Grade 2
DESE Family Guides to Grade-Level Learning Standards
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WPS GRADE 2 Curriculum Guides
Grade 2 ELA focuses on four modules, which allow students to build important content knowledge based on a compelling topic related to science, social studies, or literature. Each module is broken into three units, where students have the opportunity to read grade-level texts, build background knowledge, and share what they have learned through discussions and writing. In addition, students have ongoing discussions about the habits of character necessary to become effective learners, ethical people, and to contribute to a better world.
| Module | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
|---|---|---|---|
| Module 1: Schools and Communities | September – November |
What is school, and why are schools important?
|
Students will:
|
| Module 2: Fossils Tell of Earth’s Changes | November – January |
What do paleontologists do?
|
Students will:
|
| Module 3: The Secret World of Pollinators | February – April |
How do plants grow and survive?
|
Students will:
|
| Module 4: Providing for Pollinators | April – June |
Why should people help pollinators to survive?
|
Students will:
|
Grade 2 ELA (ARC Curriculum) focuses on four units, which allow students to build important content knowledge based on a compelling topic related to science, social studies or literature. Students have the
| Unit / Unidad | Timeframe / Cuándo | Big Ideas (Statements or Essential Questions) / Preguntas esenciales | Major Learning Experiences from Unit / Principales experiencias de aprendizaje de la unidad |
|---|---|---|---|
| Unidad 1: Lectoescritura | September – November |
¿Cómo formamos una comunidad de lectores y escritores ávidos?
|
Los estudiantes podrán:
|
| Unidad 2: Trabajos en mi comunidad | November – January |
Describir diferentes profesiones.
|
Los estudiantes podrán:
|
| Unidad 3: Bichos en sus ecosistemas | February – April |
¿Qué tipo de bicho es éste? ¿Cómo lo sabes?
|
Los estudiantes podrán:
|
| Unidad 4: Historias de animales | April – June |
¿Qué características tienen las historias de animales?
|
Los estudiantes podrán:
|
In grade 2 we will focus on concepts in the Operations and Algebraic Thinking, Number and Operations in Base Ten, and Measurement & Data domains, specifically: fluently add and subtract within 20 using mental strategies, using place value understanding and properties of operations to add and subtract, represent and solve problems involving addition and subtraction incorporating all of the required grade 2 story problem types, and relate addition and subtraction to length.
| Unit | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
|---|---|---|---|
| 1 | 10 days | This module establishes the foundation for students to become fluent with addition and subtraction within 20. Students also use their skills to fluently add one-digit to two-digit numbers using place value understanding, properties of operations, and the relationship between addition and subtraction. |
|
| 2 | 12 days | During this module students will relate addition and subtraction to length using metric units to support place value understanding. They will also explore how a length model connects to tape diagrams and how these can be used to model the information given in story problems. |
|
| 3 | 25 days | Students will extend their understanding of bundling from ones and tens to bundling hundreds up to 1,000. They will read and write these numbers using base-ten numerals, number names, and expanded form and model them using base ten blocks and other tools. |
|
| 4 | 35 days | In this module students will use a concrete to pictorial to abstract approach to develop place value strategies to fluently add and subtract within 200. They will also solve a variety of one- and two-step story problems by using manipulatives and math drawings to represent the stories before using addition and/or subtraction strategies to solve. |
|
| 5 | 24 days | Students extend their understanding of renaming place value units to add and subtract within 1,000. |
|
| 6 | 24 days | Students will build a foundation for multiplication and division by creating equal groups and arrays using concrete materials |
|
| 7 | 30 days | Students practice addition and subtraction strategies within 100 and problem-solving skills as they learn to work with various types of units within the contexts of length, money, and data. Students represent categorical and measurement data using picture graphs, bar graphs, and line plots. They revisit measuring and estimating length from Module 2 but now use both metric and customary units. |
|
| 8 | 20 days | Students extend their understanding of part–whole relationships through the lens of geometry. As students compose and decompose shapes, they begin to develop an understanding of unit fractions as equal parts of a whole. |
|
| Unit | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
|---|---|---|---|
| Erosion and Earth’s Surface | Sept- Dec |
|
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. |
| Material Properties | Jan-Mar |
|
In this unit, students explore the properties of materials and matter! They describe and classify different types of materials by properties like hardness, flexibility, and absorbency, and they investigate how those properties are useful in meeting basic human needs (such as clothing and cooking). They also investigate how heating and cooling affect the properties of materials. |
| Living Things | April-June |
|
In this unit, students explore the needs of plants through hands-on investigations. They explore how and why plants disperse their seeds, what those seeds need in order to grow, and what the adult plants need in order to survive and thrive. Also, 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. |
Grade 2 ESL provides students with direct instruction in vocabulary, grammar, and syntax of academic language. This language instruction is aligned with the WIDA Key Language Uses and planned collaboratively to address core content areas, including ELA Modules. Students engage with grade-level texts, build content knowledge, and share what they have learned through academic conversations and writing. ESL instruction responds to the cultural and linguistic knowledge and skills that students hold and those that they need for success in school.
