1. Change Karen Crisco Leslie Key Emily Rone Kasey Verneer

2. The Social Studies aspect of the Change unit will cover the changes felt during Colonial Life. Throughout the historical glimpse of early American life, students will explore important events that shaped and transformed our American culture. As we travel from the first formation of settlements to the unification of the United States, students will learn about how Colonists lived, worked, and learned. Unit Summary- Social Studies

3. Unit Summary- Language Arts The Reading portion of the change unit will encompass the readings of three texts, The Tiny Seed, The Very Hungry Caterpillar, and A Harbor Seal Pup Grows Up. Through reading these texts the students will gain experience of the changes that seeds and animals go through, along with learning about the literature skills of compare and contrast and sequence of events. Through literature based activities students will gain an understanding of the changes that occur during texts (sequence of events), along with changes that happen in the real world (life cycles). The writing portion of the change unit will consist of the students creating two expository writings on the stages of a plants life cycle and the growth of a butterfly. Through these writing the students will gain an understanding of the writing process, along with demonstrating their knowledge of change through the lifecycles of a plant and butterfly. Change will be learned and demonstrated through writing by the expository writings showing the changes that occur throughout life cycles, along with students learning and completing changes throughout the writing process.

4. Paragraph : Leslie

5. Paragraph: Karen

6. Major Concept s Change Math Science WritingReading Social Studies Sequence of events Compare and Contrast Variety of texts Expository Writing on Life Cycles Paragraphs that contain: topic sentence supporting details relevant information Vocabulary Timeline of Colonial America Daily life

7. Graphic Organizer

8. Learning Goals Social Studies: History To provide students with the understanding of key terms dealing with Colonial America To provide students with the knowledge of crucial events that helped shape and change Colonial America To provide students the opportunity to explain the daily lives of Colonists. Language Arts: Reading To provide students with the knowledge of Life Cycles through the use of different texts. To provide students with the understanding and knowledge of changes throughout a story through the sequence of events. To identify compare and contrast features throughout characters in a story. Writing To teach students and allow them the ability to demonstrate their knowledge of Life Cycles, through expository writing. To provide students with the opportunity to learn about expository writing.

9. Learning Goals Science: Math:

10. Student Learning Outcomes Social Studies: Students will list at least 10 major events in the evolution of Colonial America with 80%accuracy. Students will match images of Colonial items to their name and definition with 90% accuracy. Students will explain important terms associated with Colonial America with 80% accuracy. Language Arts: Reading Given a story, students will identify the sequence of events with 80% accuracy. Given a story with a main character that goes through a change throughout the story, students will be compare and contrast the character (from the beginning of the story to the end of the story) with 80% accuracy. Writing Students will create a graphic organizer for an expository writing on a life cycle, with 100% accuracy. Students will create a complete expository writing (including graphic organizer, introduction, body, conclusion, topic sentences and details) on the Life Cycle of an animal, with 80% accuracy.

11. Student Learning Outcomes Science: Math:

12. Sunshine State Standards Social Studies: SS.2.A.2.4: Explore ways the daily life of people living in Colonial America changed over time. Language Arts: LA.2.1.7.5: The student will identify the text structure an author uses (e.g., comparison/contrast, cause/effect, and sequence of events) and explain how it impacts meaning in text LA.2.1.7.7: The student will compare and contrast characters and settings in one text LA.2.4.2.1: The student will write in a variety of informational/expository forms (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions, graphs/tables) LA.2.4.2.3: The student will write informational/expository paragraphs that contain a topic sentence, supporting details, and relevant information Science: SC.F.1.1.3 The student describes how organisms change as they grow and mature. Math: MA.2.G.5.3: Identify, combine, and compare values of money in cents up to $1.00 and in dollars up to $100, working with a single unit of currency. MA.2.A.6.1: Solve problems that involve repeated addition.

13. Grade Level Expectations Social Studies: History extends and refines understanding of changes in community life over time (for example, goods and services, architecture, landscape). knows ways technology changes how people in a community live (for example, advances in communication, transportation). extends and refines understanding that history tells the story of people and events of other times and places. understands the movements of people called migration or immigration. knows ways trade helps families in different places meet their basic needs of clothing, food, and shelter.

14. Grade Level Expectations Language Arts: Reading understands similarities and differences across texts extends previously learned knowledge and skills of the first grade with increasingly complex texts, assignments and tasks (for example, story structure, characters, setting, plot, problems and solutions). understands connections between characters and events in literature and people, events, and experiences in own life. makes connections and inferences based on text and prior knowledge (for example, order of events, possible outcomes). summarizes information in texts Writing generates ideas before writing on self-selected topics and assigned tasks. makes a plan before writing the first draft (for example, drawing pictures, using graphic organizers). focuses on a central idea and groups related ideas. uses one or more paragraphs to focus on separate ideas in writing and uses transition words where appropriate. extends previously learned writing knowledge and skills of the first grade with increasingly complex texts and assignments and tasks. uses strategies to support ideas in writing (including but not limited to using several sentences to elaborate upon an idea; using specific word choice and relevant details such as reasons or examples).

15. Grade Level Expectations Science: Math:

16. Culminating Activities

17. Assessments

18. References