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2nd Grade

1. How do we understand things we cannot see or experience?


Overarching
Understanding
Goals: 2. How has the Earth changed over time?

3. How can rocks teach us about Earth’s past?

4. Who are important paleontologists and how do they do their job?

Generative Understanding Earth and its History (building background knowledge for Dinosaur
Topic: Expedition)

1. Paleontologists make 2. It has taken billions 3. We only experience 4. Sedimentary rocks


inferences about of years for Earth to a small part of the are a unique type of
Unit-Long prehistoric life. look like what it does Earth; below us are rock. Fossils are found
Understanding Important today. thousands of miles of in sedimentary rocks
Goals: paleontologists include Earth. and distinct layers can
Mary Anning, Edward help scientists make a
Cope, and Sue timeline of Earth’s
Hendrickson. history.

Sequence of UGs Understanding Performances Ongoing Assessments


Understanding
Performances ↓

Introductory 2 As a class, we will read a text about Earth’s Formal assessment by students checking
Performances: beginning. Throughout reading students will answers to text based questions as we go
highlight key details. After reading, students over them as a class. Informal assessment by
will walk around the room with a partner to teacher. What are students highlighting as
answer posted text based questions. important details?

1 Students will reread passages from the


weekly Reading Wonders text. Through Informal assessment by teacher. What words
guided questions (What words do you are students picking out as key words?
see?/What do you know already about that?),
students will make inferences about the
passages and add responses to a class anchor
chart.

4 Students will make a class model of a Informal assessment by teacher. Are students
sedimentary rock using sand, pebbles, and making observations about layers and visible
larger rocks in a jar. Students will make pieces? Conferencing with students, are their
observations about what they notice about drawings matching the jar?
the rock, and draw the rock.
Guided Inquiry 1 Students will be given a set of sentences that Informal feedback by teacher. Walking the
Performances: describe scenes that are either happening in room and conferencing with students about
the daytime or nighttime. Students will use their sort. Probing questions about what key
text evidence and background knowledge to words are they underlining and what
infer what time of day the scene is experiences they have had in their lives to
happening. inform their decisions.

3 Based on table dot color, each student will


be assigned an expert text about one of the Informal self assessment by students. Are
Earth’s layers. After reading their text, you able to explain important facts to your
students will share (conversation cafe style) peers? How many facts did you add to your
at their table some of the facts that they read tables information gathering chart? Informal
about their layer. Finally, students will write assessment by teacher. Walking the room,
details about their layer on their tables observing/listening to student conversations.
information gathering chart.

4 Students will be given 8 descriptions (clues) Formal self assessment by students. Teacher
of different types of rocks. Students will goes over correct matches while students
walk the room looking at posted pictures of correct their own work. Informal assessment
rocks that match the descriptions that they by teacher. Listening to students reasoning
have. Students will determine which for what type of rock they think the real rock
description matches which rock. Last, I will is. Are students noticing differences among
show students a real rock and have them the physical characteristics of common sed,
decided if its most like the sedimentary meta, and igneous rocks?
rocks, metamorphic rocks, or igneous rocks
and why they think that.

Culminating 1, 2 Students will use their knowledge of what Informal assessment. Teacher walking the
Performances: the Earth looks like today and the shapes of room observing the choices students are
the continents to infer what Pangea looked making. Are their decisions logical? Asking
like. Students will produce an individual students why they placed a continent
map, but will be able to confer with their somewhere.
tablemates about the placement of their
continents.

3 Students will be given a set of blank circles Formal summative assessment by teacher.
varying in size. Students will cut out the Did students correctly order and label the
circles and glue them on top of each other. layers of the Earth? Do students facts
Students will label each circle with a layer of correspond to the layers?
the Earth (smallest circle inner core...largest
circle crust). Then students will right one
fact about each layer. Students will use table
information charts made during jigsaw to
locate facts.

4 Students will go on a rock walk around the Informal assessment by teacher. Teacher
neighborhood of RBCS. Each student will walking the room and conferring with
collect one rock and bring it back to the students about what they notice about their
classroom. Students will closely observe and rock. Did students classify their rock as
draw their rock. Students will determine if sedimentary or not?
their rock is sedimentary or not based on
common characteristics of sedimentary
rocks.

Skill Strands:
X 1. Inferencing
X 2. Using Evidence
X 3. Classifying
✓ 4. Identifying important facts/details
✓5. Observations

X Major Focus ✓ Reinforced ●


Unsupported/Required

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