Model Curriculum Framework Second Grade Fourth Quarter Life Science Grade Band Theme: Observations of the Environment This theme focuses on helping students develop the skills for systematic discovery to understand the science of the physical world around them in greater depth by using scientific inquiry. Topic: Interactions within Habitats This topic focuses on how ecosystems work by observations of simple interactions between the biotic/living and abiotic/nonliving parts of an ecosystem. Just as living things impact the environment in which they live, the environment also impacts living things. Condensed Content Statements: Science Inquiry and Application During the years of PreK-4 all students must become proficient in the Some kinds of individuals that once lived on Earth use of the following scientific processes, with appropriate laboratory have completely disappeared, although they were safety techniques, to construct their knowledge and understanding in all science content areas: something like others that are alive today. • I can plan and conduct simple investigations. Living things cause changes on Earth. • I can employ simple equipment and tools to gather data and • I can observe, explore, describe, and extend the senses. compare living things in Ohio. • I can use appropriate mathematics with data to construct • I can observe and ask questions about the reasonable explanations. natural environment. • I can communicate about observations, investigations, and explanations. • I can review and ask questions about the observations and explanations of others. Time Frame: 9 weeks Model Curriculum Framework Prior Knowledge Current Content Elaboration Future Application of the Concept Pre-K-1: Observations of some The environment is a combination of the Student mastery will include understanding of the following: of the macroscopic interactions between living and non-living Living things function and interact with their physical characteristics of living things; components. Living things can cause environments. Living things cause changes in the observation of the basic changes in their environment, which can environments where they live; the changes can be very survival needs of living things; be observed. These interactions can noticeable or slightly noticeable, fast or slow. living things get resources from cause changes in groups of organisms and the environment; available the physical environment. Some of the Grades 3-5: Changes that occur in an environment can resources vary throughout the changes that can be observed are sometimes be beneficial and sometimes harmful. course of a year. beavers building a dam, plants growing in cracks of sidewalks, and soil formation. Grades 6-8: Matter is transferred continuously between one The focus should not be limited to human organism to another and between organisms and their interaction with the environment. Students physical environment. can observe earthworm compost bins, ant farms, and weeds growing on vacant lots. Common Misconceptions: The environment in any given area has always been the same. (“There’s no way Ohio was ever under the ocean!”) Animals can intentionally adapt to changes in their environment. (“If it’s cold, an animal can grow longer fur.”) All of the organisms in an ecosystem coexist in harmony and peace, instead of competing for resources and feeding on each other. (“In a pond or lake ecosystem, the fish all get along.”) Traits are developed by the individual organism in response to the needs of that individual, rather than across generations in response to environmental demands. (“As a response to the heavy smoke from the new factory upstream, the plants in the wetlands broadened their leaves to attract more sunlight.”) Model Curriculum Framework Expectations for Learning: Cognitive Demands and Visions into Practice Interpreting and Recalling Communicating Demonstrating Science Designing Technological/Engineering Accurate Science Science Concepts Knowledge Solutions Using Science Concepts (Quadrant A) (Quadrant B) (Quadrant C) (Quadrant D) Recognize Represent data Plan and conduct an Design and build (with teacher help) a scientifically obtained from investigation that will working worm composting bin or an accurate facts in classroom compare identical soil ant farm (whichever is more stories about investigations or real samples, one with earthworms appropriate for the classroom) that environmental world examples in a and one without earthworms can be used to observe activity and changes caused chart, table, or over an extended period of actions of the worms or ants. by living things. pictograph. For time. Include data about example, make a table temperature, amount of (Example Questions: (1) In your opinion, will this (Example Questions: of data obtained from moisture, appearance, and composting bin work? Why or why not? (2) Create a list of all of the materials we would Think of the stories soil samples with materials added, materials we’ve read. Can you need to build both our composting bin and an list 3-5 environmental earthworms as removed, or odor. ant farm. Include all building materials, such changes that you compared to soil as wood, nails, glue, glass, soil, etc. Visit a saw in these stories samples without Note: For this grade level the home-improvement store such as Home that were caused by earthworms. presence of bacteria and fungi are Depot or Lowes and price out the materials for living things? Were not included. Students may be able building each item. Compare the costs of to see fungi fruiting bodies, but making each item. Which would be the most these changes things (Example Questions: that could happen in would not be able to see the fungal cost-effective to build? Are there any other Examine the data you’ve cells without using grade- considerations that would make building one the real world? How recorded on your table. do you know?) inappropriate tools and content more cost-effective than the other (such as What can you conclude knowledge. the quality of the worm compost that would from the results? Can you (Example Questions: Why are be used later in gardens? Write about your explain why this earthworms beneficial for soil? Use comparison and which one we should build.) happened?) evidence to justify your opinion.) Model Curriculum Framework Resources: Textbook Lessons Literature • Biodiversity by Cheryl Jakab • How Do Seasons Change Plants? • Biodiversity by Dorothy Hinshaw Patent • • How Do Seasons Change Animals? Biodiversity of Woodlands by Greg Pyers • • What Are Some Ohio Habitats? Biodiversity of Coasts by Greg Pyers • Biodiversity of Deserts by Greg Pyers • Spring Activities (Our Tree in Spring) • Biodiversity of Polar Regions by Greg Pyers • Biodiversity of Rain Forests by Greg Pyers ODE Lessons • Tree of Life: The Incredible Biodiversity of Life on • Investigating Ohio’s Environment (Complete Unit): Earth by Rochelle Strauss • Plants and Animals Around the Year • Gone Wild: An Endangered Animal Alphabet by • Ohio Waters David McLimans • Wetland Life • Agriculture and Urban Areas by Peter D. Moore • Our Grasslands • Alien Invaders: Species that Threaten Our World • Life in the Woodlands by Jane Drake • Magic Tree House: Afternoon On the Amazon by (The ODE Lessons listed about are excellent, but require a large amount of Mary Paul Osborne supplies and materials in order to be used effectively. If you feel the • Rain Forests: A Nonfiction Companion to acquisition of these supplies is prohibitive, the lessons below provide an Afternoon on the Amazon by Will Osborne alternative. Use the following lessons in conjunction with the text lessons to cover the same learning goals as the ODE lessons.) Science In Storytown Connections: • Lessons Lesson 2 (Q1) Lesson 4 (Q1) • Lesson 8 (Q2) Lesson 9 (Q2) • Exploring the Basic Needs of Animals • Lesson 15 (Q3) Lesson 19 (Q3) • Wildlife Is Everywhere • Lesson 22 (Q3) Lesson 29 (Q4) • Let’s Explore Ohio’s Habitats • Seasons in the Woodlands • A Year in the Wetlands Using Near One Cattail Model Curriculum Framework Instructional Strategy Resource Guide (See Appendix) Vocabulary To strengthen science vocabulary skills teachers may select strategies from the Instructional Strategies Guide: Enhancing Science Vocabulary Skills. (Example: Pictionary, Scrabble, Sparkle, etc.) Science Vocabulary Terms: oxygen nutrients survive shelter crop environment habitat biome ecosystem adapt extinct desert rain forest grassland tundra ocean pond Enrichment Activity: Write 4 journal entries from the point of view of an animal or plant native to Ohio. Describe the seasonal changes in your environment, and how you adapted to survive in those changes. Illustrate your journal to show what your environment looks like in each of the seasons. To further extend lessons teachers may select enrichment centers found in Instructional Strategies Guide: Enrichment Centers Grades K-5. Content Statement-Related Enrichment Centers: • One Small Square (1) • Nature Scavenger Hunt (2) • Animal Matching (3) Model Curriculum Framework Classroom Portals/Technology Streaming: SMART: Websites: (http://streaming.discoveryeducation.com/) (Search the Smart Exchange site (http://exchange.smarttech.com) • “America’s Wetlands” • “Wild by Nature for Kids: for these specific titles:) (http://water.epa.gov/type/wetlands/toc.cfm) The Mud Shrimp: A Keystone Species” • “Changes in • “Blue Planet Biomes” (http://blueplanetbiomes.org/) Ecosystems” (SMART • • “Forest Habitats” Notebook Lesson, “Examining the Effects of Pollution on Ecosystems”