Bears around the world



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Project GLAD


Washoe County School District

BEARS AROUND THE WORLD

(Level 2)

IDEA PAGES
I. UNIT THEME: Take Care of Each Other Today For a Better World Tomorrow


  • Living things grow and change.

  • Adaptation: Living things adapt to survive as their environments change.

  • Evolution: Given time, everything in nature changes.

  • Man can force changes too quickly.

  • Conservation is a worldwide problem, all cultures need to look at how they will protect their environments and wildlife.

II. FOCUSING/MOTIVATION



  • Observation charts on different kinds of bears.

  • Inquiry chart: What do you know about bears? What are you wondering about bears?

  • Big Book

  • Super Scientist Awards

  • Golden Pen Awards

  • Poetry and Chanting

  • Exploration Report

  • Personal interaction: Which bear picture is most scientific and why?

III. CLOSURE



  • Process all charts, especially inquiry

  • Team Big Book using process grid

  • Individual Portfolios about bears (expository, narrative, and poem) with rubric.

  • Team plan for a better world tomorrow

  • Teacher-made test

  • Team presentations




  1. CONCEPTS: EARTH AND LIFE SCIENCE

  • Evolution: Change can happen over long periods of time or instantaneously.

  • Biological and geological changes occur to which the species must adapt.
  • Systems and Interactions: Species become endangered or extinct when they cannot change fast enough to keep up with the changes in their environments.


  • Ecosystems are systems of balance between living/non-living components.

  • Extinction is a natural process of evolution; humans can affect this process.

  • There is a variety of living things found on the Earth, bio-diversity.

  • Life cycles: Each generation of living things follows the same path of development.

SCIENCE STANDARDS – GRADE 2

LIFE SCIENCE

6.0 Structure and Function: Students understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life’s needs.

6.2.1 Investigate and describe how living things grow and change.

6.2.2 Distinguish living from non-living things using established criteria.

6.2.3 Investigate and describe what animals require to survive.
8.0 Heredity and Diversity: Students understand that life forms are diverse, and that they pass some characteristics to their offspring.

8.2.1 Investigate and describe how particular animals have offspring that are the same kind of animal.

8.2.2 Investigate and describe how some living things look alike and others do not.
EARTH AND SPACE SCIENCES

11.0 Earth Models: Students understand that the Earth may be represented by a variety of maps and models.

11.2.2 Locate North and South Poles on a globe.

12.0 Earth History: Students understand that Earth systems change or vary.

12.2.1 Investigate and describe how changes happen to many things on Earth.

ENVIRONMENTAL SCIENCES

15.0 Ecosystems: Students will demonstrate an understanding that ecosystems display patterns of organization, change, and stability as a result of the interactions and interdependencies among the life forms and the physical components of the Earth.

15.2.1 Investigate and describe the roles of plants as producers and animals as consumers, and how living things may depend on each other.

15.2.2 Investigate and describe how animals eat plants and other animals for food and may also use plants or even other animals for shelter and nesting.

17.0 Conservation: Students understand that humans have the unique ability to change personal and societal behavior based on ethical considerations regarding other organisms, the planet as a whole, and future generations.

17.2.1 Identify places where people and animals live in different places in different ways.

17.2.2 Describe how daily some things change and other things stay the same.

21.0 Scientific Values and Attitudes: Students understand that science is an active process of systematically examining the natural world.

21.2.1 Make observations and give descriptions using words, numbers and drawing.

22.0 Communication Skills: Students understand that a variety of communication methods can be used to share scientific information.

22.2.1 Follow verbal instructions accurately.


      1. Produce simple pictographs and describe observations.

      2. Cooperate and contribute ideas within a group.




  1. SOCIAL STUDIES/GEOGRAPHY STANDARDS – Grade 2

    1. The World in Spatial Terms: Students use maps, globes, and other geographic tools and technologies to locate and derive information about people, places and environments.

1.2.1 Identify the map titles and map symbols on a variety of maps.

1.2.2 Describe what a map or globe represents.

1.2.3 Recognize geographic information from maps, globes, photographs and graphs.

1.2.7 Identify and locate land and water on a map or globe, using the terms continent and ocean.



  1. Places and Regions: Students understand the physical and human features and cultural characteristics of places and use this information to define and study regions and their patterns of change.

