index cards for the next lesson and for next year.)

glue or tape

chart paper with t-chart labeled Water - Natural or Manmade

markers

one index card labeled Natural Sources of Water for each group

one index card labeled Manmade Bodies of Water for each group

one index card to draw on for each group

Pictures of Natural and Manmade Bodies of Water will be needed for the next lesson.

English Proficiency Standards (ELPS)

Listening



Speaking



Reading


Writing







for the lesson








Evidence of Learning

Formative Mini Assessment

TAKS Benchmarks

College-Readiness

Anticipated Skills for SAT/ACT/College Board

TAKS 2006 5th Grade

TAKS 2006 Grade 5

Science Grade 2


Second Grading Period Week 1 WednesdayCURRICULUM GUIDE

Guiding Questions








What does a marine biologist study? (2.3C)

Would you rather go swimming in the ocean or a pond? Explain your choice using what you know about freshwater and saltwater. (2.3A)

1.7B Students willidentify and describe a variety of natural sources of water, including streams, lakes, and oceans.

1.7C Students will gather evidence of how rocks, soil, and water help to make useful products



The teacher will


so students can.


Curriculum Guide

Teacher Preparation Gather the materials in the materials list of the Ocean Water page, run a copy of the Ocean Water page for each student.

Engage

Main Idea: I can use scientific method skills to identify and compare the properties of natural sources of freshwater and saltwater. (2.2, 2.7B) I can identify, explain, and practice safety rules for the investigation. (2.1A) I can explain why the safety rules are important. (2.1B)

Teacher will have students Think Pair, Share the following questions. Teacher will record the responses in a KWL chart . Do not verify correct or incorrect information.

What do you know about ocean water? How is lake water like ocean water? How is it different from lake water?(2.7B)

Students will work in small groups of 3-4 to implement investigation. (2.2)

Journal Writing Students will respond to questions orally and in science journals when designated by the teacher. (2.2 E,F)

Journal Writing Students will use the think, ink, pair, and share to review. (2.7C, 2.2E,F)

Explore

Explain the today we will be identifying and comparing the properties of natural sources of freshwater and saltwater. Before we begin we need to make sure of the safety rules. Teachers will scribe the safety rules to post for today.(2.1A, B)

When we are working with water and salt what are our safety rules? Why is this rule important?

Explain that today we are going to make an exception to the rule of no tasting in the science investigation. Today, after you have written down your observation of the ocean or lake water, you may taste the water in your cup only. Why would we not want to drink from someone elses cup?

Facilitate the groups as they work through the Ocean Water investigation.

How are the two kinds of water alike? (2.7B and 2.2C-F)

Facilitate with the children the making of a T chart on the board and in their journal to compare the properties of saltwater and freshwater. One side of the T chart is Freshwater and the other side is Saltwater. Ask the following questions to fill in the T-chart.(2.7B, 2.2C-F)

Where do we find freshwater? Where do we find saltwater? (2.7B,2.2C-F)

What is different about the two kinds of water?(2.7B and 2.2 C-F)

Where would we find ocean water naturally?(2.7B and 2.2 C-F)

Are the oceans the only body of water that is saltwater? (2.7B, 2.2C-F)

Which bodies of water on Earth are saltwater?(2.7B, 2.2C-F)

Which bodies of water on Earth are freshwater? (2.7B, 2.2C-F)

Teacher will distribute a set of pictures (Manmade or Natural) to each group of students and have them sort the pictures into the two categories index cards marked Freshwater and Saltwater. Have the group decide the answer to the following question. (2.7C and 2.3)

Why did you place these cards in this category?(2.3B)

Students will make a set of class rules for working with water and salt and explain why the rule is important. (2.1A, B)

Students will work in collaborative groups to observe and taste freshwater and saltwater. (2.7B)

Students will collect, record, and organize their knowledge in a T-chart. (2.7B, 2.2C-F)

Students will demonstrate knowledge of water as a natural resource by sorting pictures into saltwater or freshwater categories. (2.7B, 2.2 C-F)

Explain

Teacher will ask one student from each group to bring up a card and place it on the class chart under Freshwater or Saltwater. The student is then to communicate to the rest of the class the justification behind their decision. (2.2E and 2.3 A.B)

Students will communicate observations and justify explanations using student-generated data from simple descriptive investigations. (2.2E and 2.3 A,B)

Reflection







Elaborate

Teacher will have the students in their group think about fun jobs around the ocean. A sample of jobs can be found at http://www.marinecareers.net/ or www.oceancareers.com. (2.3 C)


Differentiation


Students will sort the index card pictures to demonstrate knowledge of saltwater or freshwater with a buddy.


