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.
Observation charts on different kinds of bears.
Inquiry chart: What do you know about bears? What are you wondering about bears?
Super Scientist Awards
Golden Pen Awards
Poetry and Chanting
Personal interaction: Which bear picture is most scientific and why?
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
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
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.
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.
Produce simple pictographs and describe observations.
Cooperate and contribute ideas within a group.
SOCIAL STUDIES/GEOGRAPHY STANDARDS – Grade 2
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.
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.
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.
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.
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.
SOCIAL STUDIES/CIVICS – Grade 2
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.
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.
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.
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.
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.