Change

1. Change Karen Crisco Leslie Key Emily Rone Kasey Verneer

2. Unit Summary- Social Studies The Social Studies aspect of the Change unit will cover the changes felt during Colonial Life. Throughout the historical glimpse of early American life, students will explore important events that shaped and transformed our American culture. As we travel from the first formation of settlements to the unification of the United States, students will learn about how Colonists lived, worked, and learned.

3. Unit Summary- Language Arts The Reading portion of the change unit will encompass the readings of three texts, The Tiny Seed, The Very Hungry Caterpillar, and A Harbor Seal Pup Grows Up. Through reading these texts the students will gain experience of the changes that seeds and animals go through, along with learning about the literature skills of compare and contrast and sequence of events. Through literature based activities students will gain an understanding of the changes that occur during texts (sequence of events), along with changes that happen in the real world (life cycles). The writing portion of the change unit will consist of the students creating two expository writings on the stages of a plants life cycle and the growth of a butterfly. Through these writing the students will gain an understanding of the writing process, along with demonstrating their knowledge of change through the lifecycles of a plant and butterfly. Change will be learned and demonstrated through writing by the expository writings showing the changes that occur throughout life cycles, along with students learning and completing changes throughout the writing process.

4. Unit Summary: Math Our thematic unit, Change, easily lends itself to concepts in math. Second grade students are required to learn to identify, combine and compare values of money in cents up to $1.00. They must also learn how to solve problems that involve repeated addition. In this unit, students learn how to count various “handfuls” of change. Using SmartBoard demonstrations and plastic coins, they will first group like coins (group all quarters, dimes, nickels and pennies) . Next , they will change the order of the coins from greatest to least so they are easier to count. Using skip-counting they will add the coins to find the total amount. Enrichment/Follow-up activity: Make “change” by swapping groups of coins with the same value .

5. Unit Summary : Science Our thematic unit of Change correlates with the study of the various stages that a seed goes through to become a pumpkin. A second grader is expected to be able to identify the stages of a plant’s life cycle and give an account of what is occurring in each stage. To begin our unit, we will read the book “The Pumpkin Seed” by Wendy Pfeffer. After the the different stages that a seed goes through to become a pumpkin will be shown to the class using the projector and Powerpoint. Students will be asked to identify what is taking place in each stage as well as identify the various structures of the plant and their function.

6. Major Concepts *Identify the name and value of each coin. *Arrange the coins from greatest to least value. *Skip-count by 25, 10, & 5 *Use addition to calculate total amount of money. Math • Identify the stages of a plant’s life cycle • Articulate the changes taking place in each stage of the life cycle • Identify the major structures of a plant and their function Social Studies Science • Vocabulary • Timeline of Colonial America • Daily life Change Reading • Expository Writing on Life Cycles • Paragraphs that contain: • topic sentence • supporting details • relevant information Writing • Sequence of events • Compare and Contrast • Variety of texts

7. Graphic Organizer

8. Weekly Schedule Week 1

9. Weekly Schedule Week 2

10. Weekly Schedule Week 3

11. Daily Schedule Student Arrival 7:50-8:00 Morning Work/iii8:00-8:15 Math 8:15-9:00 Fine Arts 9:00-9:35 Writing 9:35-10:20 Science 10:20-10:50 Lunch/ Recess 10:50 -11:45 Social Studies 11:45-12:15 Reading 12:15-1:45 12:15-12:45 (Shared Reading) 12:45-1:45 (Centers/ Extension Activity/ Guided Reading) DEAR/ iii 1:45-2:00 Pack/Dismissal 2:00-2:05

12. Media List • Books • Computer • High Speed Internet • Powerpoint • Adobe Flash Player • Overhead Projector • Speakers • Document Camera • Gardening magazines

13. Learning Goals • Social Studies: • History • To provide students with the understanding of key terms dealing with Colonial America • To provide students with the knowledge of crucial events that helped shape and change Colonial America • To provide students the opportunity to explain the daily lives of Colonists. • Language Arts: • Reading • To provide students with the knowledge of Life Cycles through the use of different texts. • To provide students with the understanding and knowledge of changes throughout a story through the sequence of events. • To identify compare and contrast features throughout characters in a story. • Writing • To teach students and allow them the ability to demonstrate their knowledge of Life Cycles, through expository writing. • To provide students with the opportunity to learn about expository writing.

