Unit Overview/Summary

Summary

The unit organizes performance expectations with a focus on helping students build understanding of patterns and the effects of water. Instruction developed from this unit should always maintain the three-dimensional nature of the standards and is not limited to the practices and concepts directly linked with any of the unit performance expectations.

Connections between unit Disciplinary Core Ideas (DCIs)  

The idea that heating or cooling a substance may cause changes that can be observed (PS1.B as in 2-PS1-4) connects to the idea that different kinds of matter exist and many of them can be either solid or liquid, depending on temperature (PS1.A as in 2-PS1-1). These concepts both connect to the idea that water exists as solid ice and in liquid form (ESS2.C as in 2-ESS2-3).

Through the topic of water, these ideas also connect to the concepts that there are many kinds of living things in any area, and they exist in different places on land and in water (LS4.D as in 2-LS4-1), and that one can map the shapes and kinds of land and water in any area (ESS2.B as in 2-ESS2-2).

The engineering design idea that asking questions, making observations, and gathering information are helpful in thinking about problems (ETS1.A as in K-2-ETS1-1) could connect to multiple science concepts, such as that different kinds of matter exist and many of them can be either solid or liquid, depending on temperature (PS1.A as in 2-PS1-1) or that there are many different kinds of living things in any area, and they exist in different places on land and in water (LS4.D as in 2-LS4-1). The first connection could be made by having students ask questions, make observations, and gather information about different kinds of matter and their states before designing a solution to a problem that involves matter. The second connection could be made when students are given a problem to solve regarding animal habitats. Before attempting to solve the problem, students will want to ask questions, make observations, and gather information about the many kinds of living things in the given area.

Unit Science and Engineering Practices (SEPs)

Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of asking questions and defining problems (K-2-ETS1- 1); developing and using models (2-ESS2-2); planning and carrying out investigations (2-LS4-1 and 2-PS1-1); engaging in argument from evidence (2-PS1-4); and obtaining, evaluating, and communicating information (2-ESS2-3). Many other practice elements can be used in instruction.

Unit Crosscutting Concepts (CCCs)

Instruction leading to this unitof PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (2-ESS2-2, 2-ESS2-3, and 2- PS1-1) and Cause and Effect (2-PS1-4). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional.