OUR EARTH

LAND OF THE PEOPLE

MONDAY, NOVEMBER 2, 2015

ND

GRADE

JANEL SANDERS
STUDY OF WHO WE ARE AND WHERE WE COME FROM
Connecting earth systems and geographical variations within the land to our ancestors
discovering who we are and where we come from.

Common Core: Earth is made of materials that have distinct properties and provide
resources for human activities.
NGSS: Earth Systems-Processes that Shape the Earth
IB: Who We Are

TABLE OF CONTENTS
Parent Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Lessons:
1. Rock and Mineral Scavenger Hunt . . . . . . . . . . . . . . . . . . . 4
2. Soil Filtration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3. What on Earth?! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
4. Changes in the Earth (web quest) . . . . . . . . . . . . . . . . . . 16
5. Change Happens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
6. Past Lands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
7. Mapping Our Land . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
8. Modeling Our Land . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
9. Researching My Land . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
10. Natural Disaster Solution Prototype . . . . . . . . . . . . . . . . 40

Whole Unit Summative Assessment . . . . . . . . . . . . . . . . . . . 43

Dear Parents/Guardians,

Monday, November 2, 2015

Over the next six weeks we will be embarking on a journey of self discovery to find out where we
come from and how that makes us unique individuals contributing to society.
This International Baccalaureate (IB) standard of Who We Are is an integrated curriculum tying all
subject matters together. In this letter I will inform you of our agenda for the science section of the
curriculum.
We will be diving into Earth Science learning about Earths properties, systems, changes, and
sustainability to life. While learning about these earthly features while traveling around the globe
learning about geographical variations in differing locations.

Our science unit lessons incorporate STEAM (Science, Technology, Engineering, Art, and
Mathematics) components addressing the many types of learners we have in our class. As we utilize
the Next Generation Science Standards (NGSS) we will be learning about the science practices,
focusing on the core ideas, and using cross cutting concepts through the 8 scientific common core
practices:
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information

Throughout our educational journey we will be using the 21st Generation Skills 4 Cs which are
Creativity, Communication, Collaboration, Critical Thinking. These are life skills that students can
mimic out of the classroom in their everyday lives.
A goal of mine is to establish social and cultural competence within our classroom and hopefully
within your second graders as we learn more about each other and where we come from
appreciating and learning about our differences.

While we will be focused on content at the beginning of this unit, towards the end we will establish
student center learning where students take the content learned at the beginning of the unit
choosing an area to focus on for repetitive retention relating content concepts to something (in this
case, their native land).
At the end of the unit we will be inviting you to a presentation of Our Earth where students will
display their work including a portfolio and a 3D model prototype of a solution they designed for a
natural disaster problem that occurs in their native land.
If you have any questions, please contact me.

Sincerely,


Mrs. Janel Sanders
jsanders@sandiego.edu

Rock and Mineral Scavenger Hunt

Subject: Earth Science

Topic: Rock and Mineral Properties and Composition

Grade: 2
Time: 1 hour

STANDARDS
Common Core:
2-Earth Science
3.Earth is made of materials that have distinct properties and provide resources for human
activities. As a basis for understanding this concept:
a. Students know how to compare the physical properties of different kinds of rocks and
know that rock is composed of different combinations of minerals.
e. Students know rock, water, plants, and soil provide many resources, including food,
fuel, and building materials, that humans use.
Integrated Common Core:
2-Math: Measurement and Data
Represent and Interpret Data
10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data
set with up to four categories. Solve simple put-together, take-apart, and compare
problems4 using information presented in a bar graph.

STEAM:
This is a science driven lesson that will incorporate an introduction of graphing (math) through
the rock and mineral charts the students will be creating. Technology is utilized as a research
tool.

IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and
spiritual health; human relationships including families, friends, communities, and cultures;
rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:
The history of a family
How culture shapes personal identities
Where ancestors come from
The immigrations of families to the community

This is the foundation lesson for students to learn about earth as global practices are
imbedded in the research scavenger hunt as students discovery where in the world these rock
types can be found.

OBJECTIVES
Content:
Students will connect prior knowledge to create and answer questions they formulate
about minerals through a hands interactive discovery of rocks and minerals they find on
school grounds to create a rock chart learning about composition and properties of rock
types through the jigsaw method of teaching.

Key Vocabulary:
Cleavage
Composition
Density
Fracture

Igneous

Luster

Metamorphic
Mineral

Mohs Scale
Properties
Rock

Sedimentary

Soil

Streak

ASSESSMENT
Informal or Formative:
1. Once completing the worksheet for the research scavenger hunt, students will share
their findings to the teacher.
Teacher will determine if the group is ready to share knowledge based on information
students found and are providing.
If teacher determines work is adequate to share teacher will have students sign the
bottom of the worksheet signifying that he/she has checked students work.
2. Fill in Learned (middle section) of the KWL Chart (vein diagram) with students as they
tell you, the teacher, what they learned.

Formal or Summative:
Students will write the type of the rocks or minerals they found and their thinking as to
why they believe it is that type.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation:
Watch a short video (link below) to set tone for the unit getting students excited to
learn about Earth Science and rocks and minerals for this lesson.
https://www.youtube.com/watch?v=T20RT0GgOB4
Read captions to students as the video plays.

Activate Prior Knowledge:
Ask students what they already know about rocks and minerals.
Have students formulate I wonder statements from what they already know and want
to know about rocks and minerals.
Create a KWL Chart (vein diagram) placing what students said they know in the Know
(left circle) and their I wonder statements in the Want to Know (right circle).