Students will journal about the sports available on a lake, river, or ocean and how freshwater or saltwater would make a difference in the sport.

Students will identify what a scientist is and explore what different scientists do. (2.7B, 2.3C)

Evaluate


Teacher will have the students journal about one or more of the following questions. (2.2 F)







Would you rather go swimming in the ocean or a pond? Explain your choice using what you know about freshwater and saltwater. (2.3A)


Journal Writing Students will communicate explanations about investigations into freshwater and saltwater. (2.2 E and 2.7B)

Content Vocabulary:

saltwater

freshwater


Identify

describe

identificar

describir

Resources

Curriculum Guide

Advance Preparation

Materials:

For each group of 3-4

2 cups full of water

3 oz bathroom cups (2 per student)

1 small cup (3 oz) full of salt

1 spoon

2 hand lenses

Print Ocean Water for each student

collect or print pictures of natural and manmade water sources ( 1 set per student group) (You may want to laminate on index cards for next year.)

glue or tape

chart paper with t-chart labeled Water - Natural or Manmade

markers

one index card labeled Freshwater for each group

one index card labeled Saltwater for each group

one index card to draw on for each group

Pictures of Natural and Manmade Bodies of Water will be needed for the next lesson.


Listening



Speaking



Reading


Writing







for the lesson










TAKS Benchmarks

College-Readiness


TAKS 2006 5th Grade

TAKS 2006 Grade 5

Science Grade 2

Unit of Study: Natural Resources/Patterns in the Sky

Second Grading Period Week 1 Thursday and FridayCURRICULUM GUIDE

Guiding Questions


What are the parts of the Water Cycle? Explain what happen in each part. (2.8C, 2.2D-E)



How does the Water Cycle affect the weather? (2.8C, 2.2D-E)

What state of matter is water? (2.2E, 2.5A)

What change of matter is taking place when water is evaporated? (2.2D,E, 2.5B)

What heats up the water for the process of evaporation? (2.2D,E,2.8C, 2.6A)

How has the moon changed this week? Is it getting larger or smaller? Where in the sky did you see the moon? Is it in the same spot at the same time every day? (2.8D, 2.2C-E)

What do you think is causing the changes? (2.8D, 2.2C-E)

Does the moon stay in the same spot all night? Why does the moon appear to be moving in the sky? (2.8D, 2.2C-E)

Does the moon follow the same pattern across the sky as the Sun? (2.8D, 2.2C-E)

1.5Matter and energy. The student knows that objects have properties and patterns. The student is expected to:

(B)predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating.



The teacher will


so students can.


Adapted from Elementary Core Science Units: Dancing with Water

Prepare for this unit by reading the "Background Information for the Teacher and Advance Preparation Dancing with Water to organize strategies in teaching every lesson.

Prepare by finding a Water Cycle book in the library.

Be ready to model the set up with unheated water to make a comparison.

Engage

Main Idea: I can conduct an investigation, collect data from observations, record and organize data, in order to communicate observations and justify explanations. (2.2 B-E). I can explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions. I can make a pictorial model of the water cycle. (2.4)

(Friday) I can observe, describe, and record patterns of objects in the sky, including the appearance of the Moon. (2.8D)

Teacher will place the pictures from the previous lesson around the room and have the students look at the pictures to Think Pair Share the following questions.

How do you think the water got to those places? (2.2 C)

Teacher will record answers on chart paper. Teacher will tell the students that they will be listening to a story about one way water was able to get to those places in the pictures. (2.2C)

Have blank flipbooks available for children a complete during reading.

Students will work in groups of 3-4 students to work on this investigation. (2.2B)

Journal Writing Students will compare results of previous investigations with what they know about water. (2.2C)

Explore

Teacher will read the first page or section of the water cycle to the children. The teacher will show the students the picture which the illustrator drew to represent this section as a model. (2.4)

Teacher will ask the students to draw their own picture in their own flip book. (2.8C, 2.2D,E,F)

Teacher will continue this process until the children have completed the water cycle. (2.4, 2.8C2.2D,E,F)

As the students are drawing ask questions such as

What is happening on this page?

