Unit-at-a-Glance Detail | EL Education CurriculumTEST2

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ELA G2:M3:U2

Building Research Skills: Researching Pollinators

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Reading, Writing, and Speaking: What is Pollination?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poster Walk: Revisiting the Module Guiding Question (10 minutes)

2. Work Time

A. Reading Aloud to Research Pollination: From Seed to Plant, Pages 1–12 (20 minutes)

B. Engaging the Writer: Writing about Pollination (20 minutes)

3. Closing

A.Viewing the Video: "Pollinate" and Reflecting on Learning (5 minutes)

B.Introducing the Performance Task (5 minutes)

  • I can discuss the process of pollination with a partner. (RI.2.1, RI.2.7, SL.2.2)
  • I can write about the process of pollination in my Plants and Pollinators research notebook, Part II. (W.2.7, SL.2.1)
  • During reading aloud to research in Work Time A, listen for students to describe the process of pollination using details in the text. (RI.2.1, RI.2.7)
  • After Work Time B, collect students' Plants and Pollinators research notebook, Part II to document progress toward W.2.7.
  • Pinky Partners
  • Poster Walk

Lesson 2Exploring Text Features: What is Pollination?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Introducing the Second Module Guiding Question (5 minutes)

2. Work Time

A. Reading to Explore Text Features: What Is Pollination? (30 minutes)

B. Independent Writing: Plants and Pollinators Research Notebook, Part II (20 minutes)

3. Closing

A. Reflecting on Learning (5 minutes)

  • I can use text features to efficiently locate information about pollinators. (RI.2.1, RI.2.5, RI.2.7)
  • During the reading to explore in Work Time A, use the Reading Informational Text Checklist (RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.6, RI.2.7) to track students' progress toward these reading standards (see Assessment Overview and Resources).
  • After Work Time B, collect students' Plants and Pollinators research notebook, Part II and use page 3 to document progress toward RI.2.5 and RI.2.7.

Lesson 3Reading for Gist: What is Pollination?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Introducing the Learning Targets (5 minutes)

2. Work Time

A. Reading for Gist: What Is Pollination?, Pages 4–23 (25 minutes)

B. Developing Language: Pollination Vocabulary Hunt (25 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can determine the gist of the text What Is Pollination? by listening closely. (RI.2.1, RI.2.2, SL.2.2)
  • I can use context clues to determine the meaning of a new word. (RI.2.4, L.2.4, L.2.4a)
  • After Work Time B, collect students' Plants and Pollinators research notebook, Part II and use page 4 to document progress toward RI.2.4 and L.2.4a.
  • During the Closing, listen for students to share how they took initiative as researchers and what new information they learned about pollination. (SL.2.2)

Lesson 4Building Background Knowledge: What is Pollination

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Collaborating as Researchers: Revisiting the What Researchers Do Anchor Chart (5 minutes)

2. Work Time

A. Close Reading: What Is Pollination?, Pages 1–13 (30 minutes)

B. Language Dive: What Is Pollination? (20 minutes)

3. Closing 

A.Reflecting on Learning (5 minutes)

  • I can collaborate with my partner to answer questions using information from the text What Is Pollination? (RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, SL.2.2)
  • During the close reading in Work Time A, use the Reading Informational Text Checklist (RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.6, RI.2.7) to track students' progress toward these reading standards (see Assessment Overview and Resources).
  • During the Closing, listen for students to share how they collaborated as researchers and what this helped them learn about pollination. (SL.2.2)

Lesson 5Whole Group Research: Using Text to Gather Information About Bees

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: "It's Pollination Time," Version 1 (5 minutes)

2. Work Time

A. Reading to Research Bees: What Is Pollination?, Pages 16–17 (15 minutes)

B. Shared Writing: Research about Bees: Class Notes (15 minutes)

C. Scientific Drawing of Bees: Looking Closely to Draw (20 minutes)

3. Closing

A.Sharing Our Work: Scientific Drawings of Bees (5 minutes)

  • I can research information about bees using the text What Is Pollination? (RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.7, W.2.7, SL.2.2)
  • I can create a scientific drawing of a bee. (W.2.7)
  • During the research reading in Work Time A, continue to use the Reading Informational Text Checklist (RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.6, RI.2.7) to track students' progress toward these reading standards (see Assessment Overview and Resources).
  • During the Closing, circulate and listen for students to share details about their scientific drawing and what they learned about bees through their research. (W.2.7, SL.2.2)

Lesson 6Whole Group Research: Using Photos to Gather Information About Bees

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: "It's Pollination Time," Version 1 (10 minutes)

