2nd Grade for ME - Unit 4 - The Power of Pollinators

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The Power of Pollinators invites second graders to explore how plants and animals depend on one another. Through the study of birds, bees, butterflies, bats, and flowering plants, students investigate the process of pollination and its role in ecosystems and food systems. Students observe plant growth by planting seeds and documenting changes over time. As they explore life cycles and plant structures, they consider how form and function support survival and reproduction. Through observation, discussion, and hands-on investigation, students build an understanding of interdependence in the natural world and the importance of pollinators in their environment.

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Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8

Week 1: At-a-Glance
Weekly Question: What is important about seeds?

Combined Week 1

	Day 1	Day 2	Day 3	Day 4	Day 5
Vocabulary and Language	Introduce Weekly Words: become, contain, land, mineral, ripen, scatter, scorched, shoot Weekly Words Weekly Words Slides		Root Words Root Words Slides	Root Words	Making and Using New Words Making New Words Sheet
Text Talk	Cuckoo/Cucú (Read 1) Cuckoo Graphic Organizer Writing Station Sheet	Cuckoo/Cucú (Read 2)	Unit Introduction: "The Beauty of Pollination" (video) Video Note Taking	From Seed to Plant (Read 1) Writing Station Response Parts of a flower	From Seed to Plant (Read 2)
Stations	Guided Independent Reading Listening & Speaking: Listen & Respond (The Wakame Gatherers) Science Literacy: What happens from seed to plant to new pepper? What do you want to find out more about? Vocabulary: Choose 3!, Talk About It Image \| Talk About It Sheet Word Work: Name It Sort It Write It \| Name It Write It Mark It \| Name It Choose It Read It \| Find Them \| Look Cover Write Check Writing: follows from Text Talk Week 1, Days 1 and 4 — Writing Station Response From Seed to Plant \| Writing Station Response Cuckoo
Science and Engineering	Lesson 1: Gathering Ideas and Questions about Plants — Recording Sheet Lesson 2: Observing Seeds Lesson 3: Setting Up Germination Investigations — Seeds in Bags \| Seeds in Soil \| Investigation Labels
Studios	Children interact with ideas about seeds and plants presented in the opening of the unit, drawing on their own experiences, emerging ideas, and academic vocabulary. Studios Studio Prompts Mexican Folk Art Building Images of Flowers Math Target Numbers Sheet
Writing: Report	Deconstruction: Report Purpose and Stages Mentor Texts Images	Deconstruction: Report Stages Amazing Bees Subtopic Slides Subtopics Packets Anchor Chart Images	Joint Construction and Individual Construction: Research Report Notes Lady's Slipper Slides Brochure Sources	Individual Construction: Research Plant Images Slides Plant and Flower Images Plant and Flower Sheet	Individual Construction: Research Plants Research Slides

Week 2: At-a-Glance
Weekly Question: What do plants need to reproduce?

Combined Week 2

	Day 1	Day 2	Day 3	Day 4	Day 5
Vocabulary and Language	Introduce Weekly Words: attract, benefit, depend, fertilize, interdependent, provide, release, rely Weekly Words Weekly Words Slides		Words with Multiple Meanings Words with Multiple Meanings Slides	Words with Multiple Meanings	Answering the Weekly Question Answering the Weekly Question Sheet
Text Talk	What is Pollination? (Read 1) What is Pollination? Read 1 Slides What is Pollination? Child Copy	What is Pollination? (Read 2) What is Pollination? Child Copy What is Pollination? Sheet Writing Station Response	Comparing Texts: From Seed to Plant, What is Pollination? and Pollination: Trading Food for Fertilization (video) Comparing Texts Slides Copy of Text Graphic Organizer	Apples and Bees (Read 1) Apples and Bees Slides Apples and Bees Informational Text	Apples and Bees (Read 2) Note Taking
Stations	Guided Independent Reading Listening & Speaking: Listen & Respond (Cuckoo/Cucú) Science Literacy: Why do you think many seeds start growing in the spring? Vocabulary: Choose 3!, Talk About It Images \| Talk About It Sheet Word Work: Name It Write It Mark It \| Look Cover Write Check Writing: follows from Text Talk Week 2, Day 2 — Writing Station Response
Science and Engineering	Lesson 1: Observing and Discussing Seed Germination Lesson 2: Looking Inside Seeds — Inside a Seed Slides
Studios	Children continue and add new elements to work begun in Week 1. In the Writing and Storytelling Studio, children begin writing poems. Studios Studio Prompts Five in a Row Gameboard
Writing: Report	Individual Construction: Research Pollinators Research Slides	Deconstruction: The Third Person; Individual Construction: Research The Third Person Slides	Deconstruction: Nouns and Adjectives Nouns and Adjectives Slides Writing Language Cards Research Report Observation Tool	Deconstruction: Brochures; Joint Construction: Subtopics Sample Brochures	Individual Construction: Subtopics Brochure Pages

