Detailed Unit Plan 609 Class Day 5-6 Second Grade

Teacher: Miss Tellez

Date: Day 5-6

Subject / grade level Second grade: Engineering/Science

Materials: Cut up White Hexagon Paper Shape. ( 30 Hexagon Shapes)

Cotton swabs cut in half (6 cotton swabs per student times 25 typical class) 150 cut in half.

Pom Poms (6 per student =150 white small pompoms)

25 black pieces of paper cut in square 9X12 construction paper

glue (25 one per student)

-6 half cut straws (3 X25 =75 straws)

NC SCOS Essential Standards and Clarifying Objectives

2-LS2 Ecosystems: Interactions, Energy, and Dynamics

Lesson objective(s):

Crosscutting Concepts

Cause and Effect

• Events have causes that generate observable patterns. (2-LS2-1)

Structure and Function

• The shape and stability of structures of natural and designed objects are related to their function(s). (2-LS2-2)

Differentiation strategies to meet diverse learner needs:

Students who are a bit ahead can go ahead and do a different type of pattern with added supplies such as paper and possibly glitter. Have them make their own symmetrical patterns.

ENGAGEMENT

Teacher will read “If It’s Snowy and You Know It, Clap Your Paws!” by Kim Norma Illustrated by Liza Woodruff. (Fiction Work)

Ask follow Up questions

• Who are the main characters?

• How do they feel about the snow?

• Would they like to know how snowflakes are made?

VIDEO

• Teacher will play a short video on how snowflakes are made:

• URL: https://www.youtube.com/watch?v=-M48RfaWcWA 3:41

• Follow-up questions:

• What shape is the most common on a common crystal? (Hexagon)

• All snowflakes have how many sides? (six)

• Scientists have names for over 30 different types of snowflakes?True or false?

After Engagement students should ask themselves, can it be possible that they also can capture what a snowflake looks like?

What are some of the shapes that make up snowflakes?

How many sides does a snowflake have?

EXPLORATION

• The hands on activities that the students will be doing today is a STEAM activity, on how to build/ construct a snowflake.

Students will be handed a black construction paper that is a square. (squares should be folded beforehand) A white plain hexagon cut out will be placed in the middle. Students will all get 6 pom poms, 6 cotton swabs, 6 straws and will be given glue as well

.

“Big Idea” Questions

• How many sides should a snowflake have?

• What shape does a snowflake have?

• What does symmetry mean?

• Does my snowflake reflect what symmetry is?

• What effects the shape of snowflakes?

EXPLANATION

• Some questions that the teacher should be asking, would be:

• How many sides do snowflakes have?

• What shape is associated with a snowflake?

• Are all snowflakes the same? Will you snowflake look like your partners?

Higher order thinking questions.

• Students should question structure, architecture what shape and build do snowflakes have?

• How can I build a snowflake that is symmetrical on both sides?

ELABORATION

Describe how students will develop a more sophisticated understanding of the concept.

A student will develop a more sophisticated understanding of the concept if they are able to tell me why it is that snowflakes have the shapes that they do. As explained in the video the particles that make up water look like the letter V. When enough of these particles stick together they make the shape of a hexagon. If there is enough water around more water particles form, and each side will have a branch.

Types of snowflakes:

• Plates-big flat

• Needles-long and narrow

• Columns-tall and wide

• Dendrites-look like stars but have sprouted tree branches.

Shape of snowflake depends on the conditions of snowflake in the cloud.

What vocabulary will be introduced and how will it connect to students’ observations?

The vocabulary that will be introduced is symmetry: same on both sides;

• Plates-big flat

• Needles-long and narrow

• Columns-tall and wide

• Dendrites-look like stars but have sprouted tree branches.

This knowledge is applied in daily life because it is the way that weather works. Some students may end up living somewhere where it snows and it is important that students know the cycle and the engineering that goes on behind a snowflake. This is a natural occurrence in nature the way that water molecules bunch up so it is important for kids to know.

EVALUATION

• Students will demonstrate that they have achieved the lesson objective by the snowflake that they turn in. The snowflake must have six sides, it should look symmetrical and if there are over achievers they can even identify their own snowflake based on the new terminology that has been introduced.