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Marissa Carroll
Lizeth Resendiz Rojo
Makenna Fraboni
Genevieve Tripoli

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2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area.

4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features
(MC)

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Students in upper elementary grade levels have most likely become fairly fluent readers and writers which would allow for more recording sheets and taking notes to take place while interpreting maps or listening to the lesson.

When teaching earth's systems there is also maturity that comes with a lot of the upper level topics. In fourth grade students need to be able to read maps and interpret data which is not expected of a second grader. Our second grade standard focuses more on building your own type of model with basic representations of land and water. By doing this second grade students can exhibit their knowledge through modeling instead of writing. it It is also important to recognize that fourth graders are beginning to feel more independent so this will inform your teaching. Fourth graders might want to analyze maps with little help from the teacher meanwhile a second grader would need more support and encouragement. (GT, MC)

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In second grade our standard is sequenced  after topics that address events that occur on earth and how humans can effect these events. This makes sense because it is important for students to understand the events that are happening before they create concrete models. The models will help them build off of ideas that they have learned and solidify their knowledge. The standard that comes after their models addresses water and where it is found. This is important because now they can use their model and understand where on earth their model might be found.

Similar to second grade, the fourth grade standards under earth's systems begin by addressing how earth changes relating it to rocks. This is important to address before they start interpreting maps because it will give them and idea of the types of things they may find on maps. Our fourth grade standard mentions students being able to locate volcanoes and where earthquakes might have taken place so it would be important that a lesson on natural disasters would precede a lesson where they would find these features on a map. The standard also mentions using topographic maps which would not be easy to interpret without a lesson on what a topographic map looks like and represents. (GT)

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How might you use this information as a new teacher?

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How might you use this information as a new teacher?

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As a new teacher this information can be very useful for you. We included standards from the 2nd grade and the 4th grade. If you are going to teach the 2nd grade then you can see what information the students are learning and what they should know, as this information will be a pre-requisite to the 4th grade. On the other hand, if you are teaching the 4th grade for the first time you can look at this information and see what that the students should already know coming in and how you can build off of their knowledge. The science standards spiral throughout the grade levels. The knowledge students learn builds off of the knowledge they received from previous grades. It is important for a teacher to understand this and know how the standards build so that teachers can further their students knowledge of science. As a teacher, it is important to know what your students already know so you don't waste time teaching them information they already have. You want to build on their learning, and knowing their prior knowledge can help do this. Or, on the other hand, knowing where your students should be by the end of the year can help you plan your lessons and curriculum. As a teacher it is important to always make sure what you are teaching is grade level appropriate. Having the standards to rely on is extremely important because it sets the pace to what needs to be learned each year. Teachers need a guide to know what students have to learn each year, and how much to learn. (MF, LRR)

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google doc

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How does it spiral through elementary curriculum?

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How does it spiral through elementary curriculum?

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Bruner's Spiral Curriculum is defined as a curriculum that returns to the same topics over time, instead of curriculum that is touched on once and not taught again or is not built on. It involves 3 key parts: cyclical, increasing depth and prior knowledge. The anchor standard of Earth's Systems begins in the second grade level. In this case we are focusing on the features of the land and bodies of water on Earth. In second grade the students develop their own model to represent  land and bodies of water in a certain area as a basis for land features. Once they get to fourth grade, their knowledge and abilities expand and they are able to look at maps and be able to analyze them to find data. Therefore they use their 2nd grade "prior knowledge" to "increase in depth" in fourth grade. This is cyclical because they can refer to the knowledge they gained in each grade level to further there understanding in this topic. Therefore our topic spirals through the elementary curriculum because it is continuous. (MC, MF)

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2nd Grade
- Creating interactive flap books that features each land surface: Each flap they create represents a different landform and underneath the flaps the student will write sentences.
- Students can create physical models of landforms such as land and water using classroom materials such a play doh to show the many different

4th grade
- The students will look at the map of the world that shows the movement of different faults on plate boundaries. The students will find each type of fault they have learned about in the lesson and how they appear on the map. Using construction paper they will pick fault of their choice from the map and demonstrate a fault from a birds eye view.

Similarities:
- Students are creating a physical models
Differences:
- Students in 4th grade will have an understanding of where certain landforms are found and how features on earth can be formed, while 2nd grade is gaining the basic understanding of earth features.
(MC, GT)

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How much of the topic is taught at each level? In how much depth is it addressed?

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How much of the topic is taught at each level? In how much depth is it addressed?

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The topic of Earth's systems is being taught at the 2nd grade level because the students are learning the foundations. The students are learning about land and bodies of water and making models to further their knowledge and begin understanding what is found on Earth. We still see that the topic of Earth's systems is being taught in the 4th grade as the students are still analyzing and interpreting maps. In the 4th grade though, we see a shift away from learning about just Earth's features, as the students have done this and got the foundations in 2nd grade. Instead, they are learning how to analyze and interpret the data, as well as planning and carrying out investigations. Therefore, in the 2nd grade the students learning more about what they would see on earth. 4th graders dive into natural disasters and weather and how people affect the earth, while 2nd grade focuses more on the shape of the land and its features and how slow or fast events occur on earth. In 4th grade students have a more independent study of earth's systems. They will be analyzing earth's features more in depth and they're learning what can then do with their prior knowledge and how to use what they have learned in an investigation. (MF, GT)

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How would you differentiate your instruction at each level?  

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How would you differentiate your instruction at each level?  

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At each grade level there are different expectations each student should reach. In second grade, students would be asked to model, therefore, draw what they are interpreting. Students wouldn't be able to write down there interpretation as they would in 4th grade because it isn't grade level appropriate. Second grade students learn best by showing pictures of step by step instructions, as 4th graders could read the instructions and understand what is happening.
Why would you make the modifications you described?
These modifications are important for each student to fully grasp the topic being taught. If a second grader is just given a list of instructions and a packet information they won't understand what to do. Second graders need more picture or examples to understand what is going to happen.
(LRR, MF)

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https://helpfulprofessor.com/spiral-curriculum/

http://excellenceinteachingscience.blogspot.com/2017/12/landforms-lesson-ideas-and-activities.html

https://www.nextgenscience.org/dci-arrangement/2-ess2-earths-systems

https://www.nextgenscience.org/dci-arrangement/4-ess2-earths-systems

https://betterlesson.com/lesson/635346/it-s-all-your-fault?from=cc_lesson