Rigorous Curriculum Design - · PDF fileExplain: Students will obtain ... cat, dog, frog, insect, butterfly). ... process that animals participate in to disperse seeds

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DEKALB COUNTY SCHOOL DISTRICT

RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) Science

Grade and Course

2

Unit of Study

Unit 1: Lifecycles

Pacing

Timeframe: Date To Date:

7 Weeks

“Unwrapped” Priority Science Georgia Standards of Excellence

Disciplinary Core Ideas

S2L1. OBTAIN, EVALUATE, and COMMUNICATE information about the life cycles of different

organisms.

c. CONSTRUCT an explanation of an animals’ role in dispersing seeds or in the pollination of plants.

d. DEVELOP models to illustrate the unique and diverse life cycles of organisms other than humans.


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“Unwrapped” Disciplinary Core Ideas

“Unwrapped” Skills (Students Need

to Be Able to Do)

“Unwrapped” Concepts

(Students Need to Know)

Bloom’s Taxonomy Levels

DOK (For Overall Standard)

S2L1 ❖ OBTAIN ❖ EVALUATE ❖ COMMUNICATE ❖ ASK QUESTIONS

❖ Life cycles are different for living organisms.

❖ 2 (Comprehension)

2 (Skill/Concept)

S2L1c.

❖ CONSTRUCT AN EXPLANATION

❖ Animals have roles in dispersing seeds or in the pollination of plants.

❖ Understand the unique and diverse life cycles of organisms other than humans.

❖ 4 (Analysis)

❖ 3 (Strategic Thinking/Reasoning )

S2L1d. ❖ DEVELOP MODELS

❖ ILLUSTRATE

❖ Unique and diverse life cycles of organisms other than humans.

❖ 3(Application)

❖ 3 (Strategic Thinking/Reasoning )


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Supporting Disciplinary Core Idea

S2L1a. ASK questions to DETERMINE the sequence of the life cycle of common animals in your area:

a mammal such as a cat, dog or classroom pet, a bird such as a chicken, an amphibian such as a frog,

and an insect such as a butterfly.

S2L1b. PLAN and CARRY OUT an investigation of the life cycle of a plant by GROWING a plant from

a seed and by RECORDING changes over a period of time.

Crosscutting Concepts & Science and Engineering Practices

Crosscutting Concepts (All Daily) 1. Patterns, Similarity, & Diversity 2. Cause & Effect 3. Scale, Proportion, & Quantity 4. Systems & System Models 5. Energy & Matter 6. Structure & Function 7. Stability & Change Science & Engineering Practices: #1, 2, & 6 (Daily) 1:Asking Questions (Science) and Defining Problems (Engineering) 2. Developing & Using Models 3. Planning and Carrying Out Investigations 4. Analyzing & Interpreting Data 5. Using Mathematics & Computational Thinking 6. Constructing Explanations (Science) & Designing Solutions (Engineering) 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, & Communicating Information


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Essential Questions Corresponding Big Ideas

A. What would be the best questions to ask a scientist to help you determine the sequence of the life cycle of a common animal in your neighborhood?

B. How would you plan and carry out an investigation to observe the life cycle of a plant from a seed?

C. What information can you gather to support your ideas about how animals help with the dispersing of seeds or in the pollination of plants?

D. How would you design the best model to illustrate the unique and diverse life cycle of an organism other than a human?

A. Life cycles are different based on their beginning or metamorphosis. The life cycle of an organism refers to the sequence of developmental stages that it passes through on its way to adulthood. Mammals, reptiles, amphibians, birds, fish, insects and other invertebrates--they each have their own unique way of reproducing life. There is an amazing variety of life cycles within the animal world.

B. A life cycle shows how a living thing grows, changes, and reproduces itself. While plants’ life cycles are continuous, the study of one plant’s life begins with the seed. The seed goes through various stages to develop into a plant, which include, sprout (germinates), roots and stem, leaves, and flowers or fruit.

C. Animals help with the transporting of seeds and with the pollination of plants.


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Unit Assessments

Pre-Assessment Post-Assessment

Student Version: Gr2_Science_Unit1_preassessment_Student

Teacher Version: Gr2_Science_Unit_Preassesment_Teacher

Student Version:

DeKalb Benchmark Assessment

Teacher Version:


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Performance Assessment

Engaging Scenario

Suggested Phenomenon: Rebuilding the Future A tornado just hit the Natural Life Cycle Museum. All exhibits have been destroyed and need to be rebuilt. Unfortunately, the life cycle blueprints were destroyed in the tornado. As honorary biologists, you have to obtain information about the various life cycles of animals and plants. Develop and use a model to rebuild the plant and animal life cycle exhibit.

