Translating the NGSS for Classroom Instruction and the Common Core Standards (CCSS)
Unit Lesson or Title / Digging Up Details on Worms: Using the Language of Science in an Inquiry Study(Compost piles and recycling in the natural world)
www.readwritethink.org/lesson_images/lesson 917/booklist.pdf
Age/Grade/Subject / Grade 2; Science, Math and Language Arts
NGSS Performance Expectation(s) / 2-LS4.D: Biodiversity and Humans
There are many different kinds of living things in any area, and they exist in different places on land and in water. (2-LS4-1)
Common Core State Standards Connections / W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-LS4-1)
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-LS4-1)
MP.2 Reason abstractly and quantitatively. (2-LS4-1)
MP.4 Model with mathematics. (2-LS4-1)
Lesson length: / Four 50 minute lessons
Background Information:
Disciplinary Core Ideas / 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
Science and Engineering Practice / Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.
Make observations (firsthand or from media) to collect data which can be used to make comparisons. (2-LS4-1)
Cross Cutting Concepts / None Listed on NGSS
5E Stage / Science/Engineering Practice or Crosscutting / What the Teacher Does… / What the Students Do…. / What Are Students Learning? What is the Evidence of Learning?
Engage / Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or
test solutions to problems in K–2 builds on prior experiences…(2-LS2-1) / Ask students to share information that they know about worms. Encourage students to talk about their observations, experiences, and feelings (to explain what they know), and to explain why they shared the information (to explain how they know). Students can also add any questions they may have about worms.
Introduce the word “hypothesis”
Introduce a fiction book on worms from the booklist to the class by asking students to make observations based on the cover of the book.
Teacher will read the book of his or her choice from the list. (Compost piles, recycling in natural world) / Students will write’ responses on the board, chart paper, or as part of a KWL chart.
Students will record their own ideas about worms and the project in their notebooks. Recordings can include text and drawings.
Students will give prior knowledge of “hypothesis.”
Students will make observations about the cover and their knowledge of worms; ask students to make a hypothesis on whether the book is a story of fact or fiction. If needed, review the differences between fact and fiction briefly at this point. / Prior experiences and observations to connect information to lives and vocabulary (meta-cognition) for word acquisition (vocab building). Examples on chart or blackboard.
Building connections between prior knowledge and new knowledge through the senses (Using Gardner-learning styles and meta-cognition—to build schemas-Bruner): KWL chart and drawings.
Explore / Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and
progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.
Make observations (firsthand or from media) to collect data
which can be used to make comparisons. (2-LS4-1) / Pass out the notebooks and explore the kinds of information that scientists record in such journals: observations, questions, reflections, findings, and so forth through discussion.
Allow time at the end of the session for students to explore additional books from the booklist (http://www.readwritethink.org/lesson_images/lesson917/Booklist.pdf) / Children record their hypothesis about whether the book is fact or fiction—prior to reading.
Children record how they think worms help in recycling the natural world’s soil—prior to reading. / Participation in group discussion, illustrating assimilation of knowledge and schemas built in recordings.
Explain / Explain that the class will create a worm habitat, which will be kept in the classroom, so that they can observe and learn more about worms. Explain how worms help recycle and enrich the soil.
Explain that students will keep inquiry notebooks as they work on this project.
Have children record findings / Children record their findings in their observation journals. / Students integrate expert and go beyond given information to generate and improve their ideas as is evidenced by their hypothesis and results recorded in the journal through observation and critical extension.
Elaborate / Teacher will ask students to extend observations to landfills, compost piles in a garden.
Extend: Invite the students to participate in Math and Science Centers based on the worms and their habitat. / Students will talk among themselves about how the natural world recycles—as an extension advance students can create a compost pile at school or in class.
Students will extend knowledge through center learning. / Participation in group discussion, illustrating assimilation of knowledge and extending knowledge to generate new ideas.
Extend: These activities also invite students to write in their inquiry notebooks.*
Evaluate / Ask students to review the list, and decide whether they support the class hypothesis about whether the book was fact or fiction. / Participation in class discussions.
Engagement in the inquiry process (searching for and recording answers about worms).
Printouts from the Animal Inquiry interactive.
Level of detail in inquiry notebooks, including facts and observations.
Grouping Strategies / Whole group: cooperative grouping
Peer grouping, Task assigned: compost versus habitat
One-on-one for bridging the gap and struggling learners
Center grouping: Math, Science or Reading
Materials and Equipment / Chart paper, board or KWL sheet, observation notebooks, soil, worms (can be dug up from schoolyard or bought from store), habitat, spray bottle, plants or grass, computers with internet access, Science Centers: flash light, magnifying glass, plastic spade, rulers with metric and inches, crayons, and extra pencils. Math Centers: Graph paper, kidney beans, Cheerios, and gummy worms, bean counters, math manipulative cubes.
Description of Performance Tasks
Note: The performance tasks should include elements from the three dimensions from the NGSS – knowing and doing
Supporting English Learners
Reading or Writing Activity
Listed in Learning and Instructional Sequence / Support for Emerging learners / Support for Expanding learners / Support for Bridging learners
Story:
Chart/ vocabulary words / Whole group / Sentence construction / Adult supervision and peer observations
Creation of Class Recycle Book / Peer observations / Persuasive poster/picture for around school
Supporting Struggling Learners
Activity
listed in Learning and Instructional Sequence / Support for Students who Need Minor Support / Supports for Students who Need Intensive Support
Write the word or draw a picture for recycle on a sheet of chart paper / Adult supervision
Categorize recyclable materials
create recycled sculptures / Adult supervision
Discuss differences and similarities in created sculptures
Create a Recycled Treasure Book:
Supporting Advanced Learners
Activity
Listed in Learning and Instructional Sequence / Extension for Advanced Students
Under elaborate:
Students will talk among themselves about how the natural world recycles—as an extension advance students can create a compost pile at school or in class. / Build a compost pile at the school to learn even more about worms. When the pile has had time to mature, invite the students to dig with a large shovel and observe the animals living there. Ask the students to record their observations, using the observation form (http://www.readwritethink.org/lesson_images/lesson917/CompostPileObservations.pdf)
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