2.2.1 Identify basic types of landforms and bodies of water, such as mountains, valleys, islands, lakes, and rivers.

  1. Physical Systems: Students understand how physical processes shape Earth’s surface patterns and ecosystems.

3.2.3 Identify some basic elements of a simple ecosystem, such as plants and animals.

  1. Human Systems: Students understand how economic, political, and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation.

4.2.9 Identify places where cooperation and conflict take place.


  1. Geographic Skills: Students ask and answer geographic questions by acquiring, organizing, and analyzing geographic information.

7.2.1 Ask questions about location.

7.2.2 Gather geographic information from books and pictures.

7.2.3 Make simple lists and graphs and arrange visual materials to display geographic information.


  1. SOCIAL STUDIES/CIVICS – Grade 2

  1. Rules and Law: Students know why society needs rules, laws and governments.

1.2.1 Identify and follow classroom and school rules that guide behavior and establish order to accomplish tasks.

1.2.4 Participate in class decision making.




  1. VOCABULARY

Endangered carnivore herbivore omnivore

Distribution habitat appearance size

Mammal warm-blooded viviparous population

Conservation vacuoles continents carrion

Threatened producer consumer shelter

Nesting reserves survival adaptation

Polar regions tundra mapping evolution

Living things resources rare cub

Non-living things plantigrade global warming den

Ecology diurnal nocturnal solitary

ELD core vocabulary:

Body parts colors numbers habitats

Homes family words foods




  1. ENGLISH/LANGUAGE ARTS STANDARDS –Grade 2

READING

  1. Students know and use word analysis skills and strategies to comprehend new words encountered in text.

1.2.1 Use knowledge of high-frequency words to read text aloud with fluency, accuracy, and expression.

1.2.2 Use knowledge of phonics and structural elements (e.g., syllables, basic prefixes, roots and suffixes) to decode unfamiliar words of one or more syllables in context to make meaning.

1.2.3 Identify the meanings of common prefixes, suffixes, and abbreviated words in context, and use context clues to determine word meanings.

1.2.4 Identify and use knowledge of spelling patterns such as special vowel spellings when reading; apply knowledge of basic syllabication rules when reading.

1.2.5 Identify and use knowledge of synonyms, antonyms homophones, and homographs to expand vocabulary and understand text.

1.2.6 Apply newly acquired vocabulary with attention to specialized words common to content areas.


  1. Students use reading process skills and strategies to build comprehension.

2.2.1 Identify pre-reading strategies that aid comprehension such as accessing prior knowledge, predicting, previewing, drawing conclusions, locating known and unknown words, and setting a purpose.

2.2.2 Identify self-correcting strategies such as self-questioning, self-monitoring, cross-checking, reading ahead, and rereading.

2.2.3 Restate facts in order to formulate the main idea of the text.

2.2.4 Retell the main idea of text and form simple generalizations.



  1. Students read to comprehend, interpret, and evaluate literature from a variety of authors, cultures and times.

3.2.1 analyze simple elements of a story, such as settings, characters, and plot (e.g., restate the logical and sequential development of a story and generate alternative endings to stories.) answering literal, inferential, and interpretive questions.

3.2.2. Make basic inferences about character traits and predict story outcomes.

3.2.3 Compare and contrast different versions of the same stories from different cultures and eras.

3.2.5 Compare rhythm, rhyme, and alliteration in poetry.

3.2.7 Distinguish between poetry and prose, and between realism and fantasy.


  1. Students read to comprehend, interpret, and evaluate informational texts for specific purposes.

4.2.1 Locate table of contents, index, and chapter headings; interpret information from diagrams, charts, graphs, maps, and glossaries.

4.2.2 Identify and explaining cause and effect, fact and opinion, and determine the main idea of a passage.

4.2.3 Ask questions to gain understanding of important information in a text.

4.2.6 Read and follow simple directions to perform a task.

WRITING


  1. Students write a variety of text that inform, persuade, describe, evaluate, or tell a story and are appropriate to purpose and audience.

