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ESS2.C: The Roles of Water in Earth’s Surface Processes

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Standard:
2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs for using rocks, shrubs, grass, and trees to hold back wind, water, and land.]

2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area. [Assessment Boundary: Assessment does not include quantitative scaling in models.]

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form. (2-ESS2-3)

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Standard:
5-ESS2-2. Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water,

and polar ice caps, and does not include the atmosphere.]

ESS2.C: The Roles of Water in Earth’s Surface Processes

Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2)

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

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

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At the second grade and at the fifth grade level the wording is the same in the standard itself when it comes to the Roles of Water in Earth’s surface processes. The detail of what to include following the standard is where the difference occurs. The second grade level standard has the teacher talk about the roles of water in a more general sense compared to the fifth grade level standard. For the second grade level, the teacher should cover the different bodies of water that exist on earth. The teacher will discuss that water is a liquid found in lakes, ponds, rivers and oceans. At the fifth grade level the teacher will go into more detail about what kind of water is in each body of water. The teacher will teach how most of the water on earth is salt water in the oceans. Including that most freshwater is trapped in glaciers or is underground. The teacher will explain that there is only a little bit of fresh water that makes up streams, lakes, wetlands and the atmosphere. At both grade levels the roles of water in Earth’s surface process is taught. The lower grade level gets a less detailed lesson compared to the upper grade levels. The foundation is laid at the second grade level, but then the same contact is taught again at the later grade levels, but with more detail and explanation. (LW)

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How is it sequenced in the curriculum at each level? Does your topic have multiple components?  If so, how should those components be sequenced? What topics might need to precede and follow your topic at each level?

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How is it sequenced in the curriculum at each level? Does your topic have multiple components?  If so, how should those components be sequenced? What topics might need to precede and follow your topic at each level?

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In the second grade one of the standards states the types of water they will learn about. They will learn what types of water exist. They will also learn where water is found on earth before learning about how it changes from solid to liquid form. They will use this knowledge to then expand on water on this earth. When you look at the fifth grade standard it states that students need to graph the amounts of saltwater and freshwater. In order for this to happen students would need to learn how to graph. That is the first thing they would do to move into the next step of figuring out salt water. Then the lesson could go into more detail about the water in each body of water. They will learn about what type of water freshwater is and expand learning on those topics. They then will see how it is important to our everyday lives. (BF)

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Second Grade: What kinds of activities would you use to support your topic at each level?  

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Second Grade: What kinds of activities would you use to support your topic at each level?  

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Second grade students will test different objects to see if the objects can prevent water from “changing” the land. Given small stones, sticks, sand and moss (used for modeling dioramas) students will be split into groups to test which of the materials can prevent water from changing the landscape. The activity is completed using a clear tub with sand at one side and water on the other. Each group is given a material to test. The material is placed between the sand and water (right in the middle). Then, more water is added and students record their observations as to how the material helped or prevented water from changing the land (sand).  The activity is more hands-on than what would be used for older students and it demonstrates the students’ understanding of how water interacts and impacts the land. This activity is based on 2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs for using rocks, shrubs, grass, and trees to hold back wind, water, and land.].  (TA)

Another example of a second grade activity is for students to cut out different flashcards with an image and name of a body of water and then place them in order of largest to smallest. The flashcards would have “ocean”, “lake”, “river”, and “pond”. The first part of this activity is for students to make their own prediction of the order of size of the bodies of water. Then, the teacher displays and explains the correct order of the bodies of water. The students are given glue sticks to correctly glue the flash cards down to a size chart to keep for notes. This is a simple and clear way for students to gain an understanding and demonstrate their knowledge of different bodies of water. 2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area.  (TA)

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Fifth Grade: What kinds of activities would you use to support your topic at each level?  (They might be similar, but they should be different.)  Briefly describe the activities in enough detail that a reader could understand what is expected in the activities, discern the similarities, and clearly understand the differences.

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Fifth Grade: What kinds of activities would you use to support your topic at each level?  (They might be similar, but they should be different.)  Briefly describe the activities in enough detail that a reader could understand what is expected in the activities, discern the similarities, and clearly understand the differences.

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After students listen to a presentation by the teacher on what types of bodies of water are found around Earth and how certain bodies of water like glaciers have more freshwater than others, students will complete the following activity. Fifth graders are given a chart with three different locations of bodies of water. Each location on the table has the amount of saltwater and the amount of freshwater in the reservoirs/locations. The students are provided with a graph to chart these levels to see the connections between which locations and reservoirs have either saltwater or freshwater. This activity uses mathematical graphing skills as well as observation skills to provide students with data to complete a reflection of their findings and how certain bodies of water have different amounts of different types of water based on the location. This activity takes what was learned in previous years and allows students to go into more detail using actual realistic data to make deeper connections. 5-ESS2-2 (TA)

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What developmental differences (in students) need to be addressed at each level? For example, what developmental changes take place between K/1/2 and 3/4/5 that would have an impact on what you teach and how you teach it?

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What developmental differences (in students) need to be addressed at each level? For example, what developmental changes take place between K/1/2 and 3/4/5 that would have an impact on what you teach and how you teach it?