II. INSTRUCTION AND MODELING (Best Practice Strategies)

Two scavenger hunts will be preformed, a physical object scavenger hunt on campus (1)
and a research scavenger hunt in the classroom (2). The differencing scavenger hunts are
separated below.
Instruction:
1. Instruct students to collect 10 rocks and/or minerals from school grounds.
2. Separate students into 5 groups (Sedimentary, Metamorphic, Igneous, Mineral, and
Soil, Dirt, and Sand).
Instruct students find information (that is provided on a work sheet) about their
topic from resource materials including their text book, books from the classroom
library, and the internet.
Once information is found group one student from each group (Sedimentary,
Metamorphic, Igneous, Mineral, and Soil, Dirt, and Sand) to teach each other what
they found.

Modeling:
1. Discuss classroom courtesy and respect as they are on their scavenger hunt on
campus being cautious to their surroundings.
2. Go over worksheet and definitions of information they are finding on their topic.
Display worksheet with definitions on the board for students to refer to.
Discuss best teaching and student interaction practices for the jigsaw method of
teaching.

III. GUIDED PRACTICE

Worksheets (worksheet provided after lesson plan) are provided for students when finding
information for their topic. This is also a tool of what they will need to teach to the other
students.
When students are sharing their knowledge with their teaching group, students fill out the
worksheet for the topic they are learning about while the students teach.

IV. CLOSURE (Student summary of learning)
Students will examine the rocks and minerals they found around campus determining what
type of rock or mineral it is (Rocks-Sedimentary, Metamorphic, Igneous; Mineral; Other).
Have students explain their thinking as to why they believe that rock or mineral is that type.

V. INDEPENDENT PRACTICE
Students will create an organized chart on card board of they rocks and minerals they
collected separating them by type (Rocks-Sedimentary, Metamorphic, Igneous; Mineral;
Other).
Homework: Have students collect 10 more rock or minerals at home to add to their chart.

INSTRUCTIONAL RESOURCES AND MATERIALS

Instructional Resources:
Video- https://www.youtube.com/watch?v=T20RT0GgOB4
Textbook




Classroom Library Books
Websites of students choosing
Worksheet

Materials:
Cardboard
Glue or tape
Markers


Name: _________________________________ Date: _________________

Rock and Mineral Resource Scavenger Hunt

Directions: Go on a resource scavenger hunt to find information about your rock or

mineral type. Record your findings in the appropriate spaces below.

Topic: ______________________________________________

Color

Luster

Streak

Density

(Mohs Hardness Scale)

Breakage

Location

(Cleavage or Fracture)

I, _______________________________, am an expert in this subject and am ready to
share my knowledge with my fellow earth science colleagues.

Soil Filtration

Subject: Earth Science

Topic: Soil Properties and Composition

Grade: 2
Time: 1 hour

STANDARDS
Common Core:
2-Earth Science
3.Earth is made of materials that have distinct properties and provide resources for
human activities. As a basis for understanding this concept:
b. Students know smaller rocks come from the breakage and weathering of
larger rocks.
c. Students know that soil is made partly from weathered rock and partly from
organic materials and that soils differ in their color, texture, capacity to retain
water, and ability to support the growth of many kinds of plants.
e. Students know rock, water, plants, and soil provide many resources, including
food, fuel, and building materials, that humans use.

STEAM:
This is a highly science driven lesson that incorporates a science experiment and uses
technology as a research tool.

IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental,
social and spiritual health; human relationships including families, friends, communities,
and cultures; rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection

Related Concepts: History, Traditions, Chronology
Lines of Inquiry:

The history of a family

How culture shapes personal identities
Where ancestors come from
The immigrations of families to the community

This lesson and experiment will incorporate global discoveries of the different types of soil
that is found around the world and how that soil that provides vegetation variants among
the world.

OBJECTIVES
Content:
Students will learn about soils properties and composition and its ability to retain water
and support the growth of many types of plants providing resources for human use.

10

Key Vocabulary:
Bed rock
Decompose
Humus
Minerals
Organic Matter
Organisms
Soil

Ecosystem
Vegetation

ASSESSMENT-
Informal or Formative:
Collect experiment papers and review data, analysis, and conclusion.

Formal or Summative:
Collect location worksheet to review.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation:
Set up bowls with different types of soil. Have students feel with their bare hands each
soil, noting differences they see and feel.
Bowl 1 Sand

Bowl 4 - Dirt
Bowl 2 Clay

Bowl 5 Gardening Soil
Bowl 3 Humus
Bowl 6 - Gravel

Activate Prior Knowledge:

Go over the plant cycle emphasizing the the root structure within the soil and the need
for water with the class as a whole group instruction.

II. INSTRUCTION AND MODELING (Best Practice Strategies)
Instruction:
Ask students the following questions one at a time.
1. Which soil is the moist?
2. Which soil is dry?
3. Which soil contains largest sediments?
4. Which soil contains smallest sediments?
5. Which soil would hold the most water?
6. Which soil would hold the least water?
Once a question is asked allow time for students to discuss and agree (or disagree and
state disagreement and why) upon an answer.
Once time is up, ask each home team for their educated guess and record answers on
the board.
Once all questions are recorded explain the experiment the students will conduct.

Modeling:
Go over the scientific method with students to utilize as they are conducting their
experiment.

11

III. GUIDED PRACTICE

Students will conduct the experiment: which sand type drains water faster: sand, clay,
humus?
(Experiment is located in the attached link below.)
http://www.nricd.org/Lesson_7_Experiment.pdf

IV. CLOSURE (Student summary of learning)
Students will share their results.
Have a home team talk and a whole group talk on whether their
educated guesses to the questions asked in Instruction regarding the
bowls were accurate.

V. INDEPENDENT PRACTICE (Summative assessment)
Students will go on a journey discovering where these types of soils would be located in the
world.
Students can utilize any resource type of their choosing to determine the location.
Students will record answers on the worksheet that is provided (see below lesson plan).