14. Learning Goals Math * Name and identify the value of each coin. • Group like coins. • Arrange the coins from greatest to least. • Skip count by 25, 10, 5, and 1 to find the total value of a group of coins. • Record the total amount of a group of coins. Science • To provide students with the knowledge of the various changes that a seed endures through its life cycle. • To provide students with the ability to distinguish between the different stages of a plant’s life cycle • To provide students an opportunity to learn about the function of different structures of a plant and why each one is important

15. Student Learning Outcomes • Social Studies: • Students will list at least 10 major events in the evolution of Colonial America with 80%accuracy. • Students will match images of Colonial items to their name and definition with 90% accuracy. • Students will explain important terms associated with Colonial America with 80% accuracy. • Language Arts: • Reading • Given a story, students will identify the sequence of events with 80% accuracy. • Given a story with a main character that goes through a change throughout the story, students will be compare and contrast the character (from the beginning of the story to the end of the story) with 80% accuracy. • Writing • Students will create a graphic organizer for an expository writing on a life cycle, with 100% accuracy. • Students will create a complete expository writing (including graphic organizer, introduction, body, conclusion, topic sentences and details) on the Life Cycle of an animal, with 80% accuracy.

16. Student Learning Outcomes Math: • Students will identify the name and value of a quarter, dime, nickel, and penny with 100% accuracy. • Students will group like coins with 100% accuracy. • Students will arrange groups of like coins in order from greatest to least with 100% accuracy. • Students will use repeated addition and skip-counting to find the total value of a group of coins with 80% accuracy. Science • Students will be able to identify each stage of a plant’s life cycle with 80% accuracy. • Students will be able to give an account of what happens in each stage of the plant’s life cycle with 70% accuracy. • Students will be able to identify and match the specific structure of the plant with its function with 70% accuracy.

17. Sunshine State Standards Social Studies: SS.2.A.2.4: Explore ways the daily life of people living in Colonial America changed over time. Language Arts: LA.2.1.7.5: The student will identify the text structure an author uses (e.g., comparison/contrast, cause/effect, and sequence of events) and explain how it impacts meaning in text LA.2.1.7.7: The student will compare and contrast characters and settings in one text LA.2.4.2.1: The student will write in a variety of informational/expository forms (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions, graphs/tables) LA.2.4.2.3: The student will write informational/expository paragraphs that contain a topic sentence, supporting details, and relevant information Science: SC.F.1.1.3 The student describes how organisms change as they grow and mature. Math: MA.2.G.5.3: Identify, combine, and compare values of money in cents up to $1.00 and in dollars up to $100, working with a single unit of currency. MA.2.A.6.1: Solve problems that involve repeated addition.

18. Grade Level Expectations • Social Studies: • History • extends and refines understanding of changes in community life over time • (for example, goods and services, architecture, landscape). • knows ways technology changes how people in a community live (for example, advances in communication, transportation). • extends and refines understanding that history tells the story of people and events of other times and places. • understands the movements of people called migration or immigration. • knows ways trade helps families in different places meet their basic needs of clothing, food, and shelter. • extends and refines knowledge and understanding of significant aspects of the lives and accomplishments of selected men and women in the historical period before the Renaissance • knows some works of art that reflect the cultural heritage of the community or country • extends and refines knowledge and understanding of selected American symbols that have emerged from past events, legends, and historical accounts. • understands ways climate, location, and physical surroundings affect the way people live • knows ways in which people have modified the physical environment and the consequences of these modifications.

