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What Makes You Say That?
This routine causes students to explain the reasoning behind the idea.

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2.ESS2: Earth’s Systems

2)      Observe and analyze how blowing wind and flowing water can move Earth materials (soil, rocks) from one place to another, changing the shape of a landform and affecting the habitats of living things

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5. Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

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This routine will allow the class to observe wind blowing on the water and making changes in the landform. The class will use StoryJumper to create a class book that explains how the landform changes. In addition, while observing the landform changes, the teacher will ask WMYST at various points. The assistant will record the responses from the students. These explanations will be incorporated into the class book using StoryJumper.

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2nd Grade Science

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CSI: Color, Symbol, Image
This routine allows for students to look at the big ideas associated with an object or thing.

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2.ETS1: Engineering Design

2)      Develop a simple sketch, drawing, or physical model that communicates solutions to others.

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See-Think-Wonder
This routine allows for students look at an object more closely and wonder about it.

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2.LS2: Ecosytems: Interactions, Energy, and Dynamics

1)  Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live.

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6 .Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

6b Students create original works or responsibility repurpose or remix digital resources into new creations.

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This routine will allow students to think about animals and how they depend on their surroundings. The students will use Pixton, a tools that allows students to write using comic strips, to describe what they see, think, and wonder about various animals. First, the students will be asked to tell their group what they see. The teacher will have animals depicted in Pixton with the animals habitats. Then, they will describe what they think is going on with the animals and their surroundings. Finally, the students will answer what the depiction make them wonder about animals and the habitats and food sources. The students will have the option to make a comic strip explaining animals, food sources, and surroundings to the best of their ability.

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ISTE Standard                                                                   

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ISTE Standard                                                                   

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6. Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

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Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding,
and independence for all learners.
San Francisco, CA: Jossey-Bass Publishers.

ISTE. (n.d.) . ISTE standards for students. Retrieved from https://www.iste.org/standards/for-students

TNDOE. (n.d.). TNDOE science standards [PDF]. Retrieved from https://www.tn.gov/content/dam/tn/stateboardofeducation/documents/massivemeetingsfolder/meetingfiles4/10-20-17_III_J_Non-Substantive_Changes_to_Math_ELA__Science_Standards_Attachment_3_-_Science.pdf

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This routine will allow students to make a sketch, drawings, or a model of the animal. The student will use Google Slides to select a color, symbol, and picture of the animal. With Google Slides, the students can pick from the color template a color. Then, they can find the symbol to represent the animal. And finally, they can pick a picture of the animal from Google images. The student will, to the best their ability, tell the small group why they like the color. Why they choose the symbol to represent the animal? Then, explain their picture to the best of the ability.