Instructional Planning Form
Teacher Name: Lacey Mahaney
Subject:
Science
Standard(s):
(numbers/
bullets)
Learning
Intentions AND Success Criteria
Grade: 2
Activity:
(congruent to the
Learning Intentions
and Success Criteria)
Slow Changes to Earth’s Surface
We are learning about slow changes
to the earth’s surface.
Monday,
November 9
ESS1.C
ESS2.A
I will know I am successful when I
can explain erosion, demonstrate
erosion, and develop ways to
prevent erosion.
Erosion experiment – Use three bottles for soil
(one with grass, one with sticks, and one with
only soil) – Plant the grass today and wait for it
to grow to continue experiment with students at
a later date
Formative
Assessment:
(Exit slip, rubric, observation
checklist, pre-assessment,
writing to learn, demonstrate
learning, etc.)
Experiment
Observation
Form
Experiment observation – Record what the soil
currently looks like and make a prediction about
which “area of land” will have the most erosion
and the least amount of erosion
Plant your own – Each student table plants their
own grass (assign jobs to water grass)
Tuesday,
November
10
Wednesday,
November
11
ESS1.C
ESS2.A
ESS2.C.1
Slow Changes (specific to Mammoth
Cave lesson)
We are learning about different
forms of water found on the earth.
ESS2.3
I will know I am successful when I
Mammoth Cave Park Rangers
Based on
Mammoth Cave
lesson
Forms of Water on Earth
Questioning How can you
locate the water
on the map?
Assess prior knowledge: Show students the
picture and question on the board, ask students
Modifications:
(Tier One RTI/
Extensions )
can recognize different forms of
water, name different forms of
water, describe different forms of
water, and explain how water can be
solid or liquid.
to think about where the water in the ocean and
the water in the rivers comes from, give
students time to share their opinions with their
partner, and as a whole group, have students
explain their thoughts and reasoning
Hook: Show students the chosen map and ask
them to locate the water found there.
We are learning about different
forms of water found on the earth.
Thursday,
November
12
ESS2.C.1
ESS2.3
ESS2.C.1
ESS2.3
Bodies of water flipbook – Create flipbook by
folding paper and gluing label cards inside and
outside of the flaps
I will know I am successful when I
can recognize different forms of
Introduce – Lake, river, ocean, pond, waterfall,
water, name different forms of
and gulf
water, describe different forms of
water, and explain how water can be
solid or liquid.
We are learning about different
forms of water found on the earth.
Friday,
November
13
Forms of Water on Earth
I will know I am successful when I
can recognize different forms of
water, name different forms of
water, describe different forms of
water, and explain how water can be
solid or liquid.
Forms of Water on Earth
Bodies of water flipbook – Read about an ocean
and a gulf, show pictures from the internet,
make connections to prior knowledge, record
definition, and draw an illustration to represent
each form of water
What shape is
the water?
What names do
we give these
different bodies
of water?
Can you find any
frozen water, or
ice, on the map?
Exit Slip – List as
many forms of
water as
possible
Flipbook