INSTRUCTIONAL RESOURCES AND MATERIALS

Instructional Resources:
Experiment - http://www.nricd.org/Lesson_7_Experiment.pdf
Resource materials of students choosing.

Materials:
6 bowls
Dirt
Humus

Sand

Gardening Soil
Test Tubes

Clay
Gravel

Plastic Spoon


Name: __________________________________ Date: ________________

12

Soil Inquiry

Directions: Relate knowledge and understanding from the Soil Filtration lesson to
your native land. Research the following components in the box and describe their
appearance from your research. Then answer the following questions.

Location: ____________________________________________

Ecosystem
Vegetation

Land

Soil

Infer water usage: ______________________________________________
_____________________________________________________________

Infer human impact on vegetation: ________________________________

_____________________________________________________________

Infer what the land looked like long ago before human influence:

_____________________________________________________________

______________________________________________________________________

13

What on Earth?!

Subject: Earth Science

Topic: Land Formations and Bodies of Water

Grade: 2
Time: 45 minutes

STANDARDS
NGSS:
2. Earth System: Processes that shape the Earth
2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of
water in an area.
2-Ess2-3 Obtain Information to identify where water is found on Earth and that it can
be solid or liquid.

STEAM:
This lesson is science orientated and focuses on scientific information.

IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental,
social and spiritual health; human relationships including families, friends, communities,
and cultures; rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:
The history of a family
How culture shapes personal identities
Where ancestors come from
The immigrations of families to the community

This lesson allows students to learn about geographical features including land
formations and bodies of water around the world.

OBJECTIVES
Content:
Students will learn the types of land formations and and bodies of water while locating
them to where they can be found around the world.

Key Vocabulary:
Bay


Channel

Cliff
Coast


Coral Reef
Cove
Dune System
Estuary

Gulf
Island


Lagoon

Ocean
Peninsula

River

Sea
Cave


Shore

Tide pool

14

Volcano

Canyon

Mountains
Rock formations
Valley

Swamp
Bayou

River

Flood plain
Gorge


Marsh

Lake
Spring

Stream

Waterfall
Sink hole

Beach

Pond
Glacier

Ice Cap

Hill
Mesa


Plain

Plateau
Trench



ASSESSMENT
Informal or Formative:
Teacher will be walking around the room as students are marking which land formation
is pictured taking note of anything witnessed.

Formal or Summative:
Teacher will use the location posters to review and gage level of understanding.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation:
Inform students today they are going to travel world and discover its natural beauties.

Activate Prior Knowledge:
Ask students if they have ever vacationed anywhere.
Have students say where and what the natural environment looked like.

II. INSTRUCTION AND MODELING (Best Practice Strategies)
Instruction:
Show pictures of land formations and bodies of water on the board teaching students
about its characteristics and location.

Modeling:
Go over safe practices when playing the game.

III. GUIDED PRACTICE

Give students 2-3 index cards with pictures of land formations.
Students will write the name of the land formation on the back of the
card.
Posters will be around the room with a title of a location.
Students will tape their land formation cards to the appropriate
location poster.

IV. CLOSURE (Student summary of learning)

As a class go over location posters that hold land formations cards.
Make any changes that need to be made.

V. INDEPENDENT PRACTICE (Summative assessment)
Students will be independently writing the type of land formation and
placing it on a location poster.

INSTRUCTIONAL RESOURCES AND MATERIALS

Instructional Resources:
Pictures of Land Formations

Materials:
Index cards


Flip Chart Posters
Pictures of Land Formations
Tape

15

16

Changes in the Earth

Web Quest Lesson

Subject: Earth Science

Topic: Weathering and Erosion

Grade: 2
Time: 45 minutes

STANDARDS
Common Core:
2-Earth Science
3.Earth is made of materials that have distinct properties and provide resources for human
activities. As a basis for understanding this concept:
b. Students know smaller rocks come from the breakage and weathering of larger rocks.

NGSS:
2. Earth Systems: Processes that Shape the Earth
2-ESS1-1 Use information from several sources to provide evidence that Earth events
can occur quickly or slowly.


STEAM:
This science lesson will be done with the use of technology from webquest.com as well
as the internet as a research tool.


IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social
and spiritual health; human relationships including families, friends, communities, and
cultures; rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:
The history of a family
How culture shapes personal identities
Where ancestors come from
The immigrations of families to the community

This lesson will go global as students will learn natural disasters that occur in different
parts of the world.

OBJECTIVES
Content:
Students will learn about natural disasters and where they occur.

17

Key Vocabulary:
Erosion

Volcanic Eruption
Land Slide

Earth Quakes

ASSESSMENT
Informal or Formative:
Teacher will walk around taking notes of students.

Formal or Summative:
Collect papers of students ancestry place of origin natural disasters to read and
distinguish level of understanding.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation:
Inform students they will be learning about some natural disasters in this lesson and
they will use the information they learn in their engineering project they will later do.

Activate Prior Knowledge:
Ask students if they know what a natural disaster is and what types of natural disasters
are there?

II. INSTRUCTION AND MODELING (Best Practice Strategies)
Instruction:
Slip class up into eight groups. Assign a natural disaster from the web quest lesson to a
group (there will be two of each).

Modeling:
Discuss best teaching and student interaction practices for the jigsaw method of
teaching.

III. GUIDED PRACTICE
Students will interactively work on the web quest lesson (link below) only doing the natural
disaster they were assigned to.
http://questgarden.com/48/54/1/070409194606/index.htm
IV. CLOSURE (Student summary of learning)
Students will return to their home teams and teach the other students about the natural
disaster they interacted with on web quest.