| Unit | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
|---|---|---|---|
| Newcomer curriculum (optional - based on teacher recommendation) |
6-8 weeks |
|
Students will
|
| Module 1 - Schools and Community |
10 Weeks |
|
Students will NARRATE, INFORM, EXPLAIN, and ARGUE
|
| Module 2 - Learning Through Science and Story: Fossils tell of Earth’s Changes |
10 Weeks |
|
Students will NARRATE, INFORM, EXPLAIN, and ARGUE
|
| Module 3 - Researching to Build Knowledge and Teach Others - The Secret World of Pollination |
10 Weeks |
|
Students will NARRATE, INFORM, EXPLAIN, and ARGUE
|
| Module 4 - Providing for Pollinators |
10 Weeks |
|
Students will NARRATE, INFORM, EXPLAIN, and ARGUE
|
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Grade 2 ELA focuses on four modules, which allow students to build important content knowledge based on a compelling topic related to science, social studies, or literature. Each module is broken into three units, where students have the opportunity to read grade-level texts, build background knowledge, and share what they have learned through discussions and writing. In addition, students have ongoing discussions about the habits of character necessary to become effective learners, ethical people, and to contribute to a better world.
Module Timeframe Big Ideas (Statements or Essential Questions) Major Learning Experiences from Unit Module 1: Schools and Communities September – November What is school, and why are schools important?
Why is it hard for some children to go to school in their communities?
How do communities solve these problems so their children can go to school?
How are schools around the world different? How are they similar?Students will:
- Participate in read-alouds of What Does School Mean to You? by EL Education, The Dot by Peter H. Reynolds, and The Invisible Boy by Trudy Ludwig.
- Engage in close read-alouds of the text Off to Class: Incredible and Unusual Schools Around the World by Susan Hughes.
- Discuss and write about problems and solutions faced by children in schools around the world.
- Write informative paragraphs with problem/solution structure using notes from Off to Class.
- Research schools in other cultures with a small group.
- Compare and contrast different schools with their own school, through collaborative discussion and in writing.
Module 2: Fossils Tell of Earth’s Changes November – January What do paleontologists do?
How do characters respond to major events?
What can we learn from studying fossils?
How do readers learn more about a topic from informational texts?
How do authors write compelling narratives?Students will:
- Participate in read-alouds of the text Stone Girl, Bone Girl by Laurence Anholt, a narrative nonfiction story about the paleontologist Mary Anning.
- Engage in questions and activities that help them understand how Mary Anning responds to different challenges in her life using habits of character.
- Retell the story of Mary Anning orally and in writing.
- Participate in a read-aloud of The Dog That Dug for Dinosaurs by Shirley Raye Redmond and retell the story orally and in writing.
- Develop an understanding of what a fossil is and what paleontologists do through read-alouds, videos, and hands-on activities.
- Learn about the tools that paleontologists use to find and study fossils, as well as famous paleontologists and their discoveries.
- Learn strategies to tackle complex texts, such as reading to determine the gist of a passage and working with a partner to read a complex text.
- Write, revise, and illustrate their own narratives from the perspective of a paleontologist who has just discovered a fossil.
Module 3: The Secret World of Pollinators February – April How do plants grow and survive?
