A Changing Earth
Mystery Science Unit: Work of Water
ReadyGen / Literacy Connections
Unit 4 The Earth Dragon Awakes Seek the Sun Danger! Earthquakes Disaster Alert! Who Could Somersault the San Andreas Fault? (2-ESS1-1: Earth Events - Slow and Quick)
Mystery Science 2nd Grade Student Notebook
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
2-ESS1-1: Earth Events - Slow and Quick
Use information from several sources to provide evidence that earth events can occur quickly or slowly. (Stability and Change)
Clarification & Boundary Statements
Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.
Boundary Statement: Assessment does not include quantitative measurements of timescales.
2-ESS2-1: Erosion Design Solution
Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. (Stability and Change)
Clarification & Boundary Statements
Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.
Boundary Statement: none
2-ESS2-2: Mapping Land and Water
Develop a model to represent the shapes and kinds of land and bodies of water in an area. (Patterns)
Clarification & Boundary Statements
Clarification Statement: none
Boundary Statement: Assessment does not include quantitative scaling in models.
2-ESS2-3: Water on Earth
Obtain information to identify where water is found on Earth and that it can be solid or liquid. (Patterns)
Clarification & Boundary Statements
Clarification Statement: none
Boundary Statement: none
Mystery Science Units
2nd Grade Phenomenon Storylines
What is an Anchoring Phenomenon?
Mystery Science 2nd Grade Student Notebook
Stanford 3D Short Performance Assessments (Earth Science 2nd Grade)
Work of Water - In this unit, students explore how water shapes the Earth's surface. Students construct and use models of mountains to demonstrate that water flows downhill, and in the process, transforms huge rocks into the tiny grains of sand we find at the beach. Students also construct and use model hills to determine the causes of erosion, and to design solutions to problems caused by erosion.
Anchor Phenomenon
Work of Water Anchor
The anchor phenomenon for this unit is a pair of rivers that flow together but look very, very different from one another. Students explore what causes rivers to have such different colors.
Work of Water - Mystery Science Lesson / Connections to Anchor Phenomenon
Mapping & Earth’s Surface Features / If you floated down a river, where would you end up?
Rocks, Sand & Erosion / Why is there sand at the beach?
Mapping & Severe Weather / Where do flash floods happen?
Erosion, Earth’s Surface & Landforms / What’s strong enough to make a canyon?
Erosion & Engineering / How can you stop a landslide?
Using ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am an elementary school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example 1-ESS1-2)"
CDE: Grade Level Expectations
Prepared Graduates:
9. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding the universe and Earth’s place in it.
10. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how and why Earth is constantly changing.
Grade Level Expectation:
1. Some events on Earth occur quickly; others can occur very slowly.
2. Wind and water can change the shape of the land; models can
show the shape and these changes to the land.
Hands On, Minds On Connections
The Importance of creating Active Learners
Mystery Packs:
You should have received your Mystery Pack at the start of the school year. This includes all you should need to pair your science instruction with your literacy resources. If you have not received your Mystery Pack or need additional supplies please contact contact Michael O'Toole at otoole_michael@svvsd.org
Additional Hands on Options: Science to Go
Nearpod Lessons / Activities / Videos
Environmental Education Connections
STEM Connections
Virtual Field Trips - National Parks, Space, Famous Landmarks, Museums, Zoos, Aquariums, Historical Sites, Theme Parks & Stadiums
Teacher Notes / Assessments / Career Connections
Using A.I. to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am an elementary school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example 1-ESS1-2)"
Science Database
Offers elementary students a safe place to find answers to their questions, practice research skills, and explore a broad range of subjects like animals, science and more, all in one place. Gale in Context: Elementary
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 5th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page. Gale in Context: Scientist and Inventor Biographies
Thinking Map Connections
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Patterns
Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?
Possible Thinking Maps:
Flow or Bridge Maps for analyzing patterns (Page 54)
Tree Map for classifying (Page 42)
Bridge Map for relationships (Page 66)
Multi-flow Map for causes of patterns and making predictions (Page 60)
Double Bubble Map for comparing / contrasting patterns (Page 36)
Stability and Change
Critical Questions: What causes change in this system? Stability? Is the stability static or dynamic? What are possible catalysts for changing the stability?
Possible Thinking Maps:
Partial Multi-Flow Map for change (Page 60)
Circle Maps for defining dynamic and static stability (Page 24)
Flow map for evolution of a system (Page 54)
Double Bubble to dynamic and static stability (Page 36)