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In second grade, students are developing their ability to reason and concentrate on material. When interested in a topic, they can focus for around 30-45 minutes. As their brain develops, they begin to understand cause and effect and how it applies to real life situations. They continue to look for reasons behind situations and ask questions to help them understand. They also use their words to talk through problems. Their cognitive skills are increasing, but they still need assistance from the teacher. Lots of examples should be used in instruction, and directions and content should be given through verbal instruction. In second grade, reading ability has increased significantly, but is still improving, so teachers must be able to verbally teach new material. Teachers must also be willing to answer questions and work with students when they need help. (KA)

In fifth grade, students have increased mathematical understanding and are able to work with all four operations. Their reading is much more proficient, and their critical thinking skills are more advanced. They are better able to predict consequences, and understand multiple objectives. Fifth graders also have an increased sense of responsibility, so they are able to present their findings to the class as a presentation. They are also more social and care about their peer’s opinions, so group work is encouraged at this stage to promote collaboration. Fifth grade students also have a better understanding of how concepts are connected, so material can be taught quicker and can integrate other subjects into the lesson. Instructions can be given through text and independent work is easier, though a teacher should still be available to help when needed. (KA)

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How would you differentiate your instruction at each level?  Why would you make the modifications you described?

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How would you differentiate your instruction at each level?  Why would you make the modifications you described?

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When making a lesson plan, it is very important that you differentiate your instruction based on what grade you’re teaching. You have to break this down as a teacher because, each grade level learns certain concepts differently. When teaching second graders, your need to focus more on the basis of the lesson and introduce new concepts slowly. You also may need to work more one-on-one with the students if they are having difficulty understanding a concept. For this certain lesson plan with second graders, I would work with my students mainly on the basic roles of water with small definitions incorporated into that. Fifth graders, however, learn at a much quicker pace compared to second graders. When teaching fifth graders, you can go more into depth about certain topics, as they will have an easier understanding compared to second graders. At this age students are able to work independently and with their peers. However, teachers can still help students one-on-one with a concept that they may not fully understand. In the case of this lesson plan I would go more into depth about bodies of water and what type of water is in each body. I can then advance into examples of each type of body of water and where they’re seen around the world. Each grade level would be learning about the roles of water on Earth’s surface, but second grade is learning the basic content while fifth grade is going much further in depth. (OF)

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How would you use this information as a new teacher?

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How would you use this information as a new teacher?

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As a new teacher I would use this information to develop activities that relate to the standards to best provide students at different grade levels with a variety of content. The content I would introduce would be based on the grade level to provide a reasonable amount of detail, and as the grade level increases, the amount of information and details shared would increase. Keeping the standards in mind when developing lesson plans and activities is essential, but also creating content for the specific grade level while introducing topics that can be further developed in the future is a new found skill that I will develop to be a better teacher. (TA)

I would use this information as a new teacher as a basis on how much I should teach depending on my grade level. If I was teaching at the lower elementary school levels then I would focus on just laying the foundation instead of providing so much detail. If I was teaching at the upper elementary school levels then I would teach with the understanding that the students already have basic knowledge of the subject. I think this would be helpful in the upper levels in order to repeat information that is needed, but not necessarily re-teaching what the students already learned at an earlier  level.  (LW)

As a new teacher, I would use this information to make sure that I am changing my lesson plan based on what grade level I'm teaching. For second graders, my lesson plan is going to be more basic and group organized work. Students will rarely be working independently to make sure they have a full grasp on the concepts being taught in class. Students will work in groups as well as one-on-one with me. My fifth grade lesson plan will go more in depth, and will mostly be based around independent work with some group work. This grade level is more equipped to work on their own, and with occasion myself or other peers.(OF)

As a new teacher it is important to keep in mind that depending on what grade you are teaching depends on how you are teaching the lesson. Throughout your years of teaching, you may not always work the same grade levels and it is important to be able to make changes accordingly. You must use this to modify your lesson and make sure to keep in mind what they have previously learned in grade levels past. (BF)

I learned that it is important to be aware of the developmental functions of different grade levels and stay updated on the best ways to teach each age. Elementary teachers often will have to teach different grades throughout their career, so it is important to stay updated on the kinds of instruction that would be the most beneficial. It is also important to know when certain activities should be taught as a whole group, in small groups, or independently. Some lessons require whole group instruction, but the developmental capacities of the students can also determine how they will learn best. I plan to stay updated on this knowledge and use it in my classroom to best support student learning. (KA)

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Morin, A. (2011). Developmental milestones for fourth and fifth graders. Understood.
https://www.understood.org/en/learning-thinking-differences/signs-symptoms/

Morin, A. (2011). Developmental milestones for second and third graders. Understood.
https://www.understood.org/en/learning-thinking-differences/signs-symptoms/

New York State. (2018, September). New York State P-12 Science Learning Standards. Retrieved April 08, 2021, from
http://www.nysed.gov/common/nysed/fil es/programs/curriculum-instruction/p-12-science-learning-standards.pdf

Teacher Vision. Grades and stages of development. TeacherVision.
https://www.teachervision.com/grades-stages-development