Living and Non-Living Worlds: Habitats and Weather
Created byBetsy Roxburgh
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Living and Non-Living Worlds: Habitats and Weather

Grade 2Science3 days
In this project-based learning experience for second graders, students explore the distinction between living and non-living things, the diversity of life in various habitats, and the influence of weather on these habitats. Through activities like a Virtual Habitat Safari and model-making, students engage in observation and classification tasks while aligning with Next Generation Science Standards such as 2-LS4-1. The project culminates in students creating habitat models and identifying weather patterns, fostering a deeper understanding of how environments and climate affect organism survival.
Living and Non-LivingHabitatsWeather EffectsSecond Grade ScienceClassification SkillsDiversity of Life
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we observe and classify the world around us by understanding what makes something living or non-living, where different organisms live, and how weather influences their survival?

Essential Questions

Supporting questions that break down major concepts.
  • What are the basic characteristics that distinguish living organisms from non-living things?
  • How do different habitats support various forms of life?
  • What are some common weather patterns and how do they affect living organisms?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will identify and describe the basic characteristics that distinguish living organisms from non-living things.
  • Students will explore and explain how different habitats support various forms of life.
  • Students will identify and describe common weather patterns and explain how they affect living organisms.
  • Students will develop skills in observing and classifying organisms and materials based on their properties.

Next Generation Science Standards

2-LS4-1
Primary
Make observations of plants and animals to compare the diversity of life in different habitats.Reason: This standard aligns with the project's focus on understanding where different organisms live and the diversity within habitats.
2-PS1-1
Primary
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.Reason: The project includes classifying things based on properties, directly aligning with this standard.
2-ESS2-3
Supporting
Obtain information to identify where water is found on Earth and that it can be solid or liquid.Reason: This standard supports understanding weather patterns and their effects, which can influence habitats and survival of organisms.
K-2-ETS1-1
Supporting
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.Reason: The inquiry-based approach of making observations to classify things supports this engineering practice standard.

Entry Events

Events that will be used to introduce the project to students

Virtual Habitat Safari

Through virtual reality headsets, students are transported to different habitats – from lush rainforests to arid deserts. They explore and identify the different organisms within these settings, sparking interest in how weather and environment impact living organisms. This interactive experience allows them to develop a deeper understanding through exploration and observation.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Living vs. Non-Living Detective

Students investigate the characteristics that differentiate living organisms from non-living things through hands-on exploration and observation.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the concept of living vs. non-living with a presentation followed by a discussion.
2. Provide students with a variety of objects (rocks, sticks, insects, toy animals) for analysis.
3. Students sort objects into 'living' and 'non-living' categories based on observable characteristics.
4. Discuss findings as a class and note common traits of living things (growth, movement, etc.).

Final Product

What students will submit as the final product of the activityA chart categorizing objects as living or non-living with listed characteristics.

Alignment

How this activity aligns with the learning objectives & standardsSupports 2-LS4-1 by guiding students to identify characteristics of living organisms.
Activity 2

Habitat Model Making

Students create models of different habitats to understand and explore how these environments support various forms of life.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select a habitat as a class and list its key features (plants, animals, climate).
2. Plan and construct a model of the selected habitat using craft materials.
3. Students include detailed elements like plants and animals native to the habitat.
4. Present the finished habitat models to the class, explaining their characteristics and specific inhabitants.

Final Product

What students will submit as the final product of the activityA three-dimensional habitat model complete with labeled features and organisms.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 2-LS4-1 by focusing on life diversity in different habitats.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Living and Non-Living: Habitats and Weather Effects

Category 1

Understanding Living vs Non-Living

Evaluates students' ability to differentiate between living and non-living things based on observable characteristics.
Criterion 1

Identification of Characteristics

Ability to identify and describe characteristics that distinguish living organisms from non-living things.

Exemplary
4 Points

Consistently identifies and describes multiple characteristics distinguishing living from non-living things with accuracy and detail.

Proficient
3 Points

Identifies and describes several key characteristics distinguishing living from non-living things with reasonable accuracy.

Developing
2 Points

Identifies some characteristics of living and non-living things, albeit inconsistently and with partial accuracy.

Beginning
1 Points

Struggles to identify characteristics of living vs non-living things, showing limited understanding.

Criterion 2

Classification Skills

Skill in sorting objects into 'living' and 'non-living' categories based on observation.

Exemplary
4 Points

Efficiently and accurately sorts a variety of objects into correct categories with detailed justifications.

Proficient
3 Points

Accurately sorts most objects into correct categories with partial justifications.

Developing
2 Points

Sorts objects with some accuracy but struggles to justify choices consistently.

Beginning
1 Points

Struggles to sort objects correctly, providing minimal justification.

Category 2

Understanding Habitats and Diversity

Assesses understanding of different habitats and how they support diverse forms of life.
Criterion 1

Habitat Features Identification

Ability to identify key features of selected habitats.

Exemplary
4 Points

Identifies and describes detailed and accurate features of selected habitats with compelling explanations of how these features support diverse life.

Proficient
3 Points

Identifies and describes accurate features of selected habitats with explanations of how these features support life.

Developing
2 Points

Identifies some features of habitats but provides limited explanations about life support.

Beginning
1 Points

Struggles to identify features of habitats and provide explanations.

Criterion 2

Model Construction and Presentation

Quality of habitat model construction and the ability to present and explain model details.

Exemplary
4 Points

Constructs a detailed, accurate model and presents findings with clarity, depth, and enthusiasm.

Proficient
3 Points

Constructs a clear model and presents findings with adequate detail and clarity.

Developing
2 Points

Constructs a model with minimal detail and struggles to present findings clearly.

Beginning
1 Points

Struggles to construct a coherent model and provide a clear presentation.

Category 3

Understanding Weather Effects

Evaluates understanding of weather patterns and their effects on living organisms and habitats.
Criterion 1

Weather Pattern Identification

Ability to identify and describe common weather patterns.

Exemplary
4 Points

Accurately identifies and describes multiple weather patterns with comprehensive explanations of their effects.

Proficient
3 Points

Identifies and describes several weather patterns with reasonable explanations of their effects.

Developing
2 Points

Identifies some weather patterns with limited explanations of their effects.

Beginning
1 Points

Struggles to identify weather patterns and provide explanations of their effects.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on what you have learned about the basic characteristics that distinguish living organisms from non-living things. How has your understanding grown through the activities?

Text
Required
Question 2

On a scale from 1 to 5, how confident do you feel in identifying and explaining different habitats and their ability to support various forms of life?

Scale
Required
Question 3

Which activity did you find most engaging or helpful in understanding common weather patterns and their effects on living organisms? Why?

Text
Optional
Question 4

Choose the most interesting fact you learned about how weather influences the survival of organisms. Why did it stand out to you?

Multiple choice
Required
Options
Weather impacts seed germination
Temperature changes affect animal behavior
Rainfall influences habitat availability
Wind patterns aid in seed dispersion