18

V. INDEPENDENT PRACTICE (Summative assessment)

Students will determine their ancestry place of origin and determine which natural disasters
occur there using any resources they choose including the textbook, classroom library, and
the internet.
On a sheet of paper students will write the location and the natural disasters that occur as
well as characteristics of the natural disaster

INSTRUCTIONAL RESOURCES AND MATERIALS

Instructional Resources:
Web Quest - http://questgarden.com/48/54/1/070409194606/index.htm
Resources of students choosing.

Materials:
Paper

19

Change Happens

Subject: Earth Science

Topic: Weathering and Erosion

Grade: 2
Time: 2 hours

STANDARDS
Common Core:
2-Earth Science
3.Earth is made of materials that have distinct properties and provide resources for human
activities. As a basis for understanding this concept:
b. Students know smaller rocks come from the breakage and weathering of larger
rocks.
c. Students know that soil is made partly from weathered rock and partly from organic
materials and that soils differ in their color, texture, capacity to retain water, and ability
to support the growth of many kinds of plants.

NGSS:
2. Earth Systems: Process that Shape the Earth
2-ESS1-1 Use information from several sources to provide evidence that Earth events
can occur quickly or slowly.
2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from
changing the shape of the land.

STEAM:
This is a science driven lesson that includes a science experiment and is a anticipatory step
to our engineering project.

IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social
and spiritual health; human relationships including families, friends, communities, and
cultures; rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:
The history of a family
How culture shapes personal identities
Where ancestors come from
The immigrations of families to the community
This lesson provides a framework for what happens around the world and how weather and
erosion creates diverse geographical features around the world.

20

OBJECTIVES
Content:
Students will learn and understand the different types of weathering and erosion and the
factors they play on rocks and minerals causing Earth to change over time placing events
in chronological order.

Key Vocabulary:
(Vocabulary in previous lessons from this unit)

ASSESSMENT
Informal or Formative:
Teacher will walk around noting level of content understanding and difficulty as
experiment is taking place.
Gage understanding through answers students provide from questions.

Formal or Summative:
Have students write one thing they learned from each station.
Have students chose one weathering or erosions type and have them write a solution
to the problem it causes.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation:
Describe the hands on interactive day the students will have as they will take what they
learn in this lesson and apply it to their engineering project.

Activate Prior Knowledge:
Ask students to think of a land formation we previously learned and ask if they know how
they were created.

II. INSTRUCTION AND MODELING (Best Practice Strategies)
Instruction:
Briefly describe the stations the students will be going to.
Modeling:
Go over classroom rules and best practices for time management.
III. GUIDED PRACTICE
Students will have 6 minutes at each station to complete the activities on weathering and
erosion.
The stations are as follows:

21

Station 1
Materials:
One clear plastic cup per student pair A marker to label and mark the cups
At this station, students will do a test to show that water expands as it freezes by filling a cup with water and
marking the water level on the cup before freezing and after freezing. Comparing the before to after freezing
water level, they should make predictions on how this particular behavior of water will impact rocks. Students
will need to set this up on Day 1, place their cups in the freezer, and observe again on Day 2.

Station 2
Materials:
2 copper pennies (before the year 1981 works the best) per student pair 2 beakers per student pair
1 tsp. of salt (the salt makes the reaction go more quickly)
A teaspoon
Vinegar
Water
Pair of tweezers to remove the penny on Day 2 A marker and tape to label the beakers
Here students test the effect of acid rain (modeled using vinegar and salt) on copper-bearing rocks
(pennies). Students should place a penny in each cup. In one cup (the acid rain experiment) they should
sprinkle 1/2 tsp. of salt over the pennies and then pour enough vinegar in to cover the penny. This cup should
be labeled acid rain. In the other cup, they should cover the penny with water and label it uncontaminated
rain. Students should record their observations initially, after 10 minutes, and again the following day.

Station 3
Materials:
2 Alka-Seltzer or other brand antacid tablets per student pair Pair of tweezers to remove tablet
A small beaker
Water
Timer or clock
This experiment will test the effect water has on carbonate rocks (Alka-Seltzer tablets). Students should
place one tablet in the small beaker or bowl and cover with water. They should make observations during the
first few minutes of the experiment and after about 3 minutes (the tablet will be completely dissolved after
about 5 minutes) remove the tablet from the water and compare its surface to the second tablet that was not
immersed in water to get information about how water affects carbonate rocks. Students will need to clean the
used beaker after their experiment to make sure it is ready for the next group to use.

Station 4

22

Materials:
2 pieces of chalk per student pair
A mortar and pestle
Pair of tweezers for removing the rocks Water
Vinegar
2 small beakers
At this station, students will test the effect of water and acid rain on limestone (chalk). Depending on the
state of the chalk you provide, they may need to crush it up a bit using the mortar and pestle. Make sure they
dont crush it too fine or it will simply mix with the liquids and dissolve immediately. You want students to have
some small pieces of chalk about the size of pebbles to observe the changes. Then they should put equal
amounts of the chalk pieces in the 2 beakers. In one beaker, cover the chalk with water. In the other, cover it
with vinegar. Make observations of what happens to the surfaces of the rocks in each situation. Students can
take the rocks out of the solutions to observe if that is easier. At this station, students will need to clean the
mortar and pestle and the beakers after their experiment so they are ready for the next group to use.

Station 5
Materials:
Super-fine iron wool (1 clump per student pair) (this can be found in paint or hardware stores; the steel wool
you find in grocery stores is usually stainless steel and will resist rust)
Pair of tweezers for removing the iron wool Water
One small beaker per student pair
Tape and a marker to label beaker with
In this experiment, students will place a clump of iron wool in the beaker and cover it with water. They should
make observations of the wool before it is placed in water and then return the next day to remove it and make
a second set of observations. Make sure they label the beaker so they will know which one is theirs the
following day. This models the effect of water on iron-bearing rocks.