2. Work Time

A. Close Viewing Protocol: Bee Photographs for Research (15 minutes)

B. Shared Writing: Research about Bees: Class Notes (15 minutes)

C. Scientific Drawing of Bees: Shapes (15 minutes)

3. Closing

A. Sharing Our Work: Scientific Drawings of Bees (5 minutes)

  • I can research information using photographs about bees. (RI.2.5, RI.2.7, W.2.7)
  • I can create and label a scientific drawing of a bee. (W.2.7)
  • During the Close Viewing protocol in Work Time A, circulate and observe while students collaborate to observe photos and record notes to track their progress toward RI.2.5 and W.2.7.
  • During the Closing, continue to circulate and listen for students to share details about their scientific drawing and what they learned about bees through their research. (W.2.7, SL.2.2)
  • After Work Time B, collect students' Plants and Pollinators research notebook, Part II and use page 6 to document progress toward W.2.7.
  • Close Viewing

Lesson 7Whole Group Research: Organizing Information About Bees

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: "It's Pollination Time," Version 2 (10 minutes)

2. Work Time

A. Working with Evidence: Sorting Information about Bees (25 minutes)

B. Scientific Drawing of Bees: Shape and Size (20 minutes)

3. Closing

 A. Sharing Our Work: Scientific Drawings of Bees (5 minutes)

  • I can organize research notes to find the most important information about bees. (RI.2.1, RI.2.3, W.2.7)
  • I can create and label a scientific drawing of a bee. (W.2.7)
  • During Work Time A, circulate and listen in as students briefly discuss with a partner and then justify their decision to keep or recycle their information about bees. (SL.2.2)
  • During the Closing, continue to circulate and listen for students to share details about their scientific drawing and what they learned about bees through their research. (W.2.7, SL.2.2)

Lesson 8Small Group Research: Using Text to Gather Information About Insect Pollinators

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: "It's Pollination Time," Version 3 (5 minutes)

2. Work Time

A. Reading to Research Insect Pollinators: What Is Pollination?, pages 14, 18–23 (15 minutes)

B. Shared Writing: Research about Pollinators: Class Notes (20 minutes)

C. Scientific Drawing of Our Pollinators: Shape (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can collaborate with classmates to research information about my pollinator using the text What Is Pollination? (RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.7)
  • I can create and label a scientific drawing of my pollinator. (W.2.7)
  • During the research reading in Work Time A, continue to use the Reading Informational Text Checklist (RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.6, RI.2.7) to track students' progress toward these reading standards (see Assessment Overview and Resources).
  • During the Closing, continue to circulate and listen for students to share details about their scientific drawing and what they learned about their pollinator through their research. (W.2.7, SL.2.2)

Lesson 9Small Group Research: Using Photos to Gather Information About Insect Pollinators

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Entrance Ticket: "It's Pollination Time" (5 minutes)

2. Work Time

A. Close Viewing Protocol: Pollinator Research Photographs (15 minutes)

B. Shared Writing: Research about Pollinators: Class Notes (15 minutes)

C. Scientific Drawing of Our Pollinators: Shape and Size (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can collaborate with classmates to research information about a pollinator using photographs. (RI.2.5, RI.2.7, W.2.7)
  • I can create and label a scientific drawing of my pollinator. (W.2.7)
  • During Work Time A, circulate and observe while students collaborate (observing photos and recording notes) to track students' progress toward RI.2.5 and W.2.7.
  • During the Closing, circulate and listen for students to share details about their scientific drawing and what they learned about bees through their research. (W.2.7, SL.2.2)
  • After Work Time B, collect students' Plants and Pollinators research notebook, Part II and use page 10 to document progress toward W.2.7.

Lesson 10Science Talk: How Pollinators Help Plants to Grow and Survive

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Volley for Vocabulary (10 minutes)

2. Work Time

A. Engaging the Speaker: Preparing for a Science Talk (20 minutes)

B. Science Talk: How Pollinators Help Plants Grow and Survive (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can participate in a Science Talk about how pollinators help plants grow and survive. (RI.2.5, RI.2.7, W.2.7)
  • I can reflect on my learning from this unit.
  • During the Science Talk, listen for students to share information they have learned to answer the Unit 2 guiding question: "How do pollinators help plants grow and survive?" and track their progress toward (SL.2.1, SL.2.3 using the Speaking and Listening Checklist (see Assessment Overview and Resources). )
  • After Work Time B, collect students' Plants and Pollinators research notebook, Part II and use page 13 to document progress toward W.2.7.
  • Science Talks

Lesson 11Preparing for the Unit 2 Assessment, Session 1: Analyzing a Model and Drafting an Introduction and Focus Statement.