Week 3: At-a-Glance
Weekly Question: What do bees need to survive?

Combined Week 3

	Day 1	Day 2	Day 3	Day 4	Day 5
Vocabulary and Language	Introduce Weekly Words: convert, flicker, groom, marking, navigate, pluck, plunge, wear out Weekly Words Weekly Words Slides		General Nouns General Nouns Slides	General Nouns	Making and Using New Words Making and Using New Words Sheet
Text Talk	Flight of the Honey Bee (Read 1) Flight of the Honey Bee Recording Flight of the Honey Bee Sequencing	Flight of the Honey Bee (Read 2)	Amazing Bees (Read 1) Writing Station Response	Amazing Bees (Read 2) Bee Pollination Explanation Sheet	Flight of the Honey Bee and Amazing Bees Text Excerpts
Stations	Guided Independent Reading Listening & Speaking: Listen & Respond ("Apples and Bees") Science Literacy: How have your seeds changed? Vocabulary: Choose 3!, Talk About It Images \| Talk About It Sheet Word Work: Name It Write It Mark It \| Name It Choose It Read It \| Find Them Writing: continues from Text Talk Day 3 — Writing Station Response
Science and Engineering	Lesson 1: Quadrat Study Lesson 2: Observing Roots — Plant Growth Charting Paper \| Roots Slides
Studios	Children engage in multimedia storytelling about pollination. They consider the needs of bees in designing and constructing beehives. They interact with a familiar text to improve upon it. Studios Studio Prompts Making Shadow Puppets Beehives Around the World Root Images Roots Conversation
Writing: Report	Individual Construction; Individual/Small Group/Whole Group instruction	Individual Construction; Individual/Small Group/Whole Group instruction	Individual Construction; Individual/Small Group/Whole Group instruction	Deconstruction and Individual Construction: General Statement; Individual Construction: Diagrams General Statements Slides	Deconstruction and Joint Construction: Titles; Individual Construction Titles Slides

Week 4: At-a-Glance
Weekly Question: How does pollination happen?

Combined Week 4

	Day 1	Day 2	Day 3	Day 4	Day 5
Vocabulary and Language	Introduce Weekly Words: brilliant, buzz, ecosystem, effective, extraordinary, lure, match, protein Weekly Words Weekly Words Slides		Shades of Meaning: Verbs Shades of Meaning: Verbs Slides	Shades of Meaning: Verbs	Answering the Weekly Question Answering the Weekly Question Sheet
Text Talk	Animal Pollinators Animal Pollinators Slides Animal Pollinators Copy for Children Writing Station Response	Insect Pollinators (Read 1) Insect Pollinators Informational Text Insect Pollinators Slides Notetaking Sheet	Insect Pollinators (Read 2) Insect Pollinator Photos	Bees Are Not the Only Pollinators that Buzz Bees Are Not the Only… Book Bees Are Not the Only… Slides	The Little Hummingbird (Read 1) Hummingbird Writing Response Hummingbird Graphic Organizer
Stations	Guided Independent Reading — "Wasp" poem Listening & Speaking: Listen & Respond (Amazing Bees) Science Literacy: Do you notice any new leaves growing on the trees outside our classroom? Write and draw about them. Vocabulary: Choose 3!, Talk About It Images \| Talk About It Sheet Word Work: Name It Write It Mark It \| Read Annotate Write \| Look Cover Write Check Writing: Writing Station Response; Mid-Unit Assessment (Day 3): Text and Questions \| Assessment Text \| Assessment Responses \| Assessment Rubric
Science and Engineering	Lesson 1: Ecosystems: Learning about Leaves Lesson 2: Ecosystems: Plant Growth and Development — Lesson 2 Questions
Studios	Children choose familiar media to explore diverse pollinators and learn a new procedure for printmaking in the Art Studio. Studios Studio Prompts Research Notes Packet Math Write the Number
Writing: Report	Peer-to-Peer Feedback Report Feedback Sheet	Introduction to and Beginning Revising and Publishing	Introduction to Publishing and Continued Revision	Publishing	Presentation and Celebration