Performance Task Synopses

Task 1: S2L1a: Explore animal life cycles Task 2: S2L1b: Seed Dispersal Construct an explanation of how animals disperse seeds and pollinate plants. Task 3: S2L1a, b, c, d: Create an informational museum diorama

Performance Task 1 In Detail

Engage

Task 1 Student Directions: S2L1a: Animal Life Cycles

A tornado just hit the Natural Life Cycle Museum. All exhibits have been destroyed and need to be rebuilt. Unfortunately, the life cycle blueprints were destroyed in the tornado. As honorary biologists, you have to obtain information about the various life cycles of animals and plants. You and your team are responsible for developing and using a model (plant and animal life cycle) exhibit to demonstrate the life cycle of an animal and plant. Explore: Students will work with a partner to develop and ask 5 questions to determine the sequence of the life cycle of common animals in the area (at least 1 insect and 1 non-human animal). Explain: Students will obtain (multi-media, Lexile Level trade books, life cycle models) information to answer the questions they developed about the life cycle processes of the 2 organisms. (examples include: cat, dog, frog, insect, butterfly). Elaborate: The information obtained from research about the organisms unique life cycles can be inserted into a Venn diagram. The Venn diagram will enable students can compare and contrast the organisms diverse life cycles. Students can include at least 3-5 similarities and differences between the two organisms. Evaluate: Students will develop and use a model (multimedia, graphic organizer, illustration, diorama, etc.) to illustrate the unique and diverse life cycles of organisms other than humans. Task 1 Teacher Notes: Teacher Notes: The goal of the Engage phase is to capture students’ attention and interest. Get the students focused on the phenomenon and other specific aspects of the


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phenomenon that lead to the standard. The main point is that students are engaged in making sense of the phenomenon using their own conceptual models and core ideas. Science & Engineering Practices are in Bold:

Cross Cutting Concepts (All Daily)

Patterns, Cause and Effect, Systems & Systems Model, Scale, Proportion, & Quantity, Energy & Matter,

Structure & Function, Stability & Change

Performance Task 1 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

Student developed 5

questions to ask to

determine the

sequence of the life

cycle of a common

animal

Student developed 4

questions to ask to

determine the


cycle of a common

animal

Student developed 3

questions to ask to

determine the


cycle of a common

animal

Student developed 1-

2 questions to ask to

determine the


cycle of a common

animal

Students obtained information on 1 insect and 1 non-human animal and created a Venn Diagram to record at least 3-5 similarities and differences between the two animals.



Students obtained information on 1 insect and 1 non-human animal but did not create a Venn Diagram to record at least 3-5 similarities and differences between the two animals.

Students included a model to illustrate the life cycles of the

Students included a model to illustrate the life cycles of the insect only

Students included a model to illustrate the life cycle of a

Students did not include a model to illustrate the life


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insect and non-human animal

non-human animal only

cycle of a no-human animal


Task 2 Student Directions: S2L1b: Seed Dispersal Engage: Choose a common animal in your area and develop and ask 5 questions to obtain information, which will help you understand and evaluate how that animal helps with the dispersing of seeds or the pollination of plants. Explore: Students will obtain information (multi-media & trade-books) to learn about the process that animals participate in to disperse seeds. Explain: Students will use a graphic organizer to organize and record information on the processes that animals use to disperse seeds. Elaborate: Students will review their data to analyze and evaluate the processes that animals use to disperse seeds, and they will construct an explanation using evidence (3-5 sources) to engage in argumentation. Evaluate: Students will communicate information in at least 8 sentences explaining how animals assist with the dispersing of seeds or the pollination of plants. Task 2 Teacher Notes: Students should review videos and read trade books to determine how animals assist with pollination and seed dispersal. The teacher can provide students with a list of animals in order to differentiate. Examples of animal life cycle dioramas can be found on Pinterest and Google Science and Engineering Practices are in bold

Cross Cutting Concepts (All Daily)

Patterns, Similarity, & Diversity, Cause & Effect, Scale, Proportion, & Quantity, Systems &

System Models, Energy & Matter, Structure & Function, Stability & Change



Students developed and asked 5 questions to obtain information, which will help you understand and



Students developed and asked questions to obtain information, which will help you understand and

https://www.pinterest.com/bchallagundla/life-cycles/

https://www.google.com/search?q=life+cycle+diorama&safe=strict&rlz=1C1WLXB_enUS718US718&espv=2&biw=1366&bih=662&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwi49tOBn9jQAhUE2SYKHaITBR4Q7AkIJw


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evaluate how that animal helps with the dispersing of seeds or the pollination of plants.