How do pollinators help plants grow and survive?
How do we get the fruits, flowers, and vegetables that we enjoy?
How do we become researchers and share our learning?Students will:
- Engage in read-alouds of Seed to Plant by Kristin Baird Rattini and Plant Secrets by Emily Goodman.
- Develop an understanding of seeds and plants through reading, hands-on activities, and writing tasks.
- Learn about pollinators' role in pollination through whole group and small group research using the text What Is Pollination?
- Create scientific drawings of pollinators.
- Write informative pieces to explain how pollinators help plants through the process of pollination.
- Prepare an oral presentation and create a poster to share their knowledge about a specific insect pollinator and plant.
Module 4: Providing for Pollinators April – June Why should people help pollinators to survive?
How can I take action to help pollinators?Students will:
- Explore folktales and fables in which pollinators are the central characters.
- Explore how rhythm, repetition, and prefixes provide meaning in texts.
- Paint a watercolor scene from the text "Bunnyyarl the Flies and Wurrunnunnah the Bees," an Australian Aboriginal tale.
- Create a video book of the text read aloud, using the watercolor scenes as visuals in their videobook.
- Read and write opinion pieces about the challenges facing bats and butterflies.
- Take action by creating a wildflower seed packet to give away to a school or family member, including instructions for planting wildflower seeds and an opinion piece telling people why they should help butterflies.
Grade 2 ELA (ARC Curriculum) focuses on four units, which allow students to build important content knowledge based on a compelling topic related to science, social studies or literature. Students have the
Unit / Unidad Timeframe / Cuándo Big Ideas (Statements or Essential Questions) / Preguntas esenciales Major Learning Experiences from Unit / Principales experiencias de aprendizaje de la unidad Unidad 1: Lectoescritura September – November ¿Cómo formamos una comunidad de lectores y escritores ávidos?
¿Cómo encuentro libros que puedo leer y comprender?
¿Qué estrategias puedo usar para entender nuevas palabras?
¿Qué constituye un poema?Los estudiantes podrán:
- Leer, analizar y discutir Ambar en cuarto y sin su amigo, Brum brum y diversos textos de poesía y narrativa personal.
- Hacer y contestar preguntas como quién?, qué?, en dónde?, cuándo?, por qué? y cómo? para demostrar la comprensión de un texto.
- Aprender estrategias que pueden usar cuando se encuentran con una palabra nueva.
- Escribir ensayos narrativos para relatar historias y describir a las personas que les importan.
- Analizar cómo los verbos, adverbios y adjetivos impactan un poema.
Unidad 2: Trabajos en mi comunidad November – January Describir diferentes profesiones.
¿Por qué esta profesión es importante?
¿Qué se necesita para desempeñar bien esta profesión?
¿Cómo ha cambiado esta profesión con el paso del tiempo?
¿Quién tiene el mando en esta profesión?
¿Qué retos afronta esta profesión en tu comunidad?Los estudiantes podrán:
- Leer y discutir Tu comunidad y otros textos del tema.
- Definir lo qué es una comunidad.
- Entender cómo las comunidades se organizan para proporcionar bienes y servicios y prepararse para el futuro.
- Explorar cómo entre las comunidades urbanas, suburbanas y rurales de cerca y lejos se pueden encontrar semejanzas y diferencias, y cómo cambian con el paso del tiempo.
- Aprender sobre diferentes profesiones en su comunidad y cómo cada una contribuye al bienestar y la seguridad de las personas de la comunidad.
- Convertirse en expertos de una profesión.
- Escribir ensayos de opinión basados en su investigación.
Unidad 3: Bichos en sus ecosistemas February – April ¿Qué tipo de bicho es éste? ¿Cómo lo sabes?
¿En qué ecosistemas vive? ¿Cómo consigue lo que necesita?
¿Qué características físicas le ayudan a sobrevivir en su ecosistema?
¿Cómo se relaciona con otros de su especie?
¿Por qué es esto importante para su supervivencia?
¿Qué otros seres vivos dependen de él? ¿Cómo y por qué?
¿Qué ocurriría si este bicho desapareciera de su ecosistema para siempre? ¿Qué debemos hacer los humanos para que no desaparezca?Los estudiantes podrán:
- Leer ¿A quién le importan los insectos? y otros textos acerca de bichos.
