Grade 2 - Kayla A, Kayla R, Rachel

Unit: Earth’s Systems: Processes that Shape the Earth

Science Stuff (from Standards document):

Content Standards -

2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid

2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land

2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

Essential Questions for Unit:

  1. Where do you usually see a lot of water?

  2. What happens when there is too much water and wind?

  3. What do different bodies of water do to help the Earth? (i.e. oceans, rivers, ponds)

Big Ideas/Enduring Understandings for Unit:

  1. Oceans, lakes, and rivers are all a part of Earth’s bodies of water.

  2. Too much water and wind has damaging effects on the Earth.

  3. Natural disasters shape the Earth through erosion and damage.

Performance Tasks for Unit:

Children will demonstrate their understanding of the unit plan through tests, quizzes, and projects assigned by teacher.

Project- Beginning of the unit students will be assigned a journal where they log the weather each day. They will answer questions such as: What was the weather today? Did it cause any damage? 

How would you help a community that had damage from a natural disaster?

Problem solving in class question: A hurricane is approaching... how would you prepare? A care package

Take a walk to a nearby body of water (hopefully there is one by the school). What do you see?

design structures that repel damage against a tornado, or hurricane - perspective 

    • Lilly Davis
      Lilly Davis

      I think that your essential questions are good, however I think the second one might be a little bit to broad for second graders. Maybe try and specifying it a little bit. Your big ideas are very good. They provide a lot of detail yet are also very specific to what you will be teaching the students. Your big ideas and essential questions directly correlate to each other, which they are supposed to do. I thought they were very nicely done.

      • Mikaela Fernandes-Dix
        Mikaela Fernandes-Dix

        I think your essential questions that you guys have come up with are perfect for 2nd graders comprehension and they will be able to understand these questions for your unit. I think your big ideas and essential questions go perfectly together and explain what your questions are all about.

        -Mikaela Fernandes-Dix

        • Kealy Costigan
          Kealy Costigan

          I like the unit you chose. I think weather is a great topic for kids because they have all experienced it and it feels real. It can be seen, heard, even felt in some cases. There are a lot of opportunities for research with this unit- kids can choose different types of storms like hurricanes, tornadoes, and then read books and search online with help to put together some kind of project. 

          • Jacqueline Manzano
            Jacqueline Manzano

            I like the essential questions for the unit, especially for second graders. It is a great way for children to build and develop their understanding of the world around them. I like how you emphasize the dangers of too much water and wind, but I think it would also be good to include what a deficit in the elements could result in. This unit seems very fun and interesting for young students, there are many resources that can be used in order to further engage them. 

            • Rochelle Cadogan
              Rochelle Cadogan

              Your essential questions and big ideas go hand in hand which is great. I also really enjoy this topic and it will be fun for students to learn more about the bodies of water surrounding them, and what dangers can be expected from too much water and wind. For the performance tasks, maybe you can give a more in depth example on how you would give a quiz on this topic? Would it be like a matching game of weather terms or a fill in the blank situation.

              • Samantha Kappmeier
                Samantha Kappmeier

                I think that the essential questions are the perfect level for this grade, i've worked with second graders before actually when they were talking about this particular topic and it was really interesting to see. The big ideas however may be a little complex for them but can be seen as a challenge for them to get to the bottom of so you as teachers can help them facilitate together for a deeper understanding. 

                • Rachel Scarano
                  Rachel Scarano

                  Thanks for your feedback! Definitely still working on tuning things up, and we will take all of your suggestions into consideration. Much appreciated, thanks!

                  • Gerald Ardito
                    Gerald Ardito

                    Kayla, Kayla, and Rachel,

                    Here is some feedback on your work:

                    1. Please include the details of the Science standards, and not just the "code." It is very difficult to see if your Essential Questions and Big Ideas relate to your standards without being able to see what they are.

                    2. Have you thought about any specific performance tasks that your students can do to demonstrate their understanding?