5.2.1 Use at least two sources to write an informative paper.

5.2.3 Write stories and poems.

5.2.4 Write responses to literature.


  1. Students write with a clear focus and logical development, evaluating, revising, and editing for organization, style, tone and word choice.

6.2.1 Generate possible ideas for writing by recalling experiences, talking, drawing, brainstorming, reading a literary work, and hearing stories.

6.2.2 Organize ideas through activities such as listing and clustering.

6.2.3 Write stories or other compositions such as a personal narrative, poetry, and writing in content areas.

6.2.4 Revise writing for detail and clarity.

6.2.5 Edit, with teacher assistance, for correct word usage.

6.2.6 Produce writing for given audiences and purposes.

6.2.7 Share writing with others and listen to responses.


  1. Students write using standard English grammar, usage, punctuation, capitalization, and spelling.

7.2.1 Use nouns, verbs, pronouns, adjectives, and adverbs in writing.

7.2.2 Identify complete and incomplete sentences in writing.

7.2.3 Use commas with dates, and words in a series, and in the salutation and closure of a letter; use end punctuation, contractions, and possessives correctly.

7.2.4 Capitalize first word of a sentence, proper nouns, and initials.

7.2.5 Use correct spelling of words containing short, long, and r-controlled vowels, blends, digraphs, and irregular words.

7.2.6 Create readable compositions that are legible.

LISTENING AND SPEAKING


  1. Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.

8.2.1 Determine the purpose(s) for listening, such as to obtain information, to solve problems, or for enjoyment.

8.2.2 Attend and respond to public presentations and a variety of media.

8.2.4 Follow two-step spoken directions to complete a task.


  1. Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose.

9.2.1 Select and use specific vocabulary to communicate ideas.

9.2.2 Speak clearly at a understandable pace.

9.2.3 Make oral presentations that maintain a clear focus.

9.2.4 Recount experiences and tell stories that move through a logical sequence of events, and include character and setting.

9.2.5 Give clear directions to complete a simple task.


  1. Students participate in discussions to offer information, clarify ideas, and support a position.

10.2.1 Demonstrate turn-taking and attentiveness in conversations and group discussions.

10.2.2 Ask and answer questions to gather and provide information.

10.2.3 Present ideas and information in groups.
RESEARCH


  1. Formulate research questions, use a variety of sources to obtain information, weigh the evidence, draw valid conclusions, and present findings.

11.2.1 Formulate questions to explore areas of interest.

11.2.2 Locate and use information from reference materials and technology.

11.2.5 Share research findings using various media.

ESL PERFORMANCE STANDARDS

READING


  1. Students know and use word analysis skills and strategies to comprehend new words encountered in text in English.

Non-English Proficient – Level One



    1. Use knowledge of high frequency words to read

text aloud with fluency, accuracy, and expression.

    1. Use phonics to decode words in context by blending

sound units.

    1. Identify simple prefixes, common suffixes, and

abbreviated words in context.

    1. Use knowledge of simple spelling patterns, blends,

and digraphs when reading; apply basic knowledge of alphabetical order.

    1. Identify synonyms and antonyms in context.

    2. Use prior knowledge/context clues for vocabulary.

Limited English Proficient - Level Two

    1. Read texts aloud with fluency, accuracy and

appropriate intonation and expressions; read high frequency words to build fluency.

    1. Use knowledge of phonics and structural elements

to decode unfamiliar words of one or more syllables in context to make meaning.

    1. Identify the meanings of simple prefixes, common

suffixes, and abbreviated words in context, and use context clues to determine word meanings.

    1. Identify and use knowledge of spelling patterns,

such as dipthongs and special vowel spellings when reading; apply knowledge of basic syllabication rules when reading.

    1. Identify and use knowledge of synonyms, antonyms,

homophones, and homographs to understand text.

    1. Use context clues to determine word meaning.


Fully English Proficient – Level Three

    1. Use knowledge of prefixes, suffixes, roots or base

words to determine the meaning of words in context and recognize and use inflectional endings such as s, es, ed, ing, ly, est, and er, understanding that meaning may change with ending.

    1. Use dictionaries and glossaries to determine the

meanings and other features of unknown words.

    1. Use knowledge of synonyms, antonyms, homophones,

and homographs to expand vocabulary.