What are the parts of the water cycle?

What happens when____?

What causes the water to heat up for evaporation to start? (2.6A)

(Possible Breakpoint for the day)

Teachers will discuss the changes in the moon.




Does the moon follow the same pattern across the sky as the Sun? (2.8D, 2.2C-E) Yes from east to west.

Students will collect and organize data from the book the teacher is reading, construct reasonable explanations about each part of the water cycle, and communicate the explanations by drawing a picture as a model. (2.4,2.2D,E, F and 2.8C)

Students will describe the patterns of the Moon in the sky from their nightly observations. (2.2B-F, 2.8D)

Explain

Teacher will ask students to go through their Flipbook and underline the following words in red. (evaporation, condensation, precipitation)

Teacher will pair students to read their flip book to their buddy and explain the parts of the water cycle. (2.2F and 2.8C)

Reflection

Which part of the water cycle do you think is most important and why? (2.3 A and B, 2.8C)

How would your life be different if there was no water cycle? (2.3 A and B, and 2.8C)

What is the part of the Water Cycle where water heats up? (2.2C-F and 2.6A)

How does the Water Cycle affect the weather? (2.8C, 2.2D-E)

What state of matter is water? (2.2E, 2.5A)

What change of matter is taking place when water is evaporated? (2.2D,E, 2.5B)

What heats up the water for the process of evaporation? (2.2D,E,2.8C, 2.6A)

Students will read their flip book to their buddy to communicate their explanations about the water cycle. (2.2F and 2.8C)

Elaborate

Teacher will have the children then add a summary page at the end of the flip book to make a pictorial model to show the cycle with smaller pictures and words. (2.2D-F)

Differentiation


Students will verbally explain the water cycle. (2.2E)


Students will learn the Water Cycle Song to teach to the other students. (2.2D-E)

Journal Writing Students will create a pictorial model to describe the water cycle. (2.2 F and 2.8C)

Evaluate


Teacher may evaluate the flipbook and/or the children's verbal explanation of the summary page at the end of the flip book. (2.2D-F and 2.8C)

Teacher will have the students journal about one or more of the following questions.

What are the parts of the water cycle? What does each part do? (2.2D-F and 2.8C)

Which part of the water cycle do you think is most important and why? 2.3 A and B, 2.8C)

How would your life be different if there was no water cycle?(2.3 A and B, 2.8C)

What is the part of the Water Cycle where water heats up? (2.2C-F and 2.6A)




Does the moon follow the same pattern across the sky as the Sun? (2.8D, 2.2C-E)

Teacher will have the students participate in a Rotating Review Cooperative Learning Strategy activity for reviewing the week.

Students will demonstrate knowledge of the water cycle by verbally communicating the explanation of the water cycle in their flipbook. (2.2F and 2.8C)

Journal Writing Students will make decisions using the information learned to discuss and justify the merits of the importance of the water cycle. (2.3 A,B and 2.8C)

Content Vocabulary:

evaporation

condensation

precipitation

water vapor

groundwater

surface water

evaporacin

condensacin

precipitacin

vapor de agua

agua subterrnea

agua superficial

Academia Vocabulary:

explain

summarize

explicar

resumir

Resources

Adapted from Elementary Core Science Units: Dancing with Water

Advance Preparation

Find a book which explains the Water Cycle in the library (school or public).

Water Dance by Thomas Locker is recommended but most books on water cycle will do.

On chart paper draw a series of panels - one for each description in the book. For example when discussing rain, draw rain. After you have drawn a picture for each illustration, cut out the illustrations so you can post them one at a time as you read the book to the students.

Students will also be drawing a series of panels on their paper or flip book.


Listening



Speaking



Reading


Writing







for the lesson










TAKS Benchmarks

College-Readiness


2nd Grade 2nd GP FMA 2008-2009

2005-06 2nd Grade Interim

TAKS 2006 Grade 5

TAKS 2004 Grade 5

Science Grade 2


Second Grading Period Week 2 Monday and TuesdayCURRICULUM GUIDE

Guiding Questions
















1.1C Students will identify and learn how to use natural resources and materials, including conservation and reuse or recycling of paper, plastic, and metals.



The teacher will


so students can.


Adapted from Elementary Core Science Units - The Cycling Water Drop

Prepare for this unit by reading the "Background Information for Teachers and Advance Preparation The Cycling Water Drop to organize strategies in teaching every lesson.