Students constructed an explanation using evidence (3-5 sources) to engage in argumentation about the animals’ role of seed dispersal and pollination.



Students did not construct an explanation using evidence (sources) to engage in argumentation about the animals’ role of seed dispersal and pollination.

Students constructed at least 8 sentences based on evidence explaining how the animal helps with dispersing of seeds or in the pollination of plants

Students constructed at least 5-7 sentences based on evidence explaining how the animal helps with dispersing of seeds or in the pollination of plants




Task 3 Student Directions: Life Cycle Diorama Engage: The museum owner has requested that you develop and use a model (a diorama of the Natural Life Cycle Museum) as an exhibit to illustrate the unique and diverse life cycles of a plant and animal. Explore: The students will plan an investigation to conduct, so they can observe and understand the life cycle of a plant. Explain: Students will carry out an investigation by planting a seed to observe, so they can record changes over time. Elaborate: Students will illustrate and summarize the changes observed of the plant in their science journal. Evaluate: You will design a museum diorama, which includes an illustration of 1 animal and 1 plant life cycle. You will attach a welcome letter for the guests of the museum, and your welcome letter will require you to construct an explanation of the life cycle of the plant and animal. You will use


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evidence (3-5 sources) to communicate and justify how the animal helps with the dispersing of seeds or the pollination of plants. Task 3 Teacher Notes: Plant observations are scheduled to take place for a minimum of 2 weeks. Students should record daily observations. Teachers need to gather resources prior to this week, so students can conduct their investigations. Science and Engineering Practices are in Bold

Cross Cutting Concepts

Patterns, Similarity, & Diversity, Cause & Effect, Scale, Proportion, & Quantity, Systems & System

Models, Energy & Matter, Structure & Function, Stability & Change



The students created a diorama, which explains the life cycle of a plant and animal.

The students created a diorama, which explains the life cycle of a plant and animal.

The students created a diorama, which explains the life cycle of a plant.

The students did not create a diorama, which explains the life cycle of a plant and animal and a description of how the animal helps with the dispersing of seeds or the pollination of plants.

Students constructed a welcome letter with an explanation of the sequence of the plant and animal life cycle. Students included 3-5 sources of evidence.

Students constructed

a welcome letter with

an explanation of the

sequence of the plant

and animal life cycle.

Students included 2-4

sources of evidence.

Students constructed a welcome letter with an explanation of the sequence of the plant and animal life cycle. Students included 1-2 sources of evidence.

Students constructed a welcome letter with an explanation of the sequence of the plant and animal life cycle. Students did not include any sources of evidence.

Students included a 3-5 sentence description of how the animal helps with the dispersing of seeds or the pollination of plants.

Students included a 2-

4 sentence description

of how the animal

helps with the

dispersing of seeds or

the pollination of

plants.

Students included a 1-2 sentence description of how the animal helps with the dispersing of seeds or the pollination of plants.

Students did not include a minimum of 1 sentence description of how the animal helps with the dispersing of seeds or the pollination of plants.


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Instructional Strategies Instructional Strategies

Research-Based Effective Teaching Strategies

21st Century Learning Skills

Learning Objectives (posted and referenced)

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort, Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Purposeful small group instruction

Increased think time

Setting Objectives, Providing Feedback

Check for Understanding

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Interdisciplinary Non-Fiction Writing

Teamwork and Collaboration

Initiative and Leadership

Curiosity and Imagination

Innovation and Creativity

Critical thinking and Problem Solving

Flexibility and Adaptability

Effective Oral and Written Communication

Accessing and Analyzing Information

Other


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Intervention Strategies Intervention Strategies

(Tiers 1, 2, 3) Additional Supports in

Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Re-voicing

Explaining

Prompting for participation

Challenging or countering

Asking “Why?” “How?”

Reread

Practice new academic vocab.

