puguh

This integrated unit’s central theme is pumpkins. It is developmentally appropriate theme for second students because it introduces basic science, math, social studies, and language arts skills. Each subject uses standards specific to second grade to make sure students are learning at an appropriate level. Expressive writing (poetry) is not assessed in second grade and it is in third in the following standard ( W–3–11 Demonstrates the habit of writing extensively by… W–3–11.2 Sharing thoughts, observations, or impressions (Local)W–3–11.3 Generating topics for writing (Local) EXAMPLES: Journal writing, free writes, poetry, quick writes, scientific observations, learning logs, readers’/writers’ notebook). We believe it is important students at least become aware of some of the forms of poetry before they enter third grade. There is no harm in introducing these topics to students as many are already familiar with them, they will only be better prepared in second grade. Shape/concrete poems are also a very fun way for students to work on vocabulary expansion which is very important in these early elementary grades. Students will learn about the life cycle of pumpkins, facts and the history or pumpkins, ** how pumpkins can be applied to math, specifically estimating the number of seeds and lines in a particular pumpkin. Students will also expand their vocabulary to accumulate to new words describing pumpkins, the environment in which they grow in, where they are found in nature, and the season (fall) that they are associated with resulting in the writing of a pumpkin poem **
 * Summary of Unit Plan ** **on Pumpkins**

The unit goals for this integrated unit are: The Grade Level Expectations and standard used in this unit are:
 * Students will observe and learn about the life cycle of pumpkins
 * Students will gain knowledge about the history of pumpkins
 * Students will practice estimating and skip counting with their own pumpkins
 * Students will enrich their vocabulary and use these words to write a poem about pumpkins, practice oral communication skills in listening, speaking, and being part of large group instruction
 * Students will demonstrate an understanding of the English language by using capitalization at the beginning of sentences and with names and the correct end punctuation at the end of simple sentences.
 * LS1 (K-2)-3 Students demonstrate an understanding of reproduction by… 3a. Observing and scientifically drawing (e.g. recording shapes. Prominent features, relative prop potions, organizes and differentiates significant parts observed) and labeling the stages in the life cycles of a familiar plant or animal.
 * HP 1 -1: Act as historians, using a variety of tools (e.g., artifacts and primary/secondary sources)…
 * HP 1 -2: Interpret history as a series of connected events with multiple cause-effect relationships…
 * HP 2 -1: Connect the past with the present…
 * M(N&O)–2–2 Demonstrates understanding of the relative magnitude of numbers from __0 to 199__ by ordering whole numbers; by comparing whole numbers to each other or to benchmark whole numbers (10, 25, 50, 75, 100, __125__, __150__, or __175__); by demonstrating an understanding of the relation of inequality when comparing whole numbers by using “1 more”, “1 less”, “10 more”, “10 less”, “__100 more__”, or “__100 less__”; or by connecting number words and numerals to the quantities they represent using models, number lines, or explanations. (State)
 * M(N&O)–2–7 Makes estimates of the number of objects in a set (__up to 50__) by selecting an appropriate method of estimation. (Local)
 * M(DSP)–2–2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using more, less, or equal. (State)
 * M(CCR)–2–1 Students will communicate their understanding of mathematics and be able to:
 * Demonstrate mathematical communication through discussion, reading, writing, listening, and responding, individually and in groups.
 * Discuss relationships between everyday language and mathematical language and symbols (e.g., words that mean something different in mathematics and in everyday life).
 * Discuss, illustrate, and write about mathematical concepts and relationships.
 * OC –2–1 In oral communication, students demonstrate interactive listening by …
 * OC–2–1.4 Participating in large group discussions to show understanding (Local)
 * OC–2–1.5b Attending to speaker and waiting for appropriate turn to speak (Local)
 * OC–2–2 In oral communication, students make oral presentations by…
 * OC–2–2.3 Telling stories or __giving information__ using details (Local)
 * OC–2–2.4 Providing appropriate feedback to audience (Local)
 * W – 2 – 9  In independent writing, students demonstrate command of appropriate English conventions by…
 * W–2–9.2 Using capital letters for the beginning of sentences and names (Local)
 * W–2–9.4 Using correct **//end//** punctuation in simple sentences (e.g., period) (Local)