Teach specific safety rules for lesson such care with glass jar, what to do if it should fall down and break, how to handle hot water.

Have 2 Celsius thermometers for each group

Engage

Main Idea: I can explore the processes in the water cycle, including evaporation, condensation, and precipitation. (2.8C) I can compare changes in materials caused by heating and cooling. (2.5B) I classify water as a liquid. (2.5A) I can explain that things can be done to materials to change their physical properties such as evaporating. (2.5C) I can demonstrate knowledge of the natural resource of water by creating a model and diagramming the water cycle.(2.4) I can combine materials that when put together can do things that they cannot do by themselves. (2.5D) I can compare changes in water caused by heating and cooling. (2.5B,C) I can identify and demonstrate safe practices.(2.1A)

Teacher will review the water cycle key terminology from the previous lessons and add to the KWLS chart. (2.2C)

Teacher will ask the students

What safety rules do we need for working with glass?(2.1A)

You may want children to work on the floor so the glass jar cannot be knocked off of a table. (2.1 A)

Teacher will ask the students...

What safety rules do we need to have for working around a hot plate, coffee pot, and hot water?

No one is allowed to walk around the room. Children must remain seated. Hot item can burn. No one is allowed near the hot plate or coffee pot or to touch the jar once the hot water is inside. Teacher will deliver and pour hot water. (2.1A)

Journal Writing Students will review previous lessons and compare results with what students know about the world. (2.2C)

Students will communicate and demonstrate safe practices during classroom investigations. (2.1A)

Explore

Teacher will explain the procedure for the activity and have one student from each group pick up the investigation materials. Explain to the students that they will be creating a model of the water cycle. (2.2B, 2.4)

What is a model? Each part of our model will represent a real life item.

First, have the students pour their gravel into the jar and make sure it is in a fairly even layer.

Does this jar represent a model? What does the gravel represent in our model?

Next, have one student from each group visit the ice chest and fill their pie pans completely with ice cubes. Tell the students to place the pan on top of the jar. Have students place a thermometer on the ice. What is the temperature of the ice?

What state of matter is the ice? Why do we place ice cubes on top of the jar? What do the ice cubes represent in our model? (The air in the atmosphere

Students will create a model of the water cycle. (2.4)

Students will conduct a simple investigation into the parts of the water cycle. (2.2B, 2.8C-E)

Students will recognize the jar as a model which has parts. Students will identify and

gets colder the higher we go up into the atmosphere.) What change will the cooling have in our model?

(2.5A,B,C,2.8C, 2.6A)

Now, go around to each student group and pour two foam cups of hot water into the jar and have students immediately place a thermometer in the hot water.

What is the temperature of the hot water? What state of matter is the water?

Place the pan of ice over the top of the jar. Caution them not to move the pan after they have placed it on top.

What does the hot water represent in our model? What state of matter is the water?(2.4,.8C, 2.5B,C and 2.3 A,B)

What heats the water on Earth?(2.8C, 2.6A, 2.5B,C, 2.4, and 2.3 A,B)

We combined may pieces together to make a water cycle. Can you think of another way to combine materials together to make a water cycle? (2.5D)

manipulate the parts to understand how the parts when put together works to make a water cycle, but by themselves will not make a water cycle. (2.5D, 2.4,2.8C)

Students will demonstrate the water cycle on Earth by adding hot water to look for how the physical properties of the liquid water will change. Students will identify the states of matter in the water as liquid and the ice as solid water. (2.4,2.2B-E and 2.6A, 2.5AB,C,2.8C)

Explain

Teacher will help the students to make connections by asking questions.

What is forming at the top of the glass jar? Is it on the inside or outside of the jar? What does it represent in the real world?( 2.8C,2.5B, and 2.2D,E,F)

Teacher will gently lift the pie tin for the students to observe the water droplets on the underside of the tin.

What is forming on the bottom of the tin? Was it on the tin at the beginning? Can water go through the pie tin? Can water jump up to the top? Where did it come from? What is the other word for "rain" (precipitation)?

Explain how the water makes a cycle?

Does our model represent the water cycle? Where do you see the parts of the water cycle? (2.4,2.8C,2.5B, and 2.2D,E,F)

Reflection













(Possible Breakpoint for Day 1)

Journal Writing Students will observe, measure, record, analyze, and illustrate changes in the size of the water droplets, their position, and movement in the jar as a representation of the water cycle. (2.8C, and 2.2D,E,F)

Elaborate

Students will learn about the Water Cycle by watching a video.