    1. Use dictionaries and glossaries to determine the

meanings and other features of unknown words.

  1. Students use reading process skills and strategies to build comprehension in English.

Non-English Proficient – Level One

    1. Use, with teacher assistance, pre-reading

strategies that aid comprehension such as accessing prior knowledge, predicting, previewing, and setting the purpose.

    1. Use, with teacher assistance, the three cueing

systems, self-monitoring, cross checking, and self-correcting strategies such as rereading, substituting, and reading on.

    1. Demonstrate reading skills that contribute to

comprehension including recalling details of the text while reading, drawing conclusions, and distinguishing between realism and fantasy.

    1. Retell details of text including central ideas in

English.

    1. Demonstrate directionality by tracking print from

left to right knowing concept of word and using return sweep.

Limited English Proficient – Level Two


    1. Identify pre-reading strategies that aid in

comprehension such as accessing prior knowledge, predicting, previewing, drawing conclusions, locating known and unknown words and setting a purpose.

    1. Identify self-correcting strategies such as self

questioning, self-monitoring, cross checking, reading ahead and rereading.

    1. Restate facts and details in order to recall the

main idea of the text while reading.

    1. Retell the main idea of text and form simple

generalizations in English.

    1. Adjust reading to suit difficulty of text.

Fully English Proficient – Level Three

    1. Use pre-reading strategies such as accessing prior

knowledge (schema), predicting, previewing, and setting a purpose to make reasonable predictions

and to improve comprehension.



    1. Use self-correcting strategies such as self questioning; reading ahead

and then rereading a word, phrase or sentence, and rereading to gain

meaning from text.



    1. Recall essential points in text while reading; make and revise predictions

about coming information.

    1. Restate facts and details in text to share information, distinguishes

main idea, and organizes ideas in English.

    1. Adjust reading to suit difficulty of text.
  1. Students read to comprehend, interpret, and evaluate literature from a variety of authors, cultures, and times.


Non-English Proficient - Level One

    1. Identify characters, setting, and sequence of events in English.

    2. Listen to and read stories from different cultures and eras in English.

    1. Read and identify poetry and prose in English.

    2. Identify rhythm, rhyme and alliteration in English.

    3. Compare and contrast different versions of the same stories from

different cultures and eras, recognizing diversity through a variety of

literature.

Limited English Proficient – Level Two

3.1 Analyze simple elements of a story such as settings, characters and plot, answering literal, inferential, and interpretive questions in English.



    1. Compare and contrast stories from different cultures and eras in

English.

    1. Make inferences/interpretations about characters.

    2. Compare rhythm, rhyme, and alliteration in poetry in

English.

    1. Compare and contrast different versions of the same stories from

different cultures and eras, recognizing diversity through a variety of literature.

3.7 Read, listen to and identify a variety of genres such as stories, plays, poetry, and nonfiction selections.

Fully English Proficient – Level Three


    1. Compare and contrast plots, settings, and characters in a variety of

works and by a variety of authors in English.

    1. Identify and compare themes or messages in reading selections.

    2. Make inferences about characters.

    3. Identify simile, metaphor, onomatopoeia, and hyperbole.
    4. Compare and contrast plots, settings, characters, and points of view in


a variety of works, and by a variety of authors from different cultures and times.

3.7 Read, listen to and identify a variety of genres such as stories, plays, poetry, and nonfiction selections.



  1. Students read to comprehend, interpret, and evaluate informational texts in English for specific purposes.

Non-English Proficient – Level One

    1. Locate and use titles, pictures and names of authors and illustrators to

obtain information.

    1. Identify cause and effect and main ideas in English.

    2. Use text to answer questions in English.

    3. Read and follow a simple direction to perform a task in English.

Limited English Proficient – Level Two

    1. Locate table of contents, index, and chapter headings; interpret

information from diagrams, charts, maps, graphs, and glossaries in English.

    1. Identify and explain cause and effect, fact and opinion, and determine

the main idea of a passage in English.

    1. Ask questions to gain understanding of important information in a text in

English.

    1. Read and follow simple directions to perform a task in English.

Fully English Proficient – Level Three

    1. Distinguish essential information from titles, tables of contents, chapter


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