19. Grade Level Expectations • Language Arts: • Reading • understands similarities and differences across texts • extends previously learned knowledge and skills of the first grade with increasingly complex texts, assignments and tasks (for example, story structure, characters, setting, plot, problems and solutions). • understands connections between characters and events in literature and people, events, and experiences in own life. • makes connections and inferences based on text and prior knowledge (for example, order of events, possible outcomes). • summarizes information in texts • Writing • generates ideas before writing on self-selected topics and assigned tasks. • makes a plan before writing the first draft (for example, drawing pictures, using graphic organizers). • focuses on a central idea and groups related ideas. • uses one or more paragraphs to focus on separate ideas in writing and uses transition words where appropriate. • extends previously learned writing knowledge and skills of the first grade with increasingly complex texts and assignments and tasks. • uses strategies to support ideas in writing (including but not limited to using several sentences to elaborate upon an idea; using specific word choice and relevant details such as reasons or examples).

20. Grade Level Expectations Math • Reads and writes numerals to 1000 or more. • Compares and orders whole numbers to 1000 or more using concrete materials • Represents real-world applications of whole numbers, to 1000 or more, using concrete materials, drawings, and symbols. • Represents equivalent forms of the same number through the use of concrete materials (including coins), diagrams and number expressions. • Counts by tens from any given number less than 1000. • Counts forward or backward by one beginning with any number less than 1000. • Counts coins using “mixed” counting (using coin values of 50, 25, 10, 5, and 1). • Recalls (from memory) the addition facts and corresponding subtraction facts. • Predicts the relative size of solutions in addition and subtraction (for example, adding two whole numbers results in a number that is larger than either of the two original numbers.) • Adds and subtracts two-digit numbers with or without regrouping using models, concrete materials, and algorithms. • Knows and compares amounts of money in coins, to one dollar or more.

21. Grade Level Expectations Science: Processes of Life • understands that the amount of food, water, space, and shelter needed is dependent on the size and kind of living things. • understands that living things can reproduce, and nonliving things cannot reproduce. • knows some factors that influence the growth of living things (for example, amount of water, amount of light, amount and type of food, type of soil). • understands that structures of living things are adapted to their function in specific environments. • knows some characteristics of the vertebrate groups (mammals, reptiles, birds, amphibians, fish). • knows the main parts of plants (stems, leaves, roots, flowers). • knows that the structural characteristics of plants and animals are used to group them.

22. Culminating Activities Interactive money games on SmartBoard Small group board games: Count Your Change and How Much Money?

23. Assessments • Rubrics • Activity Sheets • Quizzes • Discussions

24. References Social Studies http://www.libraryvideo.com/sm/colonial.asp www.history.org/kids http://library.thinkquest.org/J002611F/ http://www.kidinfo.com/American_History/Colonization_Colonial_Life.html http://www.yale.edu/ynhti/curriculum/units/1990/5/90.05.04.x.html http://havefunwithhistory.com/HistorySubjects/colonialAmerica.html http://history.howstuffworks.com/american-history/american-colonial-life.htm http://www.americaslibrary.gov/jb/colonial/jb_colonial_subj.html http://video.kidzui.com/channels/Colonial+America

25. Math For information on second grade math standards: http://search.fldoe.orghttp://www.floridastandards.org Money: Interactive games and quizzes, lesson plans, activitieshttp://www.moneyinstructor.com/parents.asphttp://www.acs.ac/staffdev/curricu/lp_2_mm_m.htmhttp://www.takechargeamerica.org/financial-education-resources/educatorhttp://www.lessonplanspage.com/mathmoney2.htm References

26. References • Language Arts: • http://www.brighthub.com/education/k-12/articles/52891.aspx • http://tangischools.org/dept/tech/SchoolTech/The%20Tiny%20Seed%20Part%202.pdf • http://www.eric-carle.com/bb-seed.html • http://www.readworks.org/lessons/grade1/vocabulary-context/lesson-2 • http://www2.scholastic.com/browse/article.jsp?id=3234 • http://www.glorious-butterfly.com/elementary-lesson-plans.html • http://www.teachingheart.net/veryhungrycaterpillar.html

27. References Science: www.enchantedlearning.com/school/USA/people/Appleseedq.shtmlwww.brainpopjr.com/science/plants/plantlifecycle/grownups.wemlwww.justsciencenow.comwww.beaconlearningcenter.comScience: Alabama, Houghton Mifflin: Boston, 2007.From Seed to Pumpkin by Wendy Pfeffer