Teacher’s Page

Project Title: Earth’s Processess

Author, Date: Nicole Stranix, Fall 2017

Targeted Audience: Second Graders

Unit Essential Questions:

  • What are Earth’s layers and what do they consist of?
  • What is a landform and what are the basic physical qualities of each?
  • How do wind and water effect the shape of the land?
  • How are people affected by the different  changes to Earth’s surface??
  • How can changes to the Earth be slowed or prevented?

Unit Big Ideas:

  • There are different kinds and shapes of land, and bodies of water on Earth.
  • Water is found in liquid and solid form in different locations on Earth.
  • Earth’s surface is always changing.
  • Earth events can occur very quickly or very slowly.
  • Wind and water change the shape of the land.
  • Solutions are designed to slow or prevent wind or water from changing the shape of the land.

Unit Objectives: SWBAT…

  • Identify the layers of the Earth and what they are made of.
  • Identify and represent the shapes and kinds of land and bodies of water in an area.
  • Identify events that have shaped the Earth’s surface.
  • Classify changes to the Earth’s surface as slow or rapid.
  • Compare design solutions that slow or prevent the way wind and water change the Earth’s surface.

 

Scaffolding Knoweldge: 

Level Activities
Creating Generate, plan, and construct a device to prevent changes to the shape of the land during STEM Challenge.

 

Use clay to recreate landforms and bodies of water
Evaluating Critique the effectiveness of other groups design challenges

 

 

 

Argue and support their idea for argument topics based on knowledge learned (Ex: Should people be allowed to build homes along the coastline?)
Analyzing Examine the effects of Weathering and Erosion

 

Erosion Experiment
Applying Classify Earth’s events as slow or quick changes

 
Understanding Four Layers of the Earth Reading

 

Brainpopjr.com,  Crash Course Kids etc. videos and PowerPoint presentations
Remembering Recall vocabulary and different properties of landforms and bodies of water

 

Multiple Intelligences:

Intelligence Activity
Bodily – Kinesthetic –        erosion lab and STEM challenge

–         4-Corners game
Visual-Spatial –        videos

–        Prezi’s

–        interactive read-alouds

–         constructing “solution” during STEM activity.
Musical –        videos that include music

–        layers of the earth and landform songs.
Linguistic –        learning new vocabulary

–        sharing plan during STEM challenges

–         argument topic writing.
Naturalistic –        sorting the landforms and bodies of water

–        videos with virtual tour of landforms
Logical-Mathematical –        providing evidence of Earth’s events that occur  quickly and slowly

–        STEM challenge.
Intrapersonal –        completing the landform and bodies of water cut and paste

–         writing their arguments

–        completing Google forms.
Interpersonal –        group work during STEM Challenge

–        Group work during Erosion Lab

Accommodations/Differentiation: 

Accommodations will be made throughout the unit for the students who require them. When working in Lab groups or STEM groups students will be grouped by the teacher, teaming all different learners together based on their strengths. Students who struggle with fine motor skills will be given paper with developmentally appropriate lines for labs, STEM journals etc. For argument topics students will also be given sentence starters. Students will also be given alternate assessments with pictures and words when needed. Read Alouds and videos are available to be watched multiple times for struggling readers, students with Auditory processing issues and ESL students.

Standards:

Next Generation Science Standards

  • 2-ESS1-1. Earth’s Systems – Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
  • 2-ESS2-1. Earth’s Systems – Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
  • 2-ESS2-2. Earth’s Systems – Develop a model to represent the shapes and kinds of land and bodies of water in an area.
  • 2-ESS2-3. Earth’s Systems – Obtain information to identify where water is found on Earth and that it can be solid or liquid.
  • K-2 -ETS1-1. Engineering Design – Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • K-2-ETS1-2. Engineering Design – Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • K-2-ETS1-3. Engineering Design – Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

 

Technology Standards

  • 1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.
    • 1.2.A.4 – Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).
    • 1.2.A.6 – Identify the structure and components of a database.
    • 1.2.B.1 – Illustrate and communicate original ideas and stories using multiple digital tools and resources.
    • 1.P.C.1 – Collaborate with peers by participating in interactive digital games or activities.
    • 1.2.E.1 – Use digital tools and online resources to explore a problem or issue.
  • 2 Technology Education, Engineering, Design, and Computational Thinking – Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.
    • 2.2.A.4 – Choose a product to make and plan the tools and materials needed.
    • 2.2.A.5 – Collaborate to design a solution to a problem affecting the community.
    • 2.2.C.1 – Brainstorm ideas on how to solve a problem or build a product.
    • 2.2.C.2 – Create a drawing of a product or device that communicates its function to peers and discuss.
    • 2.2.D.1 – Collaborate and apply a design process to solve a simple problem from everyday experiences.
    • Identify the strengths and weaknesses in a product or system.

 

ISTE Standards

  • Empowered Learner – Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
  • Knowledge Constructor – Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
  • Innovative Designer – Students use a variety of technologies with a design process to identify and solve problems by creating new, useful or imaginative solutions.
  • Creative Communicator – Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate for their goals.
  • Global Collaborator – Students use digital tools to broaden their perspectives and enrich their learning with others and working effectively in teams locally and globally.
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