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LS G3:M2:U2

Constructing Explanations and Arguments: Inheritance, Variation, and Frog Ponds: Unit 2

Lesson 1Anchoring Phenomenon for Environment and Traits

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

Total Time: 1.5 hours of instruction

Section 1

1. Opening

A. Reading Aloud: Bullfrog at Magnolia Circle (15 minutes)

B. Observing a Habitat (10 minutes)

Optional Extension: Pond Mapping

2. Obtaining Information

A. Naming the Problem (20 minutes)

B. Naming a Solution (20 minutes)

Section 2

1. Asking Questions

A. Scientists Meeting: Gathering Ideas (25 minutes)

  • Scientists Meeting: Gathering Ideas
  • Student science notebook: Frog Pond Anchoring Phenomenon entry

Lesson 2Environment and an Organism's Traits

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

Total Time: 2.5 hours of instruction

Section 1

1. Opening

A. Reviewing Learning from Unit 1 (10 minutes)

B. Constructing a Habitat Anchor Chart (15 minutes)

2. Using Models

A. Hungry Bullfrog Simulation (20 minutes)

3. Engaging in Argument

A. Frog and the Environment Argument (40 minutes)

Optional Extension: Hungry Bullfrog Simulation: Round 2

Section 2

1. Planning and Carrying Out an Investigation

A. Scientists Meeting: Planning an Investigation (30 minutes)

B. Setting Up the Duckweed Experiment (20 Minutes)

2. Evaluating Information

A. Scientists Meeting: Building Understanding (15 minutes)

  • Student science notebook: Environment and an Organism’s Traits entry
  • Scientists Meeting: Building Understanding

Lesson 3The Pond Is a System

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

Total Time: 2 hours of instruction

Section 1

1. Opening

A. Reviewing Focusing Question and Learning Target (15 minutes)

2. Obtaining Information

A. Reading Aloud: “Life in a Pond” (10 minutes)

B. Close Reading: “Life in a Pond” (25 minutes)

Section 2

1. Communicating Information

A. Creating a Pond Cross-Section Diagram (20 minutes)

2. Obtaining Information

A. Third Read of “Life in a Pond” (20 minutes)

B. Revising a Pond Cross-Section Diagram (10 minutes)

Section 3

1. Evaluating Information

A. Scientists Meeting: Building Understanding (20 minutes)

  • Student science notebook: The Pond Is a System entry
    • Communicating Information section: Pond Cross-Section Diagram
  • Scientists Meeting: Building Understanding

Lesson 4The Importance of Habitat

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

Total Time: 3 hours of instruction

Section 1

1. Opening

A. Reviewing Focusing Question and Learning Target (15 minutes)

2. Carrying Out an Investigation

A. Gathering Data from Duckweed (10 minutes)

3. Analyzing and Interpreting Data

A. Scientists Meeting: Analyzing and Interpreting Data (25 minutes)

B. Engaging in Argument: Duckweed and Habitat (25 minutes)

Section 2

1. Obtaining Information

A. Habitat Stations (50 minutes)

Optional Extension: Frog Habitat Observation

Section 3

1. Engaging in Argument

A. Identifying Evidence (30 minutes)

B. Scientists Meeting: Building Understanding (25 minutes)

  • Student science notebook: Habitat entry
    • Engaging in Argument: Duckweed Section
  • Scientists Meeting: Building Understanding

Lesson 5Designing a Frog Pond

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

Total Time: 3.5 hours of instruction

Section 1

1. Opening

A. Reviewing Learning Targets (15 minutes)

Optional Extension: Visit Pond Site

2. Engineering Design Cycle

A. Introducing the Challenge (10 minutes)

B. Imagining: Frog Ponds (10 minutes)

C. Planning: The General Shape and Structures of the Pond (15 minutes)

D. Creating: Frog Pond Explanatory Model (30 minutes)

Optional Extension: 3-D Pond Design

E. Praise, Question, Suggestion: Frog Pond Explanatory Model (15 minutes)

F. Revising: Frog Pond Explanatory Model (30 minutes)

G. Pair Share: Frog Pond Explanatory Model (10 minutes)

Optional Extension: Build a student-designed frog pond

3. Evaluating Information

A. Scientists Meeting: Making Meaning (15 minutes)

Section 2

1. Evaluating and Communicating Information

A. Summative Assessment (50 minutes)

Optional Extension: Presentation to Authentic Audience

B. Reflecting on Learning (10 minutes)

  • Performance Task: Designed Frog Pond Explanatory Model
  • Scientists Meeting: Making Meaning
  • Summative Assessment: My Frog Pond Is a Good Solution

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