Assistive technology

Pre-teach & re-teach in a different way

Repetition

Use of manipulatives

Collaborative work

Direct/explicit instruction

“Chunking”

Accommodating different learning styles

Create differentiated text sets

Conferencing

Additional time

Small group collaboration

Modify quantity of work

Take student’s dictation

Scaffold information

Differentiated content process or product

Consistent reward system

Refer to students’ IEP or 504 plan

Assistive technology

Visuals/Regalia

Front-loading

Echoing/Choral response

Color-coding

Multiple exposures in different media

Pair-share

Modeling

Language scaffolds: eg, sentence frames

Deconstruct complex sentences and texts

L1 support

increased opportunities for student-student talk

Strategic vocabulary instruction

Additional think time


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Intervention Strategies (Tiers 1, 2, 3)

Additional Supports in Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Providing additional guided practice


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Strategies for Gifted Learners

Tier 1: Low Preparation Tier 2: Medium Preparation

Flexible-Learning Groups by Readiness, Interest, Learning Profiles

Gifted Education Cluster Classes

Choice of Books Gifted Education Collaboration Classes

Homework Options Tiered Activities and Products

Use of Reading Buddies Use of Literature Clubs

Various Journal Prompts Multiple Testing Options

Student/Teacher Goal Setting Multiple Texts

Varied Pacing with Anchor Options Alternative Assessments

Work Alone or Together Subject Advancement within class

Flexible Seating Curriculum Compacting

Varied Scaffolding Tiered Centers

Varied Computer Programs Spelling by Readiness

Design-A-DAY Varying Organizers

Varied Supplemental Materials Community Mentorships

Computer Mentors Stations

Think-Pair-Share by Readiness, Interest, Learning Profiles

Group Investigations

Open-ended Activities Students are Assessed in Multiple Ways

Explorations by Interest Student choice in selecting learning activities.

Options for Competition Simulations

Tier 3: High Tier 4: Advanced/Autonomous

Advanced Content English/language arts,

mathematics, science and/or social studies courses

Above grade level accelerated English/language

arts, mathematics, science and/or social studies courses

Resource Classes Advanced Placement Classes

Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internship/Mentorships

Whole Grade Acceleration


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Instructional Resources and Materials Suggested Resources Suggested Technology Resources

Directions: Identify a variety of tangible resources that include selected texts and hands-on manipulatives, maps, charts, diagrams, realistic, multimedia, etc., to use while teaching students the “unwrapped” Priority Standards concepts and skills, supporting standards, interdisciplinary connections, unit vocabulary terms, and extension/enrichment activities.

Include tools/tutorials needed for instruction. (i.e. creating a double number line)

Internet sites and software that correspond with the “unwrapped” Priority Standards concepts and skills, supporting standards, interdisciplinary connections, unit vocabulary terms, and extension/enrichment activities.

Unit Vocabulary Directions: Identify and list academic vocabulary from the unit’s priority and supporting standards.

Include unit-specific vocabulary terms from the performance tasks.

Include the code and text of any cross-curricular standards included in this unit.

Unit Vocabulary Terms Interdisciplinary Connections

Academic / Tier 2 Unit-Specific / Domain / Tier 3

Obtain Evaluate Communicate Sequence Investigation Recording ModelModel Illustrate

Life cycle Adult Tadpole Larva Pupa Seed Roots Stem Flower Fruit Metamorphosis Photosynthesis

ELAGSE2W2

Rigorous Curriculum Design—Unit Planning Organizer Blank


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Weekly Planner Course: Second Grade Science Unit 1: Lifecycles

Pacing Priority (in bold) and Supporting

Standards

Engaging Learning Experiences

Core Instruction (in bold) and additional resources

Formative Assessments

Week 1 & 2 Start date: ______

S2L1c S2L1d S2L1a S2L1b

How am I like a Scientists? Introduce rituals and routines Introduction to Science and Engineering Practices Introduce Suggested Phenomena: From Destruction to Life Scenario to Engage Student Learners

Pre-teach academic vocabulary. Teaching Academic Vocabulary seed, roots, plant, flower Teachers introduce students to the life cycles of plants through the use of books, videos, and time elapsed videos on plant life cycles. From a Seed to a Plant Video

Discussion of the Essential Questions (throughout unit) Suggested informal progress monitoring checks:

1. Knowledge Rating

2. Exit Ticket

2-3 S2L1a

Task 1 Explore: Students will work with a partner to develop and ask 5 questions to determine the sequence of the life cycle of common animals in the area (at least 1 insect and 1 non-human animal). Explain: Students will obtain (multi-media, Lexile Level trade books, life cycle models) information to answer the questions they developed about the life cycle processes of the 2 organisms. (examples include: cat, dog, frog, insect, butterfly).