Teacher will review the water cycle by sorting the Water Cycle Cards. (2.5A,B and 2.8C)

Teacher will have the students as a group draw the model on chart paper and label the parts of the water cycle. (2,5 A, 2.4, and 2.8C)

Differentiation


Students will learn about the Water Cycle by watching a video again.


Students can explore other ways to make a model of the water cycle. Students can draw a pictorial model or act out with hand movements using proper terminology.

Students will work in groups of 2-3 to replicate the water cycle by sorting the Water Cycle Cards in the correct sequence. (2.5A,B and 2.8C)

Students will sequence the water cycle based on events observed in the jar and identify the parts in order to create their own pictorial model. (2.5 A, 2.4, and 2.8C)

Evaluate


Teacher will use a Venn diagram to compare the pictures from the book with a model. (2.2C,F and 2.3 A)

How are your drawings of the water cycle like and different from the model?(2.2C)

Teacher will have the students answer the following question in their journal.













Students will make decisions as they compare results of investigations to communicate reasonable explanation and conclusions of the water cycle.(2.2C,F and 2.5A,BC,2.6A 2.8C)

Students will compare the models of the water cycle(cold water set up model and hot water model. (2.2 C,2.5B)

Content Vocabulary:

water cycle

model

ciclo del agua

modelo


compare

draw

comparer

dibujar

Resources

Adapted from Elementary Core Science Units - The Cycling Water Drop

Materials:

For each group of 3-4 students

2 - Sandwich resealable plastic bag

1 - 8 oz cup of gravel or small rocks

1 - Gallon resealable plastic bag Ice cubes (enough to completely fill the bottom of the pie pan)

1 - Gallon clear plastic or glass jar

2 - 8 oz foam cups

2 Celsius thermometers

1 - 8 inch aluminum pie pan

Water Cycle Match Cards

Advance Preparation

1. For each student group, fill an 8 oz foam cup with gravel and empty it into a sandwich resealable plastic bag.

2. Collect a set of materials for each group which includes 1 pie pan, the glass jar, the bag of gravel, and an empty 8 oz cup.

3. Copy one set of Water Cycle Match Cards for each group. Cut out the cards and mix up each set so the matched cards are not together. Put each set of cards in a resealable plastic bag.

4. Boil water in a coffee maker or microwave. (Or bring in a coffee thermos of hot water from home)

5. Collect ice from the cafeteria.


Listening



Speaking



Reading


Writing







for the lesson










TAKS Benchmarks

College-Readiness


2004 TAKS Grade 5

2003 TAKS Grade 5

Science Grade 2


Second Grading Period Week 2 WednesdayCURRICULUM GUIDE

Guiding Questions


What is groundwater? Where does groundwater come from? (2.1C, 2.7B)

Why do we need to conserve water? How can you conserve water?(2.1C,, 2.7B)

What title would you give each group of natural resources? Are there other ways to sort the pictures?(2.2D-E, 2.5A and 2.7B,C)

Were there any Natural Resource Cards you had a hard time classifying? Why? What did you finally decide?(2.2D-E, 2.5A and 2.7B,C)

Are there any other natural resources that our planet provides that can be recycled? (2.7C, 2.1C)






The teacher will


so students can.


Adapted from Elementary Core Science Units - Sorting It Out

Prepare for this unit by reading Advance Preparation to organize strategies in teaching every lesson.

Engage

Main Idea: I can organize information on Natural Resources and placing examples into categories. (2.1C)

I can identify and compare the properties of natural sources of freshwater and how to conserve groundwater. (2.1C, 2.7B)

Teacher will review the previous lessons and add to the KWLS chart. (2.2C)

Teacher will review the natural properties of freshwater and the need to conserve water by viewing the Groundwater Video. (2.1C,2.7B)

What is groundwater? Where does groundwater come from?

Why do we need to conserve water? How can you conserve water?

Teacher will review with the students how water is recycled in nature and how it is a natural resource that we use every day. (2.1C)

Are there any other natural resources that our planet provides that can be recycled? Teacher will place answers on chart paper.