Station 6
Materials:
Sugar cubes (approximately 5-7 per student pair) One baby food jar or canning jar with lid
Gravel (one handful per student pair)
To model how erosion breaks down rocks for instance when rocks are tumbled with sand in the ocean or a
river, students will put sugar cubes and a small handful of gravel into a jar with a lid. The sugar cubes
represent a softer type of rock and the gravel a harder rock type. Students will shake the jar vigorously for
about 5 minutes and make observations about what happens to the softer rocks (the sugar cubes). They will
need to clean out the jar after their experiment to have it ready for the next group.

Station 7

23

Materials:
Sandpaper (a 50 grain or similarly coarse sandpaper will work best for this) (1 small piece per student pair)
Rough samples of a soft stone such as calcite, limestone, dolomite, fluorite, rhyolite or similar stone with a
hard- ness of about 3-4 on the Mohs hardness scale.
In this investigation, students will explore how wind erosion can erode rocks. Due to the impracticality of using
actual blowing sand against rocks, sandpaper will substitute. Students should choose a rock sample that has
not been used by any previous groups and sand it down for their 5-10 minutes at the station. If you can have
multiple rock types avail- able, they can compare how different rock types affect the rate of erosion. They
should record initial and final observations of the rock surfaces. You will need to make sure students set aside
the already used rock samples when theyve finished so that the next group to arrive at the station doesnt
inadvertently use the same ones and find that there is no change in the look and feel of the surface since its
already been sanded!

Station 8
Materials:
Water
A beaker with a pouring lip
Shallow pan (an 8x8 baking dish works well)
Dry sand (enough for each student pair to fill the shallow pan once)
To make observations of splash erosion, students will need to pack the shallow pan with dry sand and then
drop or pour water from the beaker onto the surface to make observations of how dropping water can erode
rock surfaces. They can start this with the dry sand and as it gets wet, repack it and smooth it down and try
again to make observations of the differences. Students can also mound the dirt up into piles and sprinkle
water over the piles to simulate rain and notice some interesting shapes appearing in the sand. If you can find
one, you may want to have a sample of rock with a hole eroded into it at the lab station to demonstrate how
solid rock (in place of the packed sand) that has water dripping on it for a long period of time can wear down.
When each student pair is finished, you will need to provide them some place to dispose of the wet, used sand
so that the next group can start with a pan of dry sand.

Station 9
Materials:
Large pan (a turkey roasting pan or plastic tub works well)
2-3 textbooks
Dirt (enough to fill the pan a few times over depending on your class size) Water
Beaker with a pouring spout
Students will model erosion on slopes by creating a hillside of packed dirt in a pan that is propped up using
heavy textbooks. Students should pour water down the hill and observe erosion. Make sure students repack
the dirt for the next group. You will need to keep an eye on this station because depending on how many
student pairs you have rotating through the stations, you may need to replace the packed dirt if/when it gets
too water-logged to effectively complete this demonstration.

Station 10

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Materials:
Large pan (a turkey roasting pan or plastic tub works well) Water
Sand (enough to make a beach at one end of the pan)
Demonstrate beach erosion in this experiment by using a pan of sand with enough water to slosh back and
forth when it is picked up and moved. Have students make a sand pile at one end and then slide the pan back
and forth to create wave motion. You might start by putting the amount of water in the pan that you feel is
safe for students to slosh around. Provide them with a bucket or bowl to put any used wet sand into after their
turn. Ask them to make predictions about what would happen to larger rocks undergoing this process over
long periods of time. You could have a piece of sea glass sitting at this station to provide some evidence of
how this process can erode solid materials.

Station 11
Materials needed by teacher:
To make the mini glaciers you will need ...
small plastic bowls (1 per student pair) gravel and sand (a handful per bowl)
water
Fill the bowl half full of water and throw in some sand and gravel. Freeze overnight. The following day, throw
more sand and gravel on top of the already frozen water and fill again with water to freeze again. You should
then have a mini glacier with some sand and gravel distributed throughout the ice.
Materials needed by students:
A mini glacier
A thick layer of clay (about the length and width of a brick) A brick (1 brick for every 2 pairs of students)
Students will model glacial erosion by moving their mini glacier slowly over the clay and/or the brick surface.
Each group will need their own mini glacier since it will melt over the course of their 10-15 minutes at the
station. This melting process will leave sand, gravel, and water all over the area where students are
experimenting, so if needed you may want to have them do all of this in a large pan or a surface that is okay
to get wet and dirty. Students should make observations of the surfaces of the bricks and clay. Make sure they
actually feel the bricks surface. Although the texture of the brick changes as it is eroded, its appearance can
be quite similar before and after, so touching it before and after will give students a better idea of how eroded
it is. The clay should show very clear markings where the sand and gravel scraped over it. The bricks will
smooth out very quickly, so youll need a brick for every two groups (one side per pair of students).

IV. CLOSURE (Student summary of learning)

Bring class back together and ask the question you asked prior to the station rotation.
Have students think of a land formation we previously learned and ask how it was created.

V. INDEPENDENT PRACTICE (Summative assessment)
On a piece of paper have students write one thing they learned from each station they
attended.

INSTRUCTIONAL RESOURCES AND MATERIALS

Instructional Resources:
Previous lesson What on Earth?!

Materials:
Previously listed for each station.