Suggested Activities Plant Life Cycle Video Time Elapsed Videos of Plant Life Cycles Paper Towel Plant Video The Tiny Seed Storybook by Eric Carle Students develop questions to determine the sequence of the life cycle of common animals in the area. Once the questions are developed, students complete webquest or research in trade books, etc. to locate information about specific animal life cycles. Resources for students

Venn Diagram

https://youtu.be/tkFPyue5X3Q?list=PL_J-AyLJZjWCV8hONkunXn6RdvQfVX65N

https://youtu.be/zPqnYYI2Uq8

https://gpb.pbslearningmedia.org/resource/tdc02.sci.life.colt.plantsgrow/from-seed-to-flower/

http://pbskids.org/curiousgeorge/video/td/video_pop.html?ar=16:9&bandwidth=_hi&cc=true&clip=td/105B&filetype=mov&title=Paper%20Towel%20Plants

https://youtu.be/ls6wTeT2cKA

http://www.uen.org/themepark/cycles/animal.shtml



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Standards




Elaborate: The information obtained from research about the organisms unique life cycles can be inserted into a Venn diagram. The Venn diagram will enable students to compare and contrast the organisms diverse life cycles. Students can include at least 3-5 similarities and differences between the two organisms.

4-5 S2L1b

Task 2: Students should plan and carry out an investigation to observe the life cycle of a plant from a seed. Observations should be done over a 2-week period. Students should make their first observation on the data collection form or in science journal this week

Activities can include: 1. Draw About It 2. Write About It 3. Talk About It

Focus on a cycle graphic organizer to record notes and pictures of their investigations.

Task 2 scoring guide Suggested informal progress monitoring checks: Observation Form Think Pair Share Discuss that plants have a life cycle that includes sprouting; developing roots, stems, leaves, etc. Reflect daily in science journals on observation of the growth of a plant

https://www.scholastic.com/content/dam/teachers/blogs/genia-connell/migrated-files/focus_on_a_cycle.pdf



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Standards




Week 5 S2L1d S2L1b

Vocabulary: Reproduce, environment, develop survive, space, larva, habitat Task 3: Diorama Introduce the Diorama "project" to students. Be sure to review all requirements and the rubric. The teacher might want to give students a list of animals or assign each student an animal.

Plant and animal life cycle Seed dispersal Teacher leads discussion on Seed dispersion and plant pollination. When animals take fruits or seeds for food, they act as willing transporters of the plant's seeds. Sometimes, the plants make use of animals to carry their seeds without giving them any reward. Suggested Resources: Pollination Video Pollinators Video Seed Dispersal Video Powerpoint & Graphic Organizer (Retrieved from www.kyrene.org/cms/lib2/AZ01001083/Centricity/.../Seed%20Dispersal%20PP.pptx Powerpoint on Seed Dispersal You might want to invite other classes to your room for a Gallery Walk and have each student in your class explain their exhibit.

Task 3 scoring guide Suggested informal progress monitoring checks: Observation journals should include recorded changes of the plant over time. Thumbs up Thumbs down Diorama

Week 6 S2L1a S2L1b S2L1c S2L1d

Task 3: Museum Exhibit Students create an exhibit for the Natural Life Cycle Museum that includes 1 plant, diorama of the life cycle of an animal, and a welcome letter that explains the life cycle of a plant and animal.

Teacher clarify any misconceptions about the following concepts: The life cycles of different living organisms (plants and animals). Animal’s role in dispersing seeds or in the pollination of plants.

Exhibit Welcome Letter Diorama

https://youtu.be/dA05LOfPblY

https://youtu.be/LiczM-w3V-U

https://youtu.be/-xYVSfFX8n8

https://dcsd-my.sharepoint.com/personal/e20025266_dekalbschoolsga_org/_layouts/15/guestaccess.aspx?docid=0a59a7185a20b4a3aa7d8ae5626a31ac9&authkey=AWY3ZJ--OmCMa-suGa_tuoc

https://dcsd-my.sharepoint.com/personal/e20025266_dekalbschoolsga_org/_layouts/15/guestaccess.aspx?docid=0a3aa5677489043a29617e62d5d51be8d&authkey=AQXx41y2IK379VMPzZO09nQ



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Standards




Task 3 continued: Description of how the animal helps with the dispersing of seeds or the pollination of plants. Encourage students to use the vocabulary that they learned throughout the unit in their write up.

Week 7 S2L1a S2L1b S2L1c S2L1d

Final presentation of Life Cycles Diorama

Cumulative review for Unit 1 DSCD Unit 1 Post Assessment

Documents

Rigorous Curriculum Design - · PDF fileExplain: Students will obtain ... cat, dog, frog, insect, butterfly). ... process that animals participate in to disperse seeds