Journal Writing Students will as a whole group review the previous lessons. (2.2C)

Students will review the need to conserve water by viewing a video. (2.2D an 2.1C)

Explore

Teacher will print, cut up the pieces, put pieces in a baggie, and give each group of students a bag of Natural Resources Cards and ask the students to place them onto the desk with the words or the pictures face up. Ask the students to identify each picture or word as you go over each card to make sure everyone knows what they are. (2.7C)

Teacher will ask the students to sort the pictures.

How did you sort the pictures? What title would you give each group? Are there other ways to sort the pictures?(2.3 A,B, 2.5A and 2.7B,C)

Teacher will have the students sort the objects by "Animals, Sand/Rocks, Plants/Trees, and Metals".

Students will identify natural resources. (2.7C)

Students will classify the pictures according to their properties and patterns to identify natural resources. (2.7C and 2.5AB)

Students will make decisions on what to name each group and justify the decision. (2.2 D-E)

Explain

Teacher will visit each group and question students.

Why did you place this object in this group? Could you have placed it in another group? Which one and why?(2.5A and 2.7C)

Teacher will facilitate a class discussion.

Were there any cards you had a hard time classifying? Why? What did you finally decide?(2.3A,B, 2.5A and 2.7C)

Reflection

What title would you give each group? Are there other ways to sort the pictures?(2.3 A,B, 2.5A and 2.7C)

Were there any Natural Resource Cards you had a hard time classifying? Why? What did you finally decide?(2.3A,B, 2.5A and 2.7C)

Are there any other natural resources that our planet provides that can be recycled? (2.7C)

Students will make decisions on what category each natural resources goes with according to the natural resource's properties and patterns, and justify the decision. (2.2 D-E, 2.5A, and 2.7C)

Elaborate

Teacher will ask each child to complete a Natural Resources at Home Scavenger Hunt to find at least 5-10 things at home to fit in each category. (2.3 A, 2.5A, and 2.7C)

Differentiation


Students will use an interactive Water Cycle.


Students will use an interactive Water Cycle.

Students will make decisions on what category each natural resources goes with according to the natural resource's properties and patterns. (2.3 A, 2.5A, and 2.7C)

Evaluate


Teacher will summarize the lesson with the students by making a class chart. Teacher will distribute evenly among the students the extra set of resource cards. The students will one at a time come up and place the card on the chart and explain why they placed it in that category. The class will do a "Thumbs up or a thumbs down" as to if they agree with the placement.

Does anyone have an additional reason (justification) for placing the card in the same spot? (2.2E and 2.7B,C)

Does anyone have a reason (justification) for placing the card in a different spot? (2.2E and 2.7B,C)

Students will make decisions on what category each natural resources goes with and justify the decision. (2.3 A,2.2E and 2.7B,C)

Content Vocabulary:

natural resources

recursos naturales

Acacemic Vocabulary:

sort

organize

classifying

summarize

separar

organizer

clasificar

resumir

Resources

Adapted from Elementary Core Science Units - Sorting It Out

Advance Preparation

1. Prepare a computer and projector for class to view video.

2. Prepare a set of four index cards for each student group. Label them Animals, Sand/Rock, Plants/Trees, and Metals.

3. For each student group and one for the teacher, copy the Natural Resource Cards on cardstock, laminate them, and cut them out. Put one set of cards into a resealable plastic bag for each student group.

4. Copy the Natural Resources at Home sheet for each student.


Listening



Speaking



Reading


Writing







for the lesson







c5C spell familiar English words with increasing accuracy. .



TAKS Benchmarks

College-Readiness


2006-07 2nd Grade Interim

2005-2006 3rd Grade Interim

Science Grade 2


Second Grading Period Week 2 ThursdayCURRICULUM GUIDE

Guiding Questions











The teacher will


so students can.


Adapted from Elementary Core Science Units - It's All Natural

Prepare for this unit by reading the Advance Preparation to organize strategies in teaching every lesson.

Engage

Main Idea: I can record and organize data, communicate and justifying the decision about Natural Resources and placing examples into categories Manmade or Natural.

Teacher will review the homework by asking each child to add an item from their homework- a Natural Resources at Home to the class chart.

What natural resource did you find at home? Where will you place it on our chart? Why did you place your item in this category? Which items are manmade and which ones are natural? (2.2E,2.5A,, and 2.7C)

Journal Writing Students will find a solution as to where to place their natural resource. They will communicate their explanation and justify their answer to the class. (2.2E,2.5A,, and 2.7C)

Explore

Teacher will give each student a bingo card and a bag with the bingo markers.