Week 5: At-a-Glance
Weekly Question: What makes a plant and a pollinator a good match?

Combined Week 5

	Day 1	Day 2	Day 3	Day 4	Day 5
Vocabulary and Language	Introduce Weekly Words: disperse, essential, locate, mutual, slurp, species, spread, transfer Weekly Words Weekly Words Slides		Adjectives Adjectives Slides	Nouns and Adjectives	Making and Using New Words Making New Words Sheet
Text Talk	The Little Hummingbird (Read 2) Wangari Maathai Slides	Wings of Life (video) Video Notetaking Sheet	Bats are Pollinators Bats Informational Text Notetaking Sheet Bats are Pollinators Slides	The Vain Bat The Vain Bat Text Graphic Organizer The Vain Bat Slides	Comparing Folktales Folktale Endings Sheet Folktale Endings Text Excerpts
Stations	Guided Independent Reading Listening & Speaking: Listen & Respond ("Bees Are Not the Only Pollinators…") Science Literacy: How have our classroom plants changed? Vocabulary: Choose 3!, Talk About It Images \| Talk About It Sheet Word Work: Name It Write It Mark It \| Name It Sort It Write It \| Look Cover Write Check Writing: Folktale Endings Sheet
Science and Engineering	Lesson 1: Ecosystems: Observing and Dissecting Flowers — Parts of a Flower Poster Lesson 2: Ecosystems: Looking for Evidence of Insects
Studios	Work continues from Week 4: Children choose familiar media to explore diverse pollinators. Studios Studio Prompts Math Studio Number Cards Math Studio Recording Sheet
Writing: Argument	Pre-Assessment Pre-Assessment Sheet Argument Rubric Pre-Assessment Reflection	Deconstruction: Argument Purpose and Stages Mentor Text Images Advertisement Slides Printed Ads 1 Printed Ads 2	Deconstruction: Argument Stages Argument Stages Slides Save the Bees	Deconstruction and Joint Construction: Audience Ad Analysis Community Gardeners Slides	Deconstruction and Joint Construction: Thesis Argument Observation Tool

Week 6: At-a-Glance
Weekly Question: Why is pollination important to people and other animals?

Combined Week 6

	Day 1	Day 2	Day 3	Day 4	Day 5
Vocabulary and Language	Introduce Weekly Words: critical, damage, evolve, extinct, food chain, legislation, nourishment, pesticide Weekly Words Weekly Words Slides		Changing Nouns to Verbs Changing Parts of Speech Slides	Changing Verbs to Nouns	Answering the Weekly Question Answering the Weekly Question Sheet
Text Talk	Disappearance of Bees: What's the Impact? Video Notes Sheet Writing Station Response	Pollinator Project Introduction and Planning Inspiration Walk Notetaking Sheet	What If There Were No Bees? (Read 1) What If There Were No Bees? Slides	What If There Were No Bees? (Read 2) Chain Reaction	What If There Were No Bees? (Read 3) and MA Legislation Legislation to Protect Pollinators Slides Legislation Text Writing Station Response
Stations	Guided Independent Reading Listening & Speaking: Listen & Respond ("Bats Are Pollinators") Science Literacy: How have our classroom plants changed? Vocabulary: Choose 3!, Talk About It Images \| Talk About It Sheet Word Work: Name It Write It Mark It \| Read Annotate Write \| Look Cover Write Check Writing: Writing Station Response (Bees) \| Writing Station Response (Legislation)
Science and Engineering	Lesson 1: Quadrat Study 8 (final) Lesson 2: Properties of Materials for Designing Hand Pollinators — Agricultural Engineer Sheet \| Flowers for Testing Sheet \| Evaluating Materials Sheet Lesson 3: Properties of Materials for Designing Hand Pollinators
Studios	Work on the Pollinator Project begins. Studios are flexible and open for children to access and use any materials and processes explored thus far. Studios Studio Prompts Planning Prompts Planning Sheet
Writing: Argument	Deconstruction and Joint Construction: Reasons Northeast Region Pollinator Conservation	Deconstruction and Joint Construction: Collecting Evidence Gathering Evidence Brochure Excerpts 1 Brochure Excerpts 2	Deconstruction and Individual Construction: Media Bookmarks Free Fun Flyer Sample Letters Poems Argument Planner	Individual Construction: Planning and Writing Brochure Pages	Individual Construction

