UNIT TITLE: Earth, Air and Water – What they do for us and what we do to them

GRADES: 2/3 STRAND: Earth and Space Systems

TOPICS: Grade 2: Air and Water in the Environment
Grade 3: Soils in the Environment
SUBTASK NUMBER 3: Characteristics, uses and components of air, water, and soil

SUBTASK DESCRIPTION: ‘Read, Write, Do, Do, Report’ Centres

Big Ideas
Grade 2 Grade 3
A. Air and water are a major part of the environment. A. Soil is made up of living and non-living things.
B. The composition and characteristics of soil determine
its capacity to sustain life.
C. Soil is an essential source of life and nutrients for
many living things.
Overall Expectations
Grade 2 Grade 3
2. Investigate the characteristics of air and water, 2. Conduct investigations to explore the composition
and the visible effects of and changes to air and/or and characteristics of different soils.
water in the environment 3. Demonstrate an understanding of the similarities and
differences among various soils.
Specific Expectations
Grade 2 Grade 3
Science and Technology Science and Technology
• Characteristics and uses of air • Components of a variety of soils and added
• Characteristics and uses of water substances to soils
• Three states of water in environment • Types and conditions of soils
• Changes to air caused by heating and cooling (Scientific Inquiry/Research & Experimentation)
(Scientific Inquiry/Research & Experimentation)
Language/Writing Language/Writing
Write short texts using several simple forms (e.g. • Write short texts using a variety of forms (e.g.
procedure for scientific investigation, journal procedure for scientific investigation, journal
response to guiding questions) (Classifying Ideas, response to guiding questions) (Classifying Ideas, Organ
Organizing Ideas, Form) Ideas, Form)
Grouping: Assessment and Evaluation
heterogeneous groups, separated by grade Assessment Strategies/Tools:
Teaching/Learning Approaches and Strategies Observation/Anecdotal Records
• Large group teaching Procedural Writing Performance Task
• Small group centre work (peer reading, writing resp Response Journal
two inquiry experiments, oral sharing)
Subtask Components
Activate Prior Learning Grades 2 & 3
Demonstrations to activate prior learning that matter takes up space. (Shared)
• Blow into a large plastic bag (e.g. diaper genie refill) to demonstrate Bernoulli effect.
• Use a large rock, pebbles, sand and water (in order) to fill a clear container. Ask: “Is the jar full?” before
adding each new element.
*Note: Withhold explanations of these events until end of lesson to encourage students to solve the problems

Combined Grades – Science and Technology 2007

posed while working through their own experiments.
Set the Context
Introduce this lesson to inform students that their learning in the centres will guide their culminating task.
Outline safety considerations, group proficiency expectations/roles (including materials management), review or
highlight location of reference chart for completion of graphs and experiment method. (Modelled)
Implement Teaching and Learning
A series of small group centres. (Guided/Independent)
Grade 2 Grade 2 Grade 3 Grade 3
Move and Heat Air Turn the Waterwheel Soil Sort Planting
• Students will blow up a • Use a plastic • Use a variety of soil • Use a variety of
balloon and tie it shut. waterwheel (clean type samples a) soil samples
Use a hair dryer to sandbox toy) set in (gathered by b) soil conditions
heat it and observe it a large plastic bin, a students from to predict sustainability of
expand. Put it in a variety of measuring around their homes, life for a plant.
cooler with ice and cups, a metre stick, by the students from • Select 2 different soil
observe it shrink. and a pail of water. around the school, types (soil, clay, humus,
Measure around the • Mark one paddle of or provided by the and sand) and 2
balloon with a string the waterwheel so teacher) that include different soil conditions
after each of the 3 that students can soil, clay, humus, (sodden, wet, damp,
steps to compare the count rotations as and sand. dry, drought).
balloon’s size. the water makes the • Students will use • Plant a plant (bean
• Students try moving a wheel spin. toothpicks to sort seed, alfalfa sprouts,
variety of objects by • Students will visible components sunflower seeds, corn)
blowing on them with experiment with of soil, using a in each of the 2 soil
their mouth. Next, pouring different sorting rule that they types and soil
provide a straw. amounts of water have created. They conditions.
Students try blowing over the wheel (from will document this • Record observations
through the straw to the same height) rule and identify over a period of several
move the objects. and counting how where each days to determine the
Finally, provide tape many times the component fits. soil condition and type
and a clear plastic wheel rotates. • Students will re-sort, necessary to best
bag. Students tape • Students record using sedimentation sustain life.
the bag around the their findings on a T- (water poured over • Respond to guiding
end of the straw and chart with headings the soil, onto a filter) questions in the Science
place it underneath “amount of water” to determine the Journal.
objects to lift them by and “number of components of soil
blowing into the bag. rotations”. that may have been
• Students will missed upon
experiment with original
pouring water (a set investigation.
amount) from • Students will record
different heights and their work in their
counting how many Science Journal, as
times the wheel a piece of
rotates. procedural writing
• Students record as well as a graphic
their findings on a T- organizer of their
chart with headings sorting.
“height of pouring”
and “number of

Combined Grades – Science and Technology 2007

 rotations”.
Grade 2 Integrated Grade 2 Integrated Grade 3 Integrated Grade 3 Integrated Writing
Reading Centre Writing Centre Reading Centre Centre
• A variety of non-fiction • Journal Writing • A variety of non- • Journal Writing
levelled texts on the opportunity, based fiction levelled texts opportunity, based on
topic of Air and Water on response to on the topic of soils response to Guiding
in the environment, 3 Guiding Questions in the environment, Questions from Unit
states of water, energy from Unit Plans. living things in soils Plans. Variety of
from wind and moving Variety of for peer reading. formats/presentation
water for peer reading. formats/presentation styles available.
styles available.
Differentiate
PROCESS
• Use like-readiness or mixed-readiness work groups
• Encourage students to work together or independently in collegial or competitive work arrangements
• Provide teacher-led mini workshops on varied skills
PRODUCT
• Allow students to use a range of product formats/visual presentation styles
Check for Understanding
Circulate and record anecdotal comments, ask guiding questions to focus inquiry in experiment centres.
Require students to orally justify their understanding with ‘how do you know you’re right’ questions.
Practise and Apply
Record in journals, including noting improvements to original understanding as a result of discussion.
Consolidate learning with group through use of: fish bone graphic organizer, similarities and differences,
defend sorting rules, etc.
Reflect and Close
Orally share results and learning. (Think-Pair-Share-Square, Museum Walkabout, etc.)

Combined Grades – Science and Technology 2007