Unpacking Standards – “Inside Out” Method

Standard:
Second Grade, Standard 2. Life Science

Plants depend on water and light to grow and on animals for pollination or to move their
seeds around.
- Students can use the full range of science and engineering practices to make sense
of natural phenomena and solve problems that require understanding how living
systems interact with the biotic and abiotic environment.

Stated/Implied “big ideas” in NOUNS: Stated/Implied performances in VERBS:

Plants Science Depend Make Sense of
Water Engineering Grow Solve
Light Natural Phenomena Pollination Understanding
Animals Problems Move Interact
Living Systems Environment

Adjectives/Adverbs:
Around
Full Range
Biotic & Abiotic

Understandings (nouns) Transfer Goal(s) (verbs)

Students can: Understanding

Application: Plan and conduct an

investigation to determine if plants need
sunlight and water to grow.

Explanation: Develop a simple model that

mimics the function of an animal in
dispersing seeds or pollinating plants.
Essential Questions (nouns) Performance Task(s) (verbs)

Open-ended questions: Students will understand plants depend on

“What do plants need to grow?” water and light to grow and on animals for
“How do organisms interact with the living pollination to move their seeds around.
and nonliving environments to obtain matter
and energy?”

Close-ended questions:
“Do plants depend on air, water, minerals (in
the soil) and light to grow?”
“Can a plant grow without sunlight or
water?”

Criteria (adjectives/adverbs)

Students will:

Application: Plan and conduct a scientific investigation collaboratively to produce data to

serve as the basis for evidence to answer a question
Explanation: Develop a simple model based on evidence to represent a proposed object
or tool
Standard:
Second Grade, Standard 2. Life Science

A range of different organisms lives in different places.

- Students can use the full range of science and engineering practices to make sense
of natural phenomena and solve problems that require understanding how natural
selection drives biological evolution accounting for the unity and diversity of
organisms.

Stated/Implied “big ideas” in NOUNS: Stated/Implied performances in VERBS:

Range Natural Phenomena Use Accounting for
Organisms Places Lives Drives
Biological evolution Organisms Make sense of
Science Solve problems
Engineering practices Understanding
Natural selection

Adjectives/Adverbs:
Different
Unity and Diversity

Understandings (nouns) Transfer Goal(s) (verbs)

Students can: Understanding

Understand how plants adapt to survive in
Interpretation: Make observations of plants their environment.
and animals to compare the diversity of life
in different habitats.

Essential Questions (nouns) Performance Task(s) (verbs)

Open-ended questions: Make observations of plants and animals to

“What evidence shows that different species
are related?”
“What kind of organisms live in different
areas?”
“What parts of a plant have changed to help
them survive in their environment?”
Close-ended questions:
“Are there many different kinds of living
things in any area?”
understand and compare the diversity of life
in different habitats (with an emphasis on
the diversity of living things in a variety of
different habitats).
Determine what plants need to survive in a
certain habitat.
“Do they exist in different places on land and
in water?”

Criteria (adjectives/adverbs)

Students will:

Interpretation: Make observations to collect data that can be used to make comparisons
related to diversity and evolution (being able to apply knowledge from the lesson to
compare traits of plants with their subsequent biomes).