Week 7: At-a-Glance
Weekly Question: Why is pollination important to people and other animals? (Continues from Week 6)

Combined Week 7

	Day 1	Day 2	Day 3	Day 4	Day 5
Vocabulary and Language	Introduce Weekly Words: commitment, local, organization, plot, public, restore, trace, wildflower Weekly Words Weekly Words Slides		Sentence Types Sentence Types Slides	Sentence Types	Making and Using New Words Making New Words Sheet
Text Talk	Boston Local Pollinators (brochure) Brochure Pages Brochure Sample	Bee Bee Text Strips	Bee Bee Text Strips	Are We Still Friends?	Are We Still Friends?
Stations	Guided Independent Reading Listening & Speaking: Listen & Respond (What if There Were No Bees?) Science Literacy: How have our classroom plants changed? Vocabulary: Choose 3!, Talk About It Images \| Talk About It Sheet Word Work: Name It Write It Mark It \| Memory \| Look Cover Write Check Writing: Continuing work on brochures
Science and Engineering	Lesson 1: Designing Hand Pollinators — Model Structures \| EIE Design Process Cards \| EIE Design Process Questions \| Flower Models Lesson 2: Designing Hand Pollinators
Studios	Children continue contributing to the Pollinator Project. In Research, children may look more closely at a class resource to find examples of how pollinators impact food production and supply. Studios
Writing: Argument	Joint Construction and Deconstruction: Adjectives Adjectives Shades of Meaning Western Monarchs Brochure	Individual Construction	Individual Construction; Individual/Small Group/Whole Group instruction	Individual Construction	Peer-to-Peer Feedback Argument Feedback

Week 8: At-a-Glance
Weekly Question: How do I and how do we contribute to our communities?

Combined Week 8

	Day 1	Day 2	Day 3	Day 4	Day 5
Vocabulary and Language	Review selected Weekly Words Weekly Words Slides				Answering the Weekly Question Answering the Weekly Question Sheet
Text Talk	Classroom Hives Classroom Hives Slides Classroom Hives Text	Seeds of Change: Planting a Path to Peace (Read 1)	Seeds of Change: Planting a Path to Peace (Read 2) and "Disappearance of the Bees: What's the Impact?"	Weekly Question Summary	Connecting Texts, Connecting Learning
Stations	Guided Independent Reading Listening & Speaking: Listen & Respond (Bee) Science Literacy: How have our classroom plants changed? … What might happen with the plants next? Vocabulary: Choose 3!, Talk About It Images \| Talk About It Sheet Word Work: Roll a Digraph \| Roll a Double Vowel \| Roll r Controlled Writing: End of Unit Assessment, introduced on Day 1 — Multiple Choice Questions \| Question Exemplars \| Assessment Questions \| Assessment Rubric \| Assessment Text
Science and Engineering	Lesson 1: Designing Hand Pollinators — Flowers for Testing Lesson 2: Designing Hand Pollinators Lesson 3: Designing Hand Pollinators
Studios	Children complete and prepare for a presentation. Day 5 might be used to rehearse children's presentations for a year-end celebration. Studios Studios Prompts
Writing: Explanation	Introduction to and Beginning Revising and Publishing Argument Checklist	Introduction to Publishing and Continued Revision	Publishing	Post-Assessment Post-Assessment Sheet Argument Rubric	Presentation and Celebrating

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2nd Grade for ME - Unit 4 - The Power of Pollinators