Guiding Questions
How do plants grow and survive?
How do pollinators help plants grow and survive?
How do we get the fruits, vegetables and flowers we enjoy?
How do we become researchers and share our learning?
Unit 1
“How do plants grow and survive?” Students begin the unit by engaging in activities that provoke wonder and curiosity about how we get the flowers, fruits, and vegetables that we enjoy. This leads students to learn more about plants, and the connection between seeds, plants, flowers, and fruits. In the first part of the unit, students engage in a focused read of Seed to Plant (National Geographic) by Kristin Baird Rattini and a focused read-aloud of Plant Secrets by Emily Goodman. Through these reading experiences—coupled with hands-on activities and writing tasks—students develop an understanding of seeds and plants.
Unit 2
After students have gained sufficient background knowledge about plants, they are once again invited to wonder how we get the fruits, vegetables, and flowers we enjoy. This provocation invites students to learn about pollinators’ role in pollination. Students engage in a variety of experiences as they answer the unit guiding question, “How do pollinators help plants grow and survive?” They learn about the different ways plants get pollinated, with a specific focus on how animal pollinators help pollinate plants. In the first part of the unit, students continue to build their research skills by conducting whole group and small group researching using the text What Is Pollination?
Unit 3
Students revisit the module guiding question, “How do we get the fruits, flowers, and vegetables we enjoy?” to apply their understanding of plants and pollinators to their performance task. The performance task includes a board with illustrations and captions showing the pollination process of a specific plant and pollinator as well as a written reflection on how revision helped them. Their informational writing from Unit 2 (about the pollinator they researched in small groups) serves as the main resource of information used to create illustrations and captions about that same pollinator, supplemented by a text focused on specific fruits, flowers, and vegetables.
Letterland is our phonics curriculum. This quarter we will explore the following
ew, ue, oo
ea /e/
Common prefixes dis- , re-, pre- and un-
dipthong ow, ou
Plurals -f, -ves
dipthong oi, oy
au, aw
Unit 5- Adding and Subtracting within 1,000 (Continued from Quarter 2)
NC.2.OA.1 Represent and solve addition and subtraction word problems, within 100, with unknowns in all positions, by using representations and equations with a symbol for the unknown number to represent the problem, when solving:
One-Step problems:
Add to/Take from - Start Unknown
Compare - Bigger Unknown
Compare - Smaller Unknown
NC.2.NBT.6 Add up to three two-digit numbers using strategies based on place value and properties of operations.
NC.2.NBT.7 Add and subtract, within 1,000, relating the strategy to a written method, using:
● Concrete models or drawings
● Strategies based on place value
● Properties of operations
● Relationship between addition and subtraction
NC.2.NBT.8 Mentally add 10 or 100 to a given number [within]100–900, and mentally subtract 10 or 100 from a given number 100-900.
Unit 6: Working with Linear Measurement
In this Unit, students will recognize the need for standard units of measure as they draw a connection between the use of physical objects as measurement tools and standard measurement tools. They develop an understanding that linear measurement involves the iteration of units, acquire specific skills to measure accurately, and learn the relationship between the size of a unit and number of units needed to measure a length. In addition, students engage in rich tasks and problem types involving measurement.
NC.2.MD.1 Use tools in order to precisely measure objects.
NC.2.MD2 Compare the measured lengths of an object after using two different units to measure.
Describe how two measurements of one object relate to the size of the unit used to measure.
NC.2.MD.3 Estimate lengths using appropriate standard units of measure.
NC.2.MD.4 Find and determine the difference between length in a given unit.
NC.2.MD.5 Use addition and subtraction to solve 1 step word problems involving measurement within 100.
NC.2.OA.1 Use addition and subtraction to solve 2-step word problems involving single digits within the context of measurement.
Unit 7 starts in quarter 3 and continues into quarter 4: Data and Two Step Problem Solving
This Unit, which focuses on data, serves as a platform to solve one and two-step word problems. Students work with the process of data collection as they pose relevant questions, collect data to answer their questions, organize data, and interpret the results. This includes both measurement and categorical data. Measurement data should be based on standard units of linear measure, while categorical data should be sorted into non-numeric categories.
NC.2.MD.10 Collect and represent data, with up to four categories.
Interpret results of picture and bar graphs with up to four categories.
Solve put-together, take-from and comparison problems using data.
NC.2.OA.1 Solve one-step problems relating to data within 100.
Solve two-step problems relating to data involving only single-digits.
2.E.1:Understand patterns of weather and factors that affect weather.
2.E.1.1: Summarize how energy from the sun serves as a source of light that warms the land, air, and water.
2.E.1.2: Summarize weather conditions using qualitative and quantitative measures to describe:
Temperature
Wind direction
Wind speed
Precipitation
2.E.1.3: Compare weather patterns that occur over time and relate observable patterns to time of day and time of year.
2.E.1.4: Recognize the tools that scientists use for observing, recording, and predicting weather changes from day to day and during the seasons
Essential Questions:
How does energy from the Sun serve as a source of light that warms the land, air, and water? 2.E.1.1
What tools can we use to measure weather conditions (temperature, wind direction, wind speed, and precipitation)? 2.E.1.2
How do we describe air temperature, wind speed, wind direction, or the amount of precipitation that occurs? 2.E.1.2
How might we compare weather patterns that occur over time and relate observable patterns to time of day and time of year? 2.E.1.3
How do scientists use tools to collect data in order to predict daily and seasonal weather changes? 2.E.1.4
2.H.1.1 Summarize contributions of various women, indigenous, religious, racial, and other minority groups that have impacted American history.
2.H.1.2 Explain ways in which various historical events have shaped American history.
2.H.1.3 Compare various perspectives of the same time period using primary and secondary sources.
I.1.6 Demonstrate an understanding of facts, opinions, and other details in source
I.1.7 Identify the information surrounding a primary or secondary source including who created it, when they
created it, where they created it, and why they created it
I.1.8 Construct responses to compelling questions using information from sources.
Essential Questions:
How have the contributions of various people impacted American history?
How have various historical events shaped American history?
Whose perspective is telling the history?