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Collaborating with Writing Partners (5 minutes)

2. Work Time

A. Analyzing a Model: Hummingbirds as Pollinators (20 minutes)

B. Independent Writing: Writing the Introduction and Focus Statement in the Bee Writing Booklet (20 minutes)

3. Closing and Assessment

A. Shared Writing: Writing the Introduction and Focus Statement for Shared Writing: Bees (15 minutes)

  • I can analyze a model of informational writing about hummingbirds. (SL.2.1)
  • I can write an introduction and focus statement about how bees pollinate plants. (W.2.2, W.2.5, L.2.2)
  • During independent writing in Work Time B, use the Informative/Explanatory Writing Checklist to document students͛ progress toward W.2.2 and L.2.2 (see Assessment Overview and Resources).

Lesson 12Preparing for the Unit 2 Assessment: Drafting Detail Sentences and a Conclusion

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Collaborating with Writing Partners (5 minutes)

2. Work Time

A. Independent Writing: Writing Detail Sentences in the Bee Writing Booklet (25 minutes)

B. Independent Writing: Writing the Conclusion in the Bee Writing Booklet (20 minutes)

3. Closing and Assessment

A. Shared Writing: Writing Detail Sentences and the Conclusion for Shared Writing: Bees (10 minutes)

  • I can write detail sentences about how bees pollinate plants. (W.2.2, W.2.5, L.2.2)
  • I can write a conclusion about how bees pollinate plants. (W.2.2, W.2.5, L.2.2)
  • During independent writing in Work Times A and B, continue to use the Informative/Explanatory Writing Checklist to document students' progress toward W.2.2 and L.2.2 (see Assessment Overview and Resources).

Lesson 13Unit 2 Assessment, Part I, Sessions 1 and 2: Drafting a New Informational Paragraph

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Introducing the Unit 2 Assessment (5 minutes)

2. Work Time

A. Unit 2 Assessment, Part I, Session 1: Writing an Introduction and Focus Statement in My Pollinator Writing Booklet (20 minutes)

B. Unit 2 Assessment, Part I, Session 2: Writing Detail Sentences in My Pollinator Writing Booklet (30 minutes

3. Closing and Assessment

A. Pinky Partners Protocol: Reflecting on the Unit 2 Guiding Question (5 minutes)

  • I can write an introduction and focus statement about how my pollinator pollinates plants. (W.2.2, L.2.2)
  • I can write detail sentences about how my pollinator pollinates plants. (W.2.2, L.2.2)
  • During independent writing in Work Times A and B, continue to use the Informative/Explanatory Writing Checklist to document students' progress toward W.2.2 and L.2.2 (see Assessment Overview and Resources).

Lesson 14Unit 2 Assessment, Part II, Sessions 3 and 4: Drafting a New Informational Paragraph

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Reviewing Learning Targets (5 minutes)

2. Work Time

A. Unit 2 Assessment, Part II, Session 3: Writing the Conclusion in My Pollinator Writing Booklet (20 minutes)

B. Mini Lesson: Adding Adjectives to Sentences (10 minutes)

C. Unit 2 Assessment, Part II, Session 4: Revising to Add Adjectives in My Pollinator Writing Booklet (20 minutes)

3. Closing and Assessment  

A. Pinky Partners Protocol: Reflecting on Learning (5 minutes)

  • I can write a conclusion about how my pollinator pollinates plants. (W.2.2, L.2.2
  • I can revise my writing to add adjectives. (L.2.1e)
  • During independent writing in Work Time A, continue to use the Informative/Explanatory Writing Checklist to document students' progress toward W.2.2 and L.2.2 (see Assessment Overview and Resources).
  • Pinky Partners

Lesson 15Editing and Sharing: My Pollinator Writing Booklets

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Writer: Giving and Receiving Kind Feedback (5 minutes)

2. Work Time

A. Editing Our Writing: My Pollinator Writing Booklet (20 minutes)

B. Celebrating Our Learning: Sharing My Pollinator Writing Booklet (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (15 minutes)

  • I can edit My Pollinator Writing booklet with my writing partner. (W.2.2, W.2.5, L.2.2)
  • I can reflect on the skills I used as a researcher as I studied pollinators. (SL.2.1, W.2.8)
  • During Work Time A, continue to use the Informative/Explanatory Writing Checklist to document students' progress toward W.2.2 and L.2.2 (see Assessment Overview and Resources).

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