Biodiversity and Ecosystems
Mystery Science Units: Animal Adventures / Plant Adventures
Embedded Files
ReadyGen / Literacy Connections
ReadyGen / Science / Social Studies Connections by Grade & Unit
Unit 1 Snowshoe Hare’s Winter Home The House on Maple Street Friend Around the World (2-LS4-1: Habitats and Biodiversity)
Unit 2 I Wanna Iguana (2-LS4-1: Habitats and Biodiversity)
Unit 3 City Green Sleuth: “Gregor Mendel” (2-LS4-1: Habitats and Biodiversity)
Unit 4 Seek the Sun Unit 5 John Chapman: Planter and Pioneer Johnny Appleseed Planting a Tree Sleuth: “From Seed to Flower to Fruit” (2-LS2-2: Seed Dispersal and Pollination)
Unit 6 68 Ways to Save the Planet Before Bedtime On Meadowview Street (2-LS2-1: Environmental Plant Needs)
Mystery Science 2nd Grade Student Notebook
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
2-LS2-1: Environmental Plant Needs
Plan and conduct an investigation to determine if plants need sunlight and water to grow. (Cause and Effect)
Clarification & Boundary Statements
Clarification Statement: none
Boundary Statement: Assessment is limited to testing one variable at a time.
2-LS2-2: Seed Dispersal and Pollination
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. (Structure and Function)
Clarification & Boundary Statements
Clarification Statement: none
Boundary Statement: none
2-LS4-1: Habitats and Biodiversity
Make observations of plants and animals to compare the diversity of life in different habitats. (Patterns)
Clarification & Boundary Statements
Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.
Boundary Statement: Assessment does not include specific animal and plant names in specific habitats.
Anchor Phenomenon / Local Colorado Phenomenon Connections
Animal Adventures Anchor
The anchor phenomenon for this unit is a cave north of San Antonio, Texas, that has an unusually large amount of animal poo covering the cave floor. Throughout the unit, students gather details about the mysterious type of animal that lives there.
Animal Adventures - Mystery Science Lesson / Connections to Anchor Phenomenon
Biodiversity & Classification / How many different kinds of animals are there?
Habitat Diversity / Why would a wild animal visit a playground?
Biodiversity, Habitats & Species / Why do frogs say ribbit?
Biodiversity & Engineering / How could you get more birds to visit a bird feeder?
Plant Adventures Anchor
The anchor phenomenon for this unit is an amazing burst of life in a place called Death Valley. How can huge fields of flowers suddenly grow in one of the hottest, driest places on Earth?
Plant Adventures - Mystery Science Lesson / Connections to Anchor Phenomenon
Seed Dispersal / How did a tree travel halfway around the world?
Water, Sunlight & Plant Growth / Could a plant survive without light?
Light, Leaves & Competition / What do trees grow so tall?
Adaptations & Habitat / SHould you water a cactus?
Adaptations & Habitats / Where do plants grow best?
Local Colorado Phenomena Connections
Here are some local Colorado phenomena that could help address biodiversity and ecosystems for your second-grade science class:
Rocky Mountain National Park: Explore the diverse ecosystems within the park, such as montane, subalpine, and alpine environments. Discuss the different animals and plants found in each zone.
Great Sand Dunes National Park: Examine how unique ecosystems form around the sand dunes, focusing on the adaptations of plants and animals in this desert environment.
Colorado River: Discuss the river's role in supporting a wide range of biodiversity, including fish, birds, and plant species, and the impact of water availability on ecosystems.
Aspen Forests: Study the unique biodiversity within aspen groves, including the interdependent relationships between trees, understory plants, and animal species.
Prairie Ecosystems: Explore the grasslands of Eastern Colorado, focusing on the role of bison, prairie dogs, and native plant species in maintaining the ecosystem balance.
These examples can help students understand the concept of biodiversity and ecosystems through local examples.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Mystery Science Units
2nd Grade Phenomenon Storylines
What is an Anchoring Phenomenon?
Mystery Science 2nd Grade Student Notebook
Animal Adventures - In this unit, students begin to develop an understanding of the world's animal biodiversity. They explore animal classification and the traits that define each group. Students then turn their focus to habitats and how the surrounding environment affects what organisms live in a particular environment.
Plant Adventures - In this unit, students continue to explore the needs of plants through hands-on investigations. They explore why and how plants disperse their seeds, what those seeds need in order to grow, and what the adult plants need in order to survive and thrive.
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 Gunilla Godebu at the St Vrain Science Center godebu_gunilla@svvsd.org
Additional Hands on Options
Colorado Wildlife Kits
Raptors - Feet, wings, skulls and tails of raptors are provided for this unit. Kit includes publications and Project Wild activities.
Animal Signs - Realia shows students how to recognize the animals that have been in the area through tracks, scat and other signs. Kit includes publications and Project Wild activities.
Herptiles - turtle shells and skull, publications, and Project Wild activities complete this kit on herptiles.
Mammal Hides - The hides of 17 mammals and the antlers and horns of 5 mammals provide students the opportunity to learn about mammals. Publications and Project Wild activities complete the kit.
Mammal Skulls - Skulls of twelve mammals are the centerpiece of this kit which also includes publications and Project Wild activities. This kit contains 2 parts.
Birds / Waterfowl - Duck and grouse wings and feathers, publications, and Project Wild activities create this kit on wetlands and migration.
Aging Deer & Elk - Real teeth and jaws show the growth and development of the mule deer and elk. This kit includes realia, selected publications and Project Wild activities.
PebbleGo Lessons / Activities / Videos
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
CDE: Grade Level Expectations
Elementary Report Card Indicators and Brochures
Prepared Graduates:
2-6 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how living systems interact with the biotic and abiotic environment.
2-8 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how natural selection drives biological evolution accounting for the unity and diversity of organisms.
Grade Level Expectation:
2.1 Plants depend on water and light to grow and on animals for pollination or to move their seeds around.
2.2 A range of different organisms lives in different places.
Colorado Department of Education - Elementary Science Standards
Assessments / Career Connections
Elementary Report Card Indicators and Brochures
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
Pebble Go Career Connections
Connecting with local professionals can enrich your curriculum and provide students with real-world insights. Here are some Colorado-based career connections relevant to biodiversity and ecosystems:
Colorado Parks and Wildlife: Engage with local park rangers or wildlife biologists who can discuss ecosystem conservation and species protection.
Denver Botanic Gardens: Reach out to horticulturists or ecologists who can provide insights into plant biodiversity and sustainable practices.
Rocky Mountain National Park: Connect with ecologists or naturalists who can talk about the park's diverse ecosystems and wildlife.
The Nature Conservancy in Colorado: Collaborate with conservationists who work on protecting natural habitats and biodiversity.
Local University Departments: Contact ecology or environmental science departments at universities like the University of Colorado Boulder for guest speakers or collaboration opportunities.
These professionals can offer presentations, virtual tours, or answer questions about their work.
Connecting Thinking Maps to Science Instruction
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
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
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)
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Partial Multi-flow Map (Page 60)
Circle Map for Brainstorming (Page 24)
Double Bubble Map for cause and effect (Page 36)
Structure and Function
Critical Questions: How does the function depend on the structure? Are there other structures that serve the same function?
Possible Thinking Maps:
Brace Map to analyze structure (Page 48)
Partial Multi-Flow Map to explain how the structure causes the function (Page 60)
Double Bubble Map for different structures (Page 36)
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