- Estudiar una variedad de bichos y sus ecosistemas.
- Convertirse en experto de un bicho de su elección.
- Aprender las características de un texto informativo.
- Escribir, revisar, editar, ilustrar y publicar un texto informativo en base a su investigación.
Unidad 4: Historias de animales April – June ¿Qué características tienen las historias de animales?
¿Qué atributos tienen los personajes principales y secundarios?
¿Cómo es el escenario?
¿Cuáles son los eventos principales de la trama?
¿Cuál es el mensaje o lección de la historia?Los estudiantes podrán:
- Leer y discutir Rafi y Rosi y otras historias de animales.
- Definir las características del género de historias de animales.
- Examinar los personajes, escenarios, las tramas y las lecciones de las historias de animales.
- Comparar la representación de animales en diferentes tipos de historias como la ficción realista, la fantasía y los cuentos tradicionales.
- Encontrar semejanzas y diferencias entre diferentes historias de animales.
- Escribir, revisar, editar, ilustrar y publicar su propio cuento de animales.
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In grade 2 we will focus on concepts in the Operations and Algebraic Thinking, Number and Operations in Base Ten, and Measurement & Data domains, specifically: fluently add and subtract within 20 using mental strategies, using place value understanding and properties of operations to add and subtract, represent and solve problems involving addition and subtraction incorporating all of the required grade 2 story problem types, and relate addition and subtraction to length.
Unit Timeframe Big Ideas (Statements or Essential Questions) Major Learning Experiences from Unit 1 10 days This module establishes the foundation for students to become fluent with addition and subtraction within 20. Students also use their skills to fluently add one-digit to two-digit numbers using place value understanding, properties of operations, and the relationship between addition and subtraction. - I can fluently add and subtract within 20 using mental strategies using the relationship between addition and subtraction.
- I can, by the end of Grade 2, know from memory all sums of two one-digit numbers.
- I can use addition to solve problems involving adding to or putting together or comparison.
- I can use subtraction to solve problems involving taking apart, taking from an amount, or comparison.
- I can use drawings and equations with a symbol for the unknown number to represent the problem.
- I can solve two-step word problems involving addition and subtraction.
- I can add and subtract within 100 using strategies based on place value, properties of operations and the relationship between addition and subtraction.
2 12 days During this module students will relate addition and subtraction to length using metric units to support place value understanding. They will also explore how a length model connects to tape diagrams and how these can be used to model the information given in story problems. - I can measure the length of an object in units by selecting and using the appropriate tools.
- I can estimate lengths using units of centimeters and meters and determine if an estimate is reasonable.
- I can picture in my mind metric units of length measured in centimeters and meters.
- I can identify when to use a ruler, meter stick, or measuring tape to measure length.
- I can measure the length of an object twice, using different units of measurement.
- I can compare measurements of an object taken with two different units and know that the measurements are equivalent in size.
- I can describe why the measurements of an object taken with two different units relate to the unit chosen.
- I can explain the length of an object in relation to the size of the units used to measure it.
- I can measure and compare the lengths of two objects.
- I can add and subtract lengths (*given in the same unit) within 100.
- I can solve word problems involving lengths that are given in the same units by using drawings (*such as drawings of rulers) and equations with a symbol for the unknown number.
- I can place whole numbers on a number line with equal spacing.
- I can represent whole-number sums and differences on a number line diagram.
3 25 days Students will extend their understanding of bundling from ones and tens to bundling hundreds up to 1,000. They will read and write these numbers using base-ten numerals, number names, and expanded form and model them using base ten blocks and other tools. - I can read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.
- I can count within 1000.
- I can skip-count up and down by 5s, and 10s, including starting from values that are not multiples of those numbers.
- I can identify and explain value of both tens and ones in a two-digit number.
- I can identify a bundle of 10 tens as 100, as well as coins and know their value in cents.
- I can solve one step problems involving adding or subtracting amounts of money given in coins and/or dollars.
- I can compare two quantities using >, =, and < symbols.
