Translating the NGSS for Classroom Instruction and the Common Core Standards (CCSS)
Unit Lesson or Title
Digging Up Details on Worms: Using the Language of Science in an Inquiry Study
(Compost piles and recycling in the natural world)
www.readwritethink.org/lesson_images/lesson 917/booklist.pdf
Age/Grade/Subject
Grade 2; Science, Math and Language Arts
NGSS Performance
Expectation(s)
2-LS4.D: Biodiversity and Humans
There are many different kinds of living things in any area, and they exist in different places on land and in
water. (2-LS4-1)
Common Core State
Standards Connections
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). (2-LS4-1)
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
(2-LS4-1)
MP.2 Reason abstractly and quantitatively. (2-LS4-1)
MP.4 Model with mathematics. (2-LS4-1)
Lesson length:
Background
Information:
Disciplinary Core Ideas
Four 50 minute lessons
Science and
Engineering Practice
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on
prior experiences and progresses to simple investigations, based on fair tests, which provide data to support
explanations or design solutions.
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
Make observations (firsthand or from media) to collect data which can be used to make comparisons. (2-LS4-1)
Cross Cutting Concepts
None Listed on NGSS
1
5E Stage
Science/Engineering
Practice or Crosscutting
What the Teacher Does…
What the Students Do….
Engage
Planning and Carrying Out
Investigations
Planning and carrying out
investigations to answer
questions or
test solutions to problems
in K–2 builds on prior
experiences…(2-LS2-1)
Ask students to share
information that they
know about worms.
Encourage students to
talk about their
observations,
experiences, and feelings
(to explain what they
know), and to explain
why they shared the
information (to explain
how they know).
Students can also add
any questions they may
have about worms.
Introduce the word
“hypothesis”
Introduce a fiction book
on worms from the
booklist to the class by
asking students to make
observations based on
the cover of the book.
Teacher will read the
book of his or her choice
from the list. (Compost
piles, recycling in natural
world)
Pass out the notebooks
and explore the kinds of
Students will write’
responses on the board,
chart paper, or as part of a
KWL chart.
Students will record their
own ideas about worms and
the project in their
notebooks. Recordings can
include text and drawings.
Explore
Planning and carrying out
investigations to answer
Students will give prior
knowledge of “hypothesis.”
Students will make
observations about the cover
and their knowledge of
worms; ask students to make
a hypothesis on whether the
book is a story of fact or
fiction. If needed, review the
differences between fact and
fiction briefly at this point.
Children record their
hypothesis about whether
What Are Students Learning?
What is the Evidence of
Learning?
Prior experiences and
observations to connect
information to lives and
vocabulary (meta-cognition) for
word acquisition (vocab
building). Examples on chart or
blackboard.
Building connections between
prior knowledge and new
knowledge through the senses
(Using Gardner-learning styles
and meta-cognition—to build
schemas-Bruner): KWL chart
and drawings.
Participation in group
discussion, illustrating
2
questions or test solutions
to problems in K–2 builds
on prior experiences and
progresses to simple
investigations, based on
fair tests, which provide
data to support
explanations or design
solutions.
Make observations
(firsthand or from media)
to collect data
which can be used to
make comparisons. (2LS4-1)
Explain
Elaborate
information that
scientists record in such
journals: observations,
questions, reflections,
findings, and so forth
through discussion.
Allow time at the end of
the session for students
to explore additional
books from the booklist
(http://www.readwriteth
ink.org/lesson_images/le
sson917/Booklist.pdf)
the book is fact or fiction—
prior to reading.
Children record how they
think worms help in recycling
the natural world’s soil—
prior to reading.
assimilation of knowledge and
schemas built in recordings.
Explain that the class will
create a worm habitat,
which will be kept in the
classroom, so that they
can observe and learn
more about worms.
Explain how worms help
recycle and enrich the
soil.
Explain that students will
keep inquiry notebooks
as they work on this
project.
Have children record
findings
Teacher will ask students
to extend observations to
landfills, compost piles in
a garden.
Children record their findings
in their observation journals.
Students integrate expert and
go beyond given information to
generate and improve their
ideas as is evidenced by their
hypothesis and results
recorded in the journal through
observation and critical
extension.
Students will talk among
themselves about how the
natural world recycles—as an
extension advance students
Participation in group
discussion, illustrating
assimilation of knowledge and
extending knowledge to
3
Evaluate
Extend: Invite the
students to participate in
Math and Science
Centers based on the
worms and their habitat.
Ask students to review
the list, and decide
whether they support the
class hypothesis about
whether the book was
fact or fiction.
can create a compost pile at
school or in class.
Students will extend
knowledge through center
learning.
generate new ideas.
Extend: These activities also
invite students to write in their
inquiry notebooks.*
Participation in class
discussions.
Engagement in the inquiry
process (searching for and
recording answers about
worms).
Printouts from the Animal
Inquiry interactive.
Level of detail in inquiry
notebooks, including facts and
observations.
Grouping Strategies
Whole group: cooperative grouping
Peer grouping, Task assigned: compost versus habitat
One-on-one for bridging the gap and struggling learners
Center grouping: Math, Science or Reading
Materials and
Equipment
Chart paper, board or KWL sheet, observation notebooks, soil, worms (can be dug up from schoolyard or bought
from store), habitat, spray bottle, plants or grass, computers with internet access, Science Centers: flash light,
magnifying glass, plastic spade, rulers with metric and inches, crayons, and extra pencils. Math Centers: Graph
paper, kidney beans, Cheerios, and gummy worms, bean counters, math manipulative cubes.
Description of
Performance Tasks
Note: The
performance tasks
should include
4
elements from the
three dimensions from
the NGSS – knowing
and doing
Supporting English
Learners
Reading or Writing Activity
Listed in Learning and
Instructional Sequence
Story:
Chart/ vocabulary words
Creation of Class Recycle
Book
Support for Emerging learners
Support for Expanding learners Support for Bridging learners
Whole group
Sentence construction
Peer observations
Persuasive poster/picture for
around school
Adult supervision and peer
observations
Supporting Struggling
Learners
Activity
listed in Learning and
Instructional Sequence
Write the word or draw a
picture for recycle on a
sheet of chart paper
Categorize recyclable
materials
create recycled sculptures
Discuss differences and
similarities in created
sculptures
Create a Recycled Treasure
Support for Students who Need Minor Support
Supports for Students who Need Intensive
Support
Adult supervision
Adult supervision
5
Book:
Supporting Advanced Learners
Activity
Listed in Learning and Instructional Sequence
Extension for Advanced Students
Under elaborate:
Students will talk among themselves about how the natural
world recycles—as an extension advance students can
create a compost pile at school or in class.
Build a compost pile at the school to learn even more about worms. When
the pile has had time to mature, invite the students to dig with a large
shovel and observe the animals living there. Ask the students to record
their observations, using the observation form
(http://www.readwritethink.org/lesson_images/lesson917/CompostPileO
bservations.pdf)
6