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Second Grade Science. Standard  2-LS2-1 Ecosystems: Interactions, Energy, and Dynamics. 

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Second Grade Science. Standard  2-LS2-1 Ecosystems: Interactions, Energy, and Dynamics. 

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This text set is designed for students in second grade who will be learning if plants need sunlight and water.

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  This text set addresses NGSS standard 2.LS2-1, plan and conduct an investigation to determine if plants need sunlight and water to grow. It also focuses on science and engineering practices, planning and carrying out investigations, analyzing and interpreting data, and asking questions. This concept is important because students are expected to develop an understanding of what plants need to in order to grow. Students will need to learn that plants require air, water, nutrients, and light in order to survive.  This standard is teaching students how to analyze and interpret data to provide evidence for the effects of resources availability on organisms and populations of organisms in an ecosystem.   After reading these texts, students will begin to observe first hand and describe relationships in the natural and designed world to answer scientific questions and solve problems. Students will be collecting and recording data at the beginning and end of their experiment.  Now that the students are in the second grade, they will be required to use observations to describe relationships in the natural and designed world to answer scientific questions and solve problems. Students will have prior knowledge about what living things need.  However, they need to understand how the sun is required to make food for the plant. They also will begin to start using the scientific method more independently and on grade level. 

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  This text set addresses NGSS standard 2.LS2-1, plan and conduct an investigation to determine if plants need sunlight and water to grow. It also focuses on science and engineering practices, planning and carrying out investigations, analyzing and interpreting data, and asking questions. This concept is important because students are expected to develop an understanding of what plants need to in order to grow. Students will need to learn that plants require air, water, nutrients, and light in order to survive.  This standard is teaching students how to analyze and interpret data to provide evidence for the effects of resources availability on organisms and populations of organisms in an ecosystem.   After reading these texts, students will begin to observe first hand and describe relationships in the natural and designed world to answer scientific questions and solve problems. Students will be collecting and recording data at the beginning and end of their experiment.  Now that the students are in the second grade, they will be required to use observations to describe relationships in the natural and designed world to answer scientific questions and solve problems. Students will have prior knowledge about what living things need.  However, they need to understand how the sun is required to make food for the plant. They also will begin to start using the scientific method more independently and on grade level. 

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1.) Students will now be working on single topics to produce a report through recorded science observations. 2) Ask questions (who, what, where, when, why, and how) to demonstrate an understanding of key details in a text. 3.) Why and how the scientific method is used   4.)How different things in ecosystems rely/effect each other.

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1.) Students will now be working on single topics to produce a report through recorded science observations. 2) Ask questions (who, what, where, when, why, and how) to demonstrate an understanding of key details in a text. 3.) Why and how the scientific method is used   4.)How different things in ecosystems rely/effect each other.

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5.) How to think scientifically

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Information Text:  Lehn B (1999) What is a Scientist  Millbrook Press, 1999.

This Book is about what is like to be a scientist through observing and experiments. The children in the book are engaged in various activities that make up the scientific process.

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Narrative Storybook:
Braun E (2012)

Mad Margaret Experiments with the Scientific Method (In the Science Lab)

The book is about a young girl who uses the scientific method to determine why her friend is sneezing a lot more suddenly. It explains each step, how we do each step, and why it is essential to follow the steps.

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Text that uses this term: Mad Margaret Experiments with the Scientific Method (page &)

Definition: Steps scientist use to answer a scientific question.

I chose this term because the students will be using the method while completing the unit and experiment.

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Text that uses this term: How Plants Grow (page 3)

Definition: Things that are living that need certain resources and locations to survive.

This word is important because the experiment revolves around a plants and how they function in there ecosystem.

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Text that uses this term: What is a Scientist (page 4)

Definition: To gather information while watching something

Students will be using this term or action not only in science but throughout their academic career.

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Informational text: Alolan M (2006)

A Rainforest Habitat (Introducing Habitats and ecosystems)

The book teaches students about habitat and ecosystem of the rain forest. It discusses plants and animals and how they live together.

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Predictable  Text: Braun E (2011)

How Plants Grow Teacher Created Materials

How plants grow is a beginner level text about how plants grow. It goes over essential vocabulary about how plants grow and what they need to survive. It is very straightforward and provides pictures as well. It covers all parts of the plants, seeds, roots, and leaves. It contains photos, simple and easy to read the text.

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Text:

Mad Margaret Experiments with the Scientific Method (In the Science Lab)

Prompts:

1.) Why do we use the scientific method?

2.) What do you think would happen if we did not follow the scientific method steps in order?

Text:
What is a Scientist

Prompts:
1.) What skills do you think are important for scientist to have?
2.) Which skill do you think a scientist must have and why?

Text:
How Plants Grow

Prompts:
1.) What is something that all plants need and why?
2.) What type of relationship do plants and their environment have? Do you think they rely on each other?

Text:
A Rainforest Habitat (Introducing Habitats)

Prompts:
1) What is your habitat?
2.) Why do you think habitats are different?

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Text that uses this term: A Rain forest Habitat (Introducing Habitats)(page 1)

Definition: Where animals and plants live

I chose this word because it directly relates to the unit and what the students are learning through the plant.

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Text that uses this term: A Rain forest Habitat (Introducing Habitats)(page 5)

Definition: How animals and plants live together.

This was one of the key terms when looking into the standard and what the students were suppose to be getting out of this unit.

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I chose these texts because I felt they would help the students understand without overwhelming them.  The book on plants is straightforward to understand and read. I chose this because most students already have prior knowledge about plants, sunlight, and water. We would read that text as a review first. I would explain how we will create and perform an experiment using plants, sunlight, and water. I would then read the book Mad Margaret Experiments with the Scientific Method (In the Science Lab). This is a fun book and would explain the scientific method in a fun and easy way to understand the scientific method. Next, we would read the text What Is A Scientist. This is an informational text that breaks down what it is like to be a scientist and observe and learn about science. Lastly, we would read the book Hibitiats to go over how ecosystems work. All four texts relate directly to the conceptual knowledge of this standard. The text covers the essential vocabulary which they can use and reference too throughout the unit. I would help build the student’s confidence with these terms and concepts because I would use the terms throughout the lesson. They need to relate them and use them in real-life academic settings, so the understanding becomes more concrete.

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Neuman, S.B., & Wright, T.S. (2013).  Supporting content-rich vocabulary through book reading.  All About Words.

Hadley, E.B., Newman, K.M., & Mock, J. (2020).  Setting the stage for TALK: Strategies for encouraging language-building conversations.  The Reading Teacher, 74(1), 39-48. doi: 10.1002/trtr1900. Article