- I can compare two 2 digit numbers by breaking apart the place values and comparing them individually, as well as using >, =, and < symbols, and explain the comparison using place value language.
- I can use addition to solve problems involving adding to or putting together.
- I can use subtraction to solve problems involving taking apart or taking from an amount.
- I can use addition or subtraction to solve problems involving comparison.
- I can use drawings and equations with a symbol for the unknown number to represent the problem.
- I can solve two-step word problems involving addition and subtraction.
- I can mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
- I can use a hundreds charts and number lines to notice patterns in adding or subtracting 10 or 100.
4 35 days In this module students will use a concrete to pictorial to abstract approach to develop place value strategies to fluently add and subtract within 200. They will also solve a variety of one- and two-step story problems by using manipulatives and math drawings to represent the stories before using addition and/or subtraction strategies to solve. - I can use addition to solve problems involving adding to or putting together.
- I can use subtraction to solve problems involving taking apart or taking from an amount.
- I can use addition or subtraction to solve problems involving comparison.
- I can use drawings and equations with a symbol for the unknown number to represent the problem.
- I can add and subtract within 200 by using concrete models or drawings, using any of the following: strategies based on place value, using properties of operations, and/or using the relationship between addition and subtraction.
- I can mentally add 10 to a given number 100-900, and mentally subtract 10 from a given number 100-900.
- I can use a hundreds chart and number lines to notice patterns in adding or subtracting 10.
- I can use place value to explain why addition and subtraction strategies work.
- I can solve two-step word problems involving addition and subtraction.
- I can add up to four two-digit numbers using strategies based on place value, such as breaking apart ones and tens.
- I can add up to four two-digit numbers using strategies based on properties of operations.
- I can mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
- I can explain that the grouping of 3 or more addends does not affect the sum (associative property).
- I can explain that the order of addends does not affect the sum (commutative property).
- I can relate the addition strategy used to a written method.
5 24 days Students extend their understanding of renaming place value units to add and subtract within 1,000. - I can use addition to solve problems involving adding to or putting together.
- I can use subtraction to solve problems involving taking apart or taking from an amount.
- I can use addition or subtraction to solve problems involving comparison.
- I can use drawings and equations with a symbol for the unknown number to represent the problem.
- I can add and subtract within 1,000 by using concrete models or drawings, using any of the following: strategies based on place value, using properties of operations, and/or using the relationship between addition and subtraction.
- I can mentally add 10 to a given number 100-900, and mentally subtract 10 from a given number 100-900.
- I can use a hundreds chart and number lines to notice patterns in adding or subtracting 10.
- I can use place value to explain why addition and subtraction strategies work.
- I can solve two-step word problems involving addition and subtraction.
- I can add up to four two-digit numbers using strategies based on place value, such as breaking apart ones and tens.
- I can add up to four two-digit numbers using strategies based on properties of operations.
- I can mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
- I can explain that the grouping of 3 or more addends does not affect the sum (associative property).
- I can explain that the order of addends does not affect the sum (commutative property).
- I can explain that adding zero to any number results in that number (identity property).
- I can relate the addition strategy used to a written method.
6 24 days Students will build a foundation for multiplication and division by creating equal groups and arrays using concrete materials - I can divide a rectangle multiple ways (rows & columns) to show the same area, as well as into rows and columns of equal size and count to find the area of the rectangle.
- I can explain area in terms of factors (rows and columns) and product (area).
- I can match a multiplication equation to a corresponding picture/ drawing of an array.
- I can match a repeated addition equation to a corresponding picture/ drawing of an array.
- I can write different multiplication equations for the same area.
7 30 days Students practice addition and subtraction strategies within 100 and problem-solving skills as they learn to work with various types of units within the contexts of length, money, and data. Students represent categorical and measurement data using picture graphs, bar graphs, and line plots. They revisit measuring and estimating length from Module 2 but now use both metric and customary units. - I can add and subtract within 100 using fluency within 20 (with quick recall and without any visual aids).
- I can explain addition and subtraction strategies used.
- I can explain the relationship between addition and subtraction and prove this relationship through inverse operations (checking work).
- I can show and explain related addition and subtraction facts.