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26

Past Lands

Subject: Earth Science
Topic: Fossils

Grade: 2
Time: 30 minutes

STANDARDS
Common Core:
2-Earth Science
3.Earth is made of materials that have distinct properties and provide resources for human
activities. As a basis for understanding this concept:
d. Students know that fossils provide evidence about the plants and animals that lived
long ago and that scientists learn about the past history of Earth by studying fossils.
e. Students know rock, water, plants, and soil provide many resources, including food,
fuel, and building materials, that humans use.


STEAM:
This science lesson will incorporate technology with an understanding of math placing things
in order.

IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social
and spiritual health; human relationships including families, friends, communities, and
cultures; rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:
The history of a family
How culture shapes personal identities
Where ancestors come from
The immigrations of families to the community
This lesson will allow students discover what their native land looked like in years past
including its inhabitants.
OBJECTIVES
Content:
Students will learn the process of fossilization and earth systems impact on preserving
history as humans infer what the land looked like years ago.

Key Vocabulary:
Amber

Casts


Fossil
Fossilization

Geologic Time Scale
Impressions
Matrix

Paleontology

Strata
Radio Carbon Dating

27

ASSESSMENT-
Informal or Formative:
Collect students paper of the three fossils they created from the game.

Formal or Summative:
After the game interaction and discussion have students write if they were a
paleontologist what would they discover about their native lands past.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation:
Inform students they will be playing a game.

Activate Prior Knowledge:
Ask students what they know about dinosaurs and how people know they existed if
humans were not around.

II. INSTRUCTION AND MODELING (Best Practice Strategies)
Instruction:
Give a whole class lesson on fossilization through pictures displayed on the board utilizing
the key terms and students prior knowledge.

Modeling:
Discuss best technology practices.
III. GUIDED PRACTICE
Students will play Fossil Fabricator (see link below) while recording three fossils they
created on the worksheet (attach under lesson).
Game - http://www.wonderville.ca/asset/fossil-fabricator
IV. CLOSURE (Student summary of learning)
Students will share their fossils with an elbow partner.
As a whole group discuss how this science could be used on
more than just dinosaurs.

V. INDEPENDENT PRACTICE (Summative assessment)
Have students write what they could discover about their native land as paleontologists.
INSTRUCTIONAL RESOURCES AND MATERIALS
Instructional Resources:
Game website - http://www.wonderville.ca/asset/fossil-fabricator

Materials:
One on one electronic device
Pictures of Paleontology

28

29

Name: __________________________________ Date: _________________

Fossil Fabrication

Directions: Create three fossils from the Fossil Fabrication Game and record what you
created.
Game Site URL: http://www.wonderville.ca/asset/fossil-fabricator

Fossil 1:
How did your dinosaur die? _______________________________________
Where did your dinosaur die? _____________________________________
What effects happened over time? _________________________________
How were the bones exposed? ____________________________________
What was your fossil? ___________________________________________
If a fossil could not be created, why? _______________________________
_____________________________________________________________

Fossil 2:
How did your dinosaur die? _______________________________________
Where did your dinosaur die? _____________________________________
What effects happened over time? _________________________________
How were the bones exposed? ____________________________________
What was your fossil? ___________________________________________
If a fossil could not be created, why? _______________________________
_____________________________________________________________

Fossil 3:
How did your dinosaur die? _______________________________________
Where did your dinosaur die? _____________________________________
What effects happened over time? _________________________________
How were the bones exposed? ____________________________________
What was your fossil? ___________________________________________
If a fossil could not be created, why? _______________________________
_____________________________________________________________

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Mapping Our Land

Subject: Earth Science
Topic: Maps

Grade: 2
Time: 45 minutes

STANDARDS
Common Core:
2-Math: Measurement and Data

Measure and estimate lengths in standard units.

1. Measure the length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes.

2. Measure the length of an object twice, using length units of different lengths for the
two measurements; describe how the two measurements relate to the size of the unit
chosen.
3. Estimate lengths using units of inches, feet, centimeters, and meters.
4. Measure to determine how much longer one object is than another, expressing the
length difference in terms of a standard length unit.
Represent and interpret data.
9. Generate measurement data by measuring lengths of several objects to the nearest
whole unit, or by making repeated measurements of the same object. Show the
measurements by making a line plot, where the horizontal scale is marked off in whole-
number units.
10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set
with up to four categories. Solve simple put-together, take-apart, and compare
problems4 using information presented in a bar graph.
NGSS:
2. Earth Systems: Processes that Shape the Earth
2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of
water in an area.

STEAM:
This lesson takes the science of mapping as students will draw their land on graph paper and
create a scale to represent the actual size of their land.
IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social
and spiritual health; human relationships including families, friends, communities, and
cultures; rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:
The history of a family
How culture shapes personal identities
Where ancestors come from

The immigrations of families to the community

31

For this lesson students are drawing the land of where their ancestors resided.

OBJECTIVES
Content:
Students will learn and understand measurement while being introduced to measurement
conversation when graphing their land.

Key Vocabulary:
NA

ASSESSMENT-
Informal or Formative:
Collect students rough draft sheet that shows their unit measurement and conversions.

Formal or Summative:
The finished product will be the formal assessment.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation:
Show the students various types of maps relating the idea that they all look different.

Activate Prior Knowledge:
Review measurement with the students which they have previously learned in math.

II. INSTRUCTION AND MODELING (Best Practice Strategies)
Instruction:
Measure the graph paper squares with the students.
Give an introductory lesson on unit conversion (this is not a second grade standard and
will not be the focus for this lesson, just explain the concept).
Have students create a key with this conversion.

Modeling:
Explain to students they will not be expected to know or understand unit conversion,
just the measurements they conducted for their math.
III. GUIDED PRACTICE
Have students look at a variety of maps of their location including Google Earth to visually
see their land and the geographical features their map must contain.
Have students draw a rough draft then a final draft.