Teacher will draw a marker out of the teacher set. Students will find their marker and place it on their bingo card in the correct category. If the marker can be placed in more than one category the student may choose one space. The goal is for the students to try to fill a whole row or column. When they do, they should call out "Bingo!" (2.2E)

Students will find a solution as to where to place their natural resource. (2.2E,2.5A,, and 2.7C)

Explain

The teacher will have a student who called out Bingo to explain to the class

Why did you put each marker in its place?(2.2D-E)

What physical property makes a hammer fit in the metal category? Is the hammer manmade or natural? Is the metal manmade or natural? (2.2 D-E and 2.5 A, 2.7C)

Why do we place an egg in the animal category? (2.2E)

What characteristic makes a pencil fit into the plant and tree category? Which is manmade and which is natural? (2.7C, 2.2E)

Why can we place the loaf of bread on a plate in more than one category? (2.3B)

Reflection





Students will communicate their explanation and justify their answer to the class using the physical properties to classify the natural resource. (2.2E,2.5A, and 2.7C)

Students will distinguish between manmade and natural resources. (2.7C)

Elaborate

Teacher may pick a student to be the caller.

Teacher may choose only a column can win, only a row can win, covering all four corners to win, or covering the whole board to win.(2.3 A)

Differentiation


Student will take an extra set of Bingo cards home to play Bingo at home. (May also be done with a buddy before school.)


Students will design a quiz to test knowledge of uses of natural resources. (2.2F)

Students make decisions about strategies and how they wish the natural resource info will be used. (2.3 A)

Evaluate


Teacher will have the students glue the bingo markers into their journal under the correct category.

Teacher will individually ask student to justify their category choice by asking questions such as





Students will find a solution as to where to place their natural resource. They will communicate their explanation and justify their answer about the classification of the physical properties of natural resources. (2.2E,2.5A,, and 2.7C)

Content Vocabulary:

characteristic

physical property

category

caractersticas

caracterstica fsica

categora


justifying

justificar

Resources

Adapted from Elementary Core Science Units - It's All Natural

Materials:

Bingo Cards

Bingo Markers

Sandwich Resealable plastic bag

Advance Preparation

1. Make one set of bingo markers per student by copying the bingo markers page, cutting out the markers, and putting them into a resealable plastic bag. Make an extra teacher set.

2. Copy and laminate enough bingo cards so that each student will have one. Be sure to make copies of each of the three bingo cards so that all students don't have the same card.

Remind students to bring in their Night Sky Home Log for tomorrows lesson.


Listening



Speaking



Reading


Writing







for the lesson







c5C spell familiar English words with increasing accuracy. .



TAKS Benchmarks

College-Readiness


2005-2006 3rd Grade Interim

Science Grade 2

Unit of Study: Properties and Patterns of the Sky

Second Grading Period Week 2 FridayCURRICULUM GUIDE

Guiding Questions


When can you see the Sun? What pattern does the Sun create for us? (2.2C-F, 2.8D)

What pattern does the Sun follow every day? (2.2C-F, 2.8D)

Where do the stars go during the daytime? (2.2C-F, 2.8D)

What pattern do most of the stars follow every day? (2.2C-F, 2.8D)

Why cant we see the stars during the day time? (2.2C-F, 2.8D)

When can you see the Moon? (2.2C-F, 2.8D)

Why did we stop observing the Moon during the day and start observing it only at night? (2.2C-F, 2.8D)

What pattern does the Moon follow every day? (2.2C-F, 2.8D)

Does the Moon really move across the sky? (2.2C-F, 2.8D)

How is the pattern of the Sun different from the pattern of the Moon? (2.2C-F, 2.8D)

1.8Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:

(B)observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun.



The teacher will


so students can.


FOSS Air and Weather Investigation 4: Looking for Change P. 23-24

Prepare for this unit by reading the Advance Preparation to organize strategies in teaching every lesson.

Engage p. 23 # 11

Main Idea: I can record and organize data, communicate and justify the explanations using student data about the patterns of the Moon.

Teacher will use their Night-Sky Home Log to discuss what they have observed about the night sky during the week.

What kinds of weather did you observe during your night time observations? (2.2B-F, 2.8A)

Do objects in the sky such as the Sun, Moon, and stars always stay in one place? (2.2B-F, 2.8D) (Objects appear to move from the each to west across the sky, but really the Earth is rotating.)