8 20 days Students extend their understanding of part–whole relationships through the lens of geometry. As students compose and decompose shapes, they begin to develop an understanding of unit fractions as equal parts of a whole. - I can compare and contrast between the hour hand and minute hand.
- I can label time A.M. or P.M. based on the time of day.
- I can match the time shown on an analog clock to a corresponding digital time to the nearest five minutes.
- I can read the time shown on a digital clock.
- I can skip count by 5s to 60.
- I can write and read the time shown on an analog clock to the nearest five minutes.
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Unit Timeframe Big Ideas (Statements or Essential Questions) Major Learning Experiences from Unit Erosion and Earth’s Surface Sept- Dec - If you floated down a river, where would you end up?
- Why is there sand at the beach?
- Where do flash floods happen?
- What's strong enough to make a canyon?
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. Material Properties Jan-Mar - What materials are waterproof? Absorbent?
- Why do objects melt?
- Can you build a tower out of paper?
In this unit, students explore the properties of materials and matter! They describe and classify different types of materials by properties like hardness, flexibility, and absorbency, and they investigate how those properties are useful in meeting basic human needs (such as clothing and cooking). They also investigate how heating and cooling affect the properties of materials. Living Things April-June - How did a tree travel halfway around the world?
- Could a plant survive without light?
- Why are there so many types of flowers?
- How many different kinds of animals are there?
- Why would a wild animal visit a playground?
In this unit, students explore the needs of plants through hands-on investigations. They explore how and why plants disperse their seeds, what those seeds need in order to grow, and what the adult plants need in order to survive and thrive. Also, 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. -
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Grade 2 ESL provides students with direct instruction in vocabulary, grammar, and syntax of academic language. This language instruction is aligned with the WIDA Key Language Uses and planned collaboratively to address core content areas, including ELA Modules. Students engage with grade-level texts, build content knowledge, and share what they have learned through academic conversations and writing. ESL instruction responds to the cultural and linguistic knowledge and skills that students hold and those that they need for success in school.
Unit Timeframe Big Ideas (Statements or Essential Questions) Major Learning Experiences from Unit Newcomer curriculum
(optional - based on teacher recommendation)6-8 weeks - How can I be a member of the school community?
- How is my language similar to and different from English?
Students will - INFORM by identifying/naming/labeling to participate in grade-appropriate exchanges of information
- EXPLAIN by summarizing main ideas and key details to describe or report information
- ARGUE by supporting one’s own opinions with reasons
Module 1 -
Schools and Community10 Weeks - What is school, and why are schools important?
- Why is it hard for some children to go to schools in their communities?
- How do communities solve these problems so their children can go to school?
- How are schools around the world different? How are they similar?
Students will NARRATE, INFORM, EXPLAIN, and ARGUE - By reading and writing informative texts
- By revising and editing writing
- By using writing conventions
- By comparing and contrasting
Module 2 -
Learning Through Science and Story: Fossils tell of Earth’s Changes10 Weeks - What do paleontologists do?
- How do characters respond to major events?
- What can we learn from studying fossils?
- How do readers learn more about a topic from informational texts?
- How do authors write compelling narratives?
Students will NARRATE, INFORM, EXPLAIN, and ARGUE - By reading informative and narrative texts
- By writing narratives with a clear sequence of events
- By creating detailed illustrations
- By speaking clearly
- By answering questions
Module 3 -
Researching to Build Knowledge and Teach Others - The Secret World of Pollination10 Weeks - How do plants grow and survive?
- How do pollinators help plants grow and survive?
- How do we get the fruits, flowers, and vegetables that we enjoy?
- How do we become researchers and share our learning?
Students will NARRATE, INFORM, EXPLAIN, and ARGUE - By reading informative texts
- By recounting narratives with descriptive details
- By researching to understand more about a topic
- By speaking clearly to explain
Module 4 -
Providing for Pollinators10 Weeks - Why should people help pollinators survive?
- How can I take action to help pollinators?
Students will NARRATE, INFORM, EXPLAIN, and ARGUE - By reading and writing informative texts
- By stating an opinion with reasons
- By revising and editing writing
- By using technology
- By gathering information from a variety of sources
- By creating detailed illustrations and diagrams