IV. CLOSURE (Student summary of learning)

Have students compare their lands determining which location is bigger, smaller, wider,
slimmer, etc.

V. INDEPENDENT PRACTICE (Summative assessment)
Students will be independently working on their maps with accurate measurements.

INSTRUCTIONAL RESOURCES AND MATERIALS

Instructional Resources:
Maps

Globes

Google Earth

Materials:
Graph Paper
Rulers
Colored Pencils
One to one electronic device

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33

Modeling Our Land

Subject: Earth Science

Topic: Geography, Land Formations and Bodies of Water

Grade: 2
Time: 3 hours

STANDARDS
NGSS:
2. Earth Systems: Process that Shape the Earth
2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of
water in an area.

STEAM:
This lesson brings sculpting into science as students will create their own dough and sculpt
land formations of their land.

IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social
and spiritual health; human relationships including families, friends, communities, and
cultures; rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:

The history of a family

How culture shapes personal identities
Where ancestors come from
The immigrations of families to the community

OBJECTIVES
Content:
Students further understand land formations and bodies of water through this visual and
hands on activity while noting geographical variations among other students lands.

Key Vocabulary:
(Terms previously used in lesson What on Earth?!)

ASSESSMENT
Informal or Formative:
Collect the sheet of paper students wrote which land formations and bodies of water
will be represented in their model.

Formal or Summative:
The final product of the model which includes geographical features will be the formal
assessment.

34

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

I. ANTICIPATORY SET
Motivation:
Inform students they will be getting their hands dirty and will turn from being scientists
to sculptors.

Activate Prior Knowledge:
Review land formations and bodies of water the students previous learned from the
lesson What on Earth?!

II. INSTRUCTION AND MODELING (Best Practice Strategies)
Instruction:
Have students review their location from an abundance of resource with can include,
maps (including the one the previously made), a globe, and Google Earth.
On a piece of paper have students write the land formations and bodies of water their
model will feature.
Instruct students through the dough/clay recipe to begin sculpting.

Modeling:
Go over appropriate clean up procedure.
III. GUIDED PRACTICE
Students will construct a model of their land with dough/clay they created which features
the land formations and bodies of water.
Once the model is painted students will write land formations on their model.

IV. CLOSURE (Student summary of learning)
Students will compare and contrast geographical features of their land to another students
finding two similar and two different land formations and bodies of water.

V. INDEPENDENT PRACTICE (Summative assessment)
Students will be independently working on their model.
INSTRUCTIONAL RESOURCES AND MATERIALS
Instructional Resources:
Maps

Globe

Google Earth
Materials:
Cardboard
Flour

Salt
Mixing Bowls
Mixing Spoons
Paint

35

Researching My Land

Subject: Earth Science

Topic: Scientific Research

Grade: 2
Time: 3 hours

STANDARDS
Common Core:
2-ELA
Reading Informational Text
Key Ideas and Details
1. Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
3. Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
Integration of Knowledge and Ideas
7.Explain how specific images (e.g., a diagram showing how a machine works)
contribute to and clarify a text.
Writing

Production and Distribution of Writing

6.With guidance and support from adults, use a variety of digital tools to produce
and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
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).
8. Recall information from experiences or gather information from provided
sources to answer a question.
Language
Vocabulary Acquisition and Use
5.Demonstrate understanding of word relationships and nuances in word
meanings.
a. Identify real-life connections between words and their use (e.g., describe
foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss,
throw, hurl) and closely related adjectives (e.g., thin, slender, skinny,
scrawny).
6.Use words and phrases acquired through conversations, reading and being
read to, and responding to texts, including using adjectives and adverbs to
describe (e.g., When other kids are happy that makes me happy).
Speaking and Listening:
Comprehension and Collaboration
1.Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways listening to others with care, speaking one at a time about
the topics and texts under discussion).

36

b. Build on others talk in conversations by linking their comments to the

remarks of others.
c. Ask for clarification and further explanation as needed about the topics
and texts under discussion.
3.Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a
topic or issue.
Presentation of Knowledge and Ideas
4.Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
a. Plan and deliver a narrative presentation that: recounts a well-
elaborated event, includes details, reflects a logical sequence, and
provides a conclusion. CA
5.Create audio recordings of stories or poems; add drawings or other visual
displays to stories or recounts of experiences when appropriate to clarify ideas,
thoughts, and feelings.
NGSS:
2. Earth Systems: Process that Shape the Earth
2-ESS1-1 Use information from several sources to provide evidence that Earth events
can occur quickly or slowly.
2-ESS2-3 Obtain information to identify where water is found on Earth and that it can
be a solid or liquid.

STEAM:
This lesson allows students to partake on scientific research learning more about their native
land.
IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social
and spiritual health; human relationships including families, friends, communities, and
cultures; rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:
The history of a family
How culture shapes personal identities
Where ancestors come from
The immigrations of families to the community
This lesson has students conduct scientific research on their land which they will then share
with their classmates to learn about other locations.

37

OBJECTIVES
Content:
Students will research their land decoding informational text identifying key concepts that
apply to information they are inquiring about.

Key Vocabulary:
(Any vocabulary that applies to their native land)

ASSESSMENT
Informal or Formative:
Teacher will walk around noting students works and progress.
Teacher will collect research sheets the students filled out.

Formal or Summative:
Teacher will revise rough draft essay.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation:
This topic is completely related to the student as they are researching the land in which
their ancestors came from as students learn more about who they are and where they
come from.

Activate Prior Knowledge:
Students will utilize previous work the did from the other lessons in this unit to support
their research.