Journal Writing

Students will communicate their explanation and justify their answer to the class. (2.2E,2.5A,, and 2.8D)

Explore

Teacher will have the students compare their Night Sky Home Log with the patterns on the Class Calendar.

Students may need to fill in missing observations.

The teacher will lead a discussion asking questions such as

When can you see the Sun? What pattern does the Sun create for us? (day/night)

Where do you find the Sun in the morning? Where do you find the Sun at noon? Where do you find the Sun around 5:30 pm?

What pattern does the Sun follow every day?

Does the Sun really move across the sky?

When can you see the Moon?

Where did you find the Moon at noon the first day we observed it? Where did you find the Moon around 5:30 pm that same day?

Why did we stop observing the Moon during the day and start observing it only at night?

What pattern does the Moon follow every day? (across the sky east to west)

Does the Moon really move across the sky?

How is the pattern of the Sun different from the pattern of the Moon? (We only see the Sun in daytime. We can see the Moon during the daytime and at night time.)

When can you see the stars?

Can you see the stars during the daytime?

Where do the stars go during the daytime? (They are still there, but the Sun is the brightest star and therefore we cannot see the other stars since they are dimmer and farther away.)

What pattern do most of the stars follow every day? (They move from east to west across the sky just like the Moon and Sun.)

Do the stars really move across the sky? (No)

Which star does not move in the night sky? (The North Star)

What have you observed about the shape of the Moon?

What did the Moon look like when we first start observing it?

Did the Moon appear to get bigger or smaller each night?

What happened to the Moon that it got smaller each night? Where did the rest of it go? (It is still there. The Suns light that we see is only showing us part of the Moon.)

What do you think will happen next month to the Moon? Will it create a new pattern or repeat the pattern we observed?

Students will describe the properties and patterns of the Sun, Moon, and stars. (2.2E,2.5A,, and 2.8D)

Explain

Have the student draw the patterns that they observed over the last 5 weeks for the Sun and the Moon. Have the students write a few words about each picture.

How does the Moon look different in the sky at different times?

Is there a pattern to the way the Moon changes?

How long does it take the Moon to go from one Quarter Moon to another Quarter Moon?

Have students identify the different shapes of the Moon and place them in the correct order.(cut outs for Moon Pictures)

Reflection

When can you see the Sun? What pattern does the Sun create for us?


Where do the stars go during the daytime?

What pattern do most of the stars follow every day?

Why cant we see the stars during the day time?



What pattern does the Moon follow every day?


How is the pattern of the Sun different from the pattern of the Moon?

Students will describe the recognizable patterns of the sky, including the Sun, Moon, and stars. (2.8D)

Students will record and organize data about the objects in the sky to explain the properties and patterns that we find in our daily lives. (2.2C-F, 2.8D)

Elaborate

Have the students demonstrate that the Earth turns (rotates) as the Sun remains in one location for day and night. One child is the Sun. Another child is the Earth. Explain that the Earth child needs to face the Sun. The Sun is always shining. So when the face of the child is looking at the Sun the people on this side of the Earth have day time. Have the Earth child rotate so that he/she has his/her back to the Sun child. Now the people living in the face side of the Earth have night time and the people living on the back of the head side of the Earth child have day time. Have the Earth child rotate a few more times to demonstrate the concept.

Does the Sun move each day? No

Does the Earth move each day? Yes

What pattern does the rotating or spinning of the Earth cause? day/night

Differentiation


Student will take an extra set of Moon pictures home to sequence at home. (May also be done with a buddy before school.)


Students will design a quiz to test knowledge.

Students will demonstrate with play acting and communicate their explanation and justify their answer to the class to show day and night. (2.8D)

Evaluate


Teacher will individually ask student to justify their category choice by asking questions such as

When can you see the Sun? What pattern does the Sun create for us?


Where do the stars go during the daytime?

What pattern do most of the stars follow every day?

Why cant we see the stars during the day time?



What pattern does the Moon follow every day?


How is the pattern of the Sun different from the pattern of the Moon?

Students will find a solution as to where to place their natural resource. They will communicate their explanation and justify their answer about the classification of the physical properties of natural resources. (2.2E,2.5A,, and 2.7C)

Content Vocabulary:


science – grade 3 - home | san antonio isd · web viewis the metal that made the fence manmade or...

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