PBL - Conserving Local Natural Habitat by Shannon Cotterell

S.L.2.1

karinamherrera — 2025-07-25 03:08:21 UTC

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).

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.

2-LS4-1 (Science (CA NGSS))

shannoncotterell — 2025-07-25 03:38:28 UTC

Performance Expectation: Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]

Disciplinary Core Idea(s):
LS4.D: Biodiversity and Humans There are many different kinds of living things in any area, and they exist in different places on land and in water.

Science & Engineering Practices: Planning and Carrying Out Investigations Make observations (firsthand or from media) to collect data that can be used to make comparisons. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Scientists look for patterns and order when making observations about the world.

HSS2.2.1

karinamherrera — 2025-07-25 03:40:22 UTC

Overarching Standard:
HSS-2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.

Standard:
Locate on a simple letter-number grid system the specific locations and geographic features in their neighborhood or community (e.g., map of the classroom, the school).

Plant growth activity.

jaredriberal1027 — 2025-07-25 04:24:01 UTC

Students learn the cycle of plants and how they grow from seeds to plants. (Helps to also teach them how to preserve nature)

Persuasve or information wirting standard

scotterell1 — 2025-07-28 21:37:47 UTC

reading standard informational

scotterell1 — 2025-07-28 21:39:31 UTC

math standard bar graph

scotterell1 — 2025-07-28 21:39:41 UTC

dbedi1 — 2025-07-30 04:03:33 UTC

What are some ways we can help protect the animals and plants that live near us?

dbedi1 — 2025-07-30 04:14:46 UTC

What habitats are near our school or home, and how can we help protect the animals and plants that live there? Use a simple Habitat Observation Sheet to draw and label animals/plants they see.Choose a few common local animals (squirrel, bird, worm, butterfly) and learn what habitat they live in and what they need to survive.

"Animal Movement Activities"

karinamherrera — 2025-07-31 23:17:52 UTC

"Move like an animal" - students are given various habitats that are home to different animals. They will be asked to determine how an animal moves within the habitat and act it out.

"Habitat Relay" - Various local animals gather together in a local habitat. In a race, move like their animal and make it to the end.

"Scavenger Hunt" - Set up 'local habitats' and place various animals and plants akin to that habitat there. Looking for specific plants, animals, water sources. Describe surrounding area - easy to find or not?

Lesson: What is a Habitat?

scotterell1 — 2025-08-01 00:11:06 UTC

Lesson: What's harming the environment?

scotterell1 — 2025-08-01 00:13:37 UTC

Lesson: What is our habitat (Peninsula, Bay Area)

karinamherrera — 2025-08-01 00:51:34 UTC

Local creeks

Wilderness areas

Lesson: How to protect?

karinamherrera — 2025-08-01 00:52:21 UTC

What is conservation?
Invite guest from local organization to classroom to teach how to protect
Leave no trace
- What happens if we don't clean up trash?

Lesson: What are our local plants?

karinamherrera — 2025-08-01 00:57:28 UTC

Nature Walk
- What do we see? What do we wonder?
Draw what we see

Lesson: Threats/Dangers

karinamherrera — 2025-08-01 01:00:58 UTC

Pollution
Animals
Tourists

Lesson: How to Protect?

karinamherrera — 2025-08-01 01:01:27 UTC

Invite guest (local park ranger?)
- What can we do at home or when on walks or at school?

Lesson: Identify Local Wildlife

karinamherrera — 2025-08-01 01:03:47 UTC

Nature Walk
- What do we see? What do we wonder?
Animal Movement Activities

Lesson: Threats/Dangers to these animals

karinamherrera — 2025-08-01 01:05:28 UTC

Lesson: How to protect?

karinamherrera — 2025-08-01 01:05:51 UTC

Invite guest from local organization to classroom to teach how to protect

UDL

karinamherrera — 2025-08-01 01:22:11 UTC

Need to add

Possible local orgs

scotterell1 — 2025-08-01 02:20:36 UTC

Peninsula SPCA: https://phs-spca.org/wildlife-education-programs/

South Bay Clean Creeks Assoc: https://sbcleancreeks.com/

POST: https://openspacetrust.org/

Resources

scotterell1 — 2025-08-01 02:23:17 UTC

scotterell1 — 2025-08-01 02:42:12 UTC

2nd grade materials

Lesson: Talk about field trip and what we are going to see in advance

scotterell1 — 2025-08-01 03:08:41 UTC

Has anyone been there before?

KWL pre-assessment

Graphic Organizer for Field Trip Scavenger Hunt

scotterell1 — 2025-08-01 03:14:10 UTC

What are we looking for?

What did you observe? (Write/draw)

Entry Event 1: Field Trip/nature Walk

scotterell1 — 2025-08-07 23:38:00 UTC

Entry Event 2: Guest Speaker from local Conservation Org

scotterell1 — 2025-08-07 23:38:36 UTC

Videos

scotterell1 — 2025-08-08 00:56:04 UTC

Pre-assessment

scotterell1 — 2025-08-08 02:05:20 UTC

Vocabulary (Creek vs. river, etc.)

They know there are birds, do they know what types?

Art Standard

karinamherrera — 2025-08-08 02:57:49 UTC

Standard Identifier: 2.VA:Cn10 https://www2.cde.ca.gov/cacs/id/web/31217
Grade: 2
Discipline: Visual Arts
Artistic Process: ConnectingAnchor Standard: 10: Synthesize and relate knowledge and personal experiences to make art

Enduring Understanding: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
Essential Question(s): How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Process Component(s): Synthesize

Performance Standard(s):
Create works of art about events in home, school, or community life.

W.2.7 (English Language Arts)

scotterell1 — 2025-08-08 03:04:17 UTC

Standard Identifier: W.2.7

Content Area: English Language Arts

Grade: 2

Subject Area: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (K–5)

Domain: Writing

Cluster: Research to Build and Present Knowledge

Standard:

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).

https://www2.cde.ca.gov/cacs/id/web/5631

W.2.8 (English Language Arts)

scotterell1 — 2025-08-08 03:05:47 UTC

Standard Identifier: W.2.8

Content Area: English Language Arts

Grade: 2

Subject Area: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (K–5)

Domain: Writing

Cluster: Research to Build and Present Knowledge

Standard:

Recall information from experiences or gather information from provided sources to answer a question.

https://www2.cde.ca.gov/cacs/id/web/5632

scotterell1 — 2025-08-15 02:53:52 UTC

scotterell1 — 2025-08-15 03:00:48 UTC

scotterell1 — 2025-08-15 03:06:11 UTC

Habitat Santa Clara County Parks

scotterell1 — 2025-08-18 01:45:30 UTC