II. INSTRUCTION AND MODELING (Best Practice Strategies)
Instruction:
Go over the research sheet the students will be filling out as they are researching their
land.
Instruct students on close reading guidelines when decoding informational text by
utilizing the appropriate annotations:
-Star important fact sentences
-Circle important words
-Underline words you dont know or understand
-Question mark by something you have a question about
-Mark a C next to connections
-Put a heart by what you like
Instruct students to use mark these annotations on their research materials.

Modeling:
Do one informational text close reading annotations with the class on the board.

38

III. GUIDED PRACTICE

Students will research their land using any resource material they choose including,
textbook, classroom library, school library, or the internet.
While reading through informational text students will use close reading annotations.
Students will fill out their research worksheet (below lesson plan).

IV. CLOSURE (Student summary of learning)
Students collect all annotated informational text and completed research sheet and place it
in a folder.

V. INDEPENDENT PRACTICE (Summative assessment)
Students will write an essay of their research findings.
First writing a rough draft the teacher will revise then typing a final
draft.

INSTRUCTIONAL RESOURCES AND MATERIALS

Instructional Resources:
Resource materials student choose.
Materials:
Resource materials students choose.

39

Name: __________________________________ Date: __________________

Research Sheet

Directions: Research the following items of your native land from

informational text recording information you find.

Native Land: ______________________________________

Location
Ecosystem

Rock and Minerals

Soil

Land and Vegetation

Land Formations

Bodies of Water

Natural Disasters

Natural Disaster Solution Prototype

Subject: Earth Science

Topic: Saving People from Natural Disasters

40
Grade: 2
Time: 4 hours

STANDARDS
NGSS:
2. Earth Systems: Processes that Shape the Earth
2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from
changing the shape of the land.

STEAM:
This is an engineering project the students will design.

IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social
and spiritual health; human relationships including families, friends, communities, and
cultures; rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:
The history of a family
How culture shapes personal identities
Where ancestors come from
The immigrations of families to the community
This lesson will have students solve a natural disaster problem that occurs in their native
land. Students will learn about other parts of the world from other students.

OBJECTIVES
Content:
Students will think critically and be creativity by designing a prototype that will solve a
natural disaster problem their native land faces by understanding the natural disaster and
geographical features of the land.

Key Vocabulary:
(students will use vocabulary specific to their location)

ASSESSMENT
Informal or Formative:
Teacher will walk ask students to show him/her there problem and solution paper and
instruct them to think deeper or move on to the next step.

Formal or Summative:
The teacher will ask the student questions about their blue prints.

41

-What problem are we fixing?

-What does this prototype do?
-How will it the problem be resolved with the prototype?

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation:
This is a student centered activity where students get to do whatever they feel as long
as the solution is appropriate.

Activate Prior Knowledge:
Students will use previous work from other lessons in this unit as a resource to discover
a problem that occurs within their native land.

II. INSTRUCTION AND MODELING (Best Practice Strategies)
Instruction:
Give students direction of engineering project.
Modeling:
Provide an example for students.

Example: My native land is Hawaii which is a chain of volcanic islands. A problem

Hawaiians (and people who live or are visiting Hawaii) face are becoming hurt
from a volcanic eruption when they are hiking and site seeing the beautiful
volcanoes.
Therefore, my solution is to build fast moving slides that the people can slide
down when on the volcano if an eruption occurs so they can get away quickly
without getting hurt.
Provide an example of a solution that would not solve the problem.
Example: (Same problem) Therefore my solution is to create a siren that alarms
people if a volcano is erupting. This is not a very good solution because it only
warns the people and it does not save them.

III. GUIDED PRACTICE
Students will first write their problem and solution on a paper.
With permission to mover forward, they will then create blue
prints of their prototype. The blue prints will include a drawing
of the prototype labeling what materials will be needed to build it.
With permission to move forward students will then create a 3D
model of their prototype.


IV. CLOSURE (Student summary of learning)
Students will place their problem and solution sheet and their blue prints in their folder.

V. INDEPENDENT PRACTICE (Summative assessment)

Students will work independently on their engineering project.

INSTRUCTIONAL RESOURCES AND MATERIALS

Instructional Resources:
Students previous work from other lessons in the unit.
Any additional resources the students choose.

Materials:
Large Paper
Color Pencils or Crayons
Paint
Any 3D materials students choose

42

Whole Unit Summative Assessment

43

The whole unit summative assessment will be divided into two parts:
1. Portfolio
Students will create a folder of all their work they did for this lesson organizing it by
date and lesson title.

Students will create a cover page, table of contents, and reflection sheet.

Students will grade their own work as a self assessment following the same rubric the
teacher will be grading with.

Teacher will grade the portfolio based on the following rubric (see below) after the
presentation.

2. Performance
Parents, guardians, care givers, and other family members will be invited to
presentation of the students work.

Students desks will up in a large U shape for audience to walk around.

Students will be placed in stations with their work portfolio and 3D model on their
desk.

Audience will be given a station sheet (see below) to fill out as they walk around to
see students work and ask them the following questions (on sheet) to find out what
they learned.

Audience Presentation Record Sheet

44

Welcome Parents and Guardians to our Earth Science Presentation of Native Lands.

1. Walk around and enjoy the students hard work.
2. Approach students and ask questions about their project.

Questions you might ask the students:
What is the ecosystem of your native land?
What rocks, minerals, and soil is in your native land?
What geographical features are in your native land?
What natural disasters occur in your native land?
What does your prototype do?
How will it solve the problem?

3. Write celebrations for students you spoke to.

Student Name: _____________________________________________________________________

Celebration: ________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Student Name: _____________________________________________________________________

Celebration: ________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Student Name: _____________________________________________________________________

Celebration: _______________________________________________________________________

_________________________________________________________________________________________
_________________________________________________________________________________________

When finished please in the complete bin. Thank you for your participation!

45