1. 2nd Grade 5E Learning Sequence
Water and Ice on Earth
2nd Grade 5E Learning Sequence

2. NGSS
2-ESS2-3: Obtain information to identify where water is found on Earth and that it can be solid or liquid.
2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
2-PS1-4: Conduct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
Science and Engineering Practices (SEP): Obtaining, Evaluating, and Communicating Information
Disciplinary Core Ideas (DCI): Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
Crosscutting Concepts (CCC): Patterns; Patterns in the natural world can be observed. Things may change slowly or rapidly. Cause and Effect: Events have causes that generate observable patterns.

3. ELA Standards
CCSS.ELA-LITERACY.RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS.ELA-LITERACY.W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
CCSS.ELA-LITERACY.W.2.7: 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).
CCSS.ELA-LITERACY.RI.2.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

4. Math Standards CCSS.MATH.CONTENT.2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.

5. Evidence Statements
Students use books and other reliable media as sources for scientific information to answer scientific questions about: i. Where water is found on Earth, including in oceans, rivers, lakes, and ponds. ii. The idea that water can be found on Earth as liquid water or solid ice (e.g., a frozen pond, liquid pond, frozen lake). iii. Patterns of where water is found, and what form it is in.
Students make a claim to be supported about a phenomenon. In their claim, students include the idea that some changes caused by heating or cooling can be reversed and some cannot.
Students use reasoning to connect the evidence to the claim. Students describe* the following chain of reasoning: i. Some changes caused by heating or cooling can be reversed by cooling or heating (e.g., ice that is heated can melt into water, but the water can be cooled and can freeze back into ice [and vice versa])

6. Essential Questions Where can we find water on Earth?
Where can we find ice on Earth?

7. Materials
Earth Ball, water, cups, ice, paper, markers, pencils, chart paper, milk, sugar, vanilla, large freezer bags (gallon), small freezer bags (quart), rock salt,

8. Engage (1 Day) Where can you find water and ice on Earth?
Students write the essential questions in their notebook.
In teams of three or four or at their table groups have students discuss the questions.
Show students a globe and point out different areas that show land, ice and water. Ask students to identify what those areas are (either land, ice, water). Students will toss an Earth ball around and wherever their pointer finger lands they call out either land (green or yellow) or water (blue or white). Have a class chart set up with three categories: Land, Ice and Water. Have a student check the appropriate column as it is identified. Do this 10 times and then have students identify the patterns they see. This will be revisited later.
Students will read a chart using tally marks to support a claim that the Earth is covered with the majority of water. Discuss the ice category. Add it to the water column for the total.

9. Explore (1 day) https://vimeo.com/7508571
Show the short video and different pics of water and ice on Earth.
Video: the Wonder of Water:
Students will examine small cups of water. Let them use their senses to observe the water. As they observe, start a chart with two headings: Water, Ice and write down words teams have come up to describe the water. They will do the same with the ice. Use ice cubes and let students use their senses to investigate the ice. Add the words they use to describe the ice on the class chart.
As students examine the water using their senses let them write down words to describe the water and then again for the ice.
Ask students to think of different types of water on Earth. They can discuss with their team mates first. Ask students to identify from the video, The Wonders of Water, and pictures the difference between the water and ice and where it is found
Refer back to the Earth Ball chart and discuss the results again as supporting the claim that water in both forms makes up the majority of Earth’s surface.

10. Explain (2 Days)
Check out books from the library about water and ice on Earth.
Below are links to two ReadWorks passages about water and ice. Give students time to read books and the passages.
In teams students can answer the questions together from the ReadWorks passages.
Teams can also do a double bubble thinking map.
Discuss as a class.

11. Elaborate (1-2 Days) *Making Ice Cream:
See below for directions to make the ice cream:
Students should document by pictures, words, labels in their notebooks the process of milk changing into ice cream.
Teams discuss how the liquid (milk) became a solid (ice cream). Students should begin to explain that heating and cooling a substance may cause changes that can be observed. How is this related to Earth?

12. Elaborate ( 1 Day)
Show students the chart of the words they came up with for water and ice.
Discuss their observations of water and ice and where it is found on Earth.
Explain that they will write as teams a Diamante Poem with either water or ice as the subject.
Teams can then present their poem
*Diamante Poem (see directions below):
Students, in their teams, will create a poem using the words generated from the observations. They can pick water or ice and do an antonym or synonym poem. This poem can be done as a Google Slide, Haiku Deck, using the app Educreations or paper. If on paper they can use poster paper and then illustrate the poem.

13. Evaluate (2 Days) CER- See attached.
Have teams answer the CER form together. Go over their claims and the evidence to support their claims. By having teams describe their claim and what evidence they use to support it you will get a good idea of their understanding.
Open Ended Response (see attached):
Have each student work on this. This can be used as a formative assessment

14. Resources: Wonder of Water: https://vimeo.com/7508571 *Diamante Poem:
The poem begins and ends with a noun, has two adjectives for lines 2 and 6, three ...ing words for lines 3 and 5 and 4 nouns for line 4 (the middle). In the end it looks like a diamond. Examples found using the link below.
*Ice Cream:
Students will need a large freezer baggie- filled with approximately 2 cups ice and couple teaspoons of rock salt. The small freezer baggie will go inside the the large one (with ice and salt surrounding it). The small baggie will include 1 cup milk, ¼ cup sugar, 1 teaspoon flavoring. Students will need to shake vigorously for the milk to turn into ice cream.
ReadWorks: Oceans, Rivers, and Lakes: (If you don’t have a ReadWorks account set one up before you can access this passage. It is free)
Wonder of Water:
ReadWorks: Water Takes Three Forms:

15. Claims, Evidence, reasoning (CER)

16. Open ended Response