Desired Results BVSD Standard(s)/Grade Level Expectations First Grade Science GLE3.1 Earth’s materials can be compared and classified based on their properties First Grade Language Arts GLE1.2 Engage effectively in collaborative discussions. GLE2.3 Use a range of strategies efficiently to construct meaning while reading informational texts. GLE3.2 Plan, organize, write, and publish informative/explanatory and opinion pieces for a variety of audiences and purposes. Unit Essential Questions 1. How are various materials on Earth similar and different? 2. How do the properties of various materials on Earth affect the way we can use them? 3. How does soil differ from different places? 4. Where do the Earth’s natural materials come from? Students will know: The sizes used to sort and describe Earth’s materials – clay, silt, sand, gravel, pebble, cobble, boulder. The same materials can be sorted in a number of ways based on different characteristics. The properties of Earth’s materials determine how they can be used. Students will be able to… Identify and represent similarities and differences such as the texture, size, color, and shape of various materials on Earth Sort, group, and classify Earth’s materials based on observations and explorations Make predictions about how a material on Earth might be useful based on its properties Communicate ideas about the differences between soils from different places Use a variety of tools to observe, analyze, record, and compare Earth’s materials Ask questions related to observations and investigations of Earth’s materials FOSS Pebbles Sand and Silt Unit Plan 1 1
122
Embed
FOSS Pebbles Sand and Silt Unit Plan - bvsd.orgbvsd.org/curriculum/science/Pebble Sand and Silt revised 111914...up their science notebooks for the Pebbles, Sand and Silt unit. Ask
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Desired Results
BVSD Standard(s)/Grade Level Expectations First Grade Science GLE3.1 Earth’s materials can be compared and classified based on their properties First Grade Language Arts GLE1.2 Engage effectively in collaborative discussions. GLE2.3 Use a range of strategies efficiently to construct meaning while reading informational texts. GLE3.2 Plan, organize, write, and publish informative/explanatory and opinion pieces for a variety of audiences and purposes.
Unit Essential Questions 1. How are various materials on Earth similar and different?
2. How do the properties of various materials on Earth affect the way we can use them?
3. How does soil differ from different places?
4. Where do the Earth’s natural materials come from?
Students will know:
The sizes used to sort and describe Earth’s materials – clay, silt, sand, gravel, pebble, cobble, boulder.
The same materials can be sorted in a number of ways based on different characteristics.
The properties of Earth’s materials determine how they can be used.
Students will be able to…
Identify and represent similarities and differences such as the texture, size, color, and shape of various materials on Earth
Sort, group, and classify Earth’s materials based on observations and explorations
Make predictions about how a material on Earth might be useful based on its properties
Communicate ideas about the differences between soils from different places
Use a variety of tools to observe, analyze, record, and compare Earth’s materials
Ask questions related to observations and investigations of Earth’s materials
FOSS Pebbles Sand and Silt Unit Plan
11
Language Objectives
Academic vocabulary
Investigation 1
basalt color crystals
different dull dust
group large pointed
river rock rough
same scoria shape
shiny size small
smooth sort stripes
texture tuff
Investigation 2
boulder clay cobble
gravel particle pebble
sand screen silt
vial
Investigation 3
concrete course engineer
fine medium sandpaper
Investigation 4
humus soil
Spanish vocabulary
Investigación 1
Apuntado Áspero Basalto
Brilliante Clasificar Color
Cristales Diferente Escoria
Forma Grande Grupo
Liso Lista/Rayas Mate/Deslucido
Mismo Pequeño Piedra/Roca
Polvo Río Tamaño
Textura Toba
Investigaciòn 2
Adoquín Arcilla Arena
Filtro Frasco Guijarro
Grava Limo Partícula
Peñasco/Piedra grande
22
Investigaciòn 3 & 4
Fino Grueso Hormigón
Humus/Mantillo Ingeniero Medio
Papel de lija Tierra
33
Assessment Evidence
Pre/post assessment Science notebook entries Informal observation and discussion
Materials and Resources
Materials
Science notebooks for students
Large, class model science notebook
FOSS Pebbles Sand and Silt kit
Additional picture books related to rocks, soils and Earth’s materials
Online Resources
44
FOSS Pebbles Sand and Silt Unit Investigation 1
Session Content Objectives Language Objectives
1 Pre-assessment
Students will complete the pre-assessment.
2 Getting Started
Kit Inventory Set-up science notebooks
Students will conduct a kit inventory.
Students will create an organized science notebook.
Students will discuss the meaning and purpose of each section of an organized science notebook.
Use words related to table of contents and keeping a science notebook (notebook, page, table of contents).
Share a connection or prior experience that they have with objects from the kit inventory.
Recognize the academic vocabulary introduced in the kit inventory and match it with the correct image.
3 Three Rocks
Observe rocks
Rub rocks together to make rock dust
Draw observations and collect rock dust samples
Students will make and record accurate observations of rocks.
Students will explore properties of three different rocks.
Use descriptive words to describe rocks.
4 Rocks and Water
Introduce the names for the three rocks – basalt, scoria, tuff
Think-Pair-Share about predictions
Write prediction
Wash rocks and record observations
Students make predictions about rocks based on what they know.
Students record and report observations about what happens when rocks are placed in water.
Use a sentence frame to orally express a prediction.
Use a sentence frame to write a prediction.
55
cris.palmer
Typewritten Text
1.a
5 Sorting River Rocks
Read Peter and the Rock
Sort rocks
Write reflection
Students sort river rocks based on observations and explorations.
Use descriptive language to describe how rocks are sorted.
66
cris.palmer
Typewritten Text
1.a
FOSS Pebbles Sand and Silt
Investigation 1: First Rocks
Session 1: Pre-assessment [20-30 minutes]
Students will complete the pre-assessment.
Materials needed Papers to copy and cut Students will need
Pebbles Sand and Silt pre/post
assessment
Pencil
1. Pre-assessment
While students are seated at their desks, tell them that they will be beginning a
new unit. In order to see what they already know about the topic, you are going
to ask them to take a pre-test. Let them know that the exact same assessment
will be given at the end of the unit in order to see how much they learned. Hand
out the pre-assessment, and make sure that student names are on the papers.
As students are taking the assessment, provide verbal support as needed. You
may need to read questions aloud, and that is OK. If it works better, you might
want to project the assessment on the document camera or from your computer
and read the questions out loud as students follow along.
Ask students,
What do you think this science unit is going to be about?
What makes you think that?
77
cris.palmer
Typewritten Text
1.1
Pre/Post Assessment
Pebbles, Sand and Silt
Name: ___________________________
1. Write the words in the blanks in order of size from smallest to
largest.
______clay__________________
gravel
____________________________
pebbles
____________________________
silt
____________________________
sand
____________________________
clay
____________________________
boulders
____________________________ cobbles
88
cris.palmer
Typewritten Text
1.1.a
2. Different sizes of rocks are good for making different things. Next
to each word below, name something that could be made from
that size of rock.
gravel
pebbles
silt
sand
clay
boulders
cobbles
99
cris.palmer
Typewritten Text
1.1.b
3. Circle the words below that name things that can make up soil.
Sand
Pencil
Silt
Shoes
Humus
Boulders
4. What things can happen when rocks and water are together?
3. Circle the words below that name things that can make up soil.
sand pencil silt
shoes humus boulders
1212
cris.palmer
Typewritten Text
1.1.e
4. What things can happen when rocks and water are together?
Give students 2 points if they mention several things, such as water can
wear rocks down or water can be used to separate a mixture of rocks
or soil.
Give students 1 point if they mention that rocks can change color when
you put them in water, or one of the things mentioned above.
Give students 0 points if they are unable to tell about what happens
when rocks interact with water.
1313
cris.palmer
Typewritten Text
1.1.f
FOSS Pebbles Sand and Silt Investigation 1: First Rocks Session 2: Kit Inventory and Set-up Science Notebooks [40 min]
Students will conduct a kit inventory.
Students will create an organized science notebook.
Students will discuss the meaning and purpose of each section of an organized science notebook.
Materials needed Papers to copy and cut Students will need
Class science notebook Science notebooks to distribute Items from kit for kit inventory
Table of Contents** Glossary**
Student science notebooks Pencil
**Scaffolded documents: these can be distributed to students in various ways. You can use the more scaffolded documents at the beginning of the year or use various ones throughout the year depending on students’ reading/writing levels.
1. Conduct “Kit Inventory” with students At this time, you may want to only look at a selection of about 5-10 items that you will use, such as – hand lens, vial with cap, screen, bag of rocks Call students to the rug. One at a time, hold up each item for the kit inventory. You may also put the items in a bag and the matching words in another bag and have students select one item or one word and find their pairs. Ask students:
Where have you seen something like this before?
Does anyone know the word used for this item?
What do you think we are going to do with this item?
What do you think this unit is going to be about? Why? Put these words and pictures/items on the word wall. If students have not predicted what the unit will be about, tell them it will be a unit about different kinds of earth materials. They will learn what earth materials are and how scientists study them as they go through the activities.
2. Introduce science notebooks Hold up a science notebook for students to see. Tell students they will be setting up their science notebooks for the Pebbles, Sand and Silt unit. Ask the following questions for class discussion and record answers on the whiteboard or chart paper:
Why is it important to keep a science notebook? (It allows us to record our ideas, data and observations. It’s a place for us to keep track of everything we’ve learned. It’s a resource for us to use if we forget something, like what a word means or what we did in an experiment.)
1414
cris.palmer
Typewritten Text
1.2
What will you use your science notebook for? (To keep track of everything I’ve learned, to record my ideas and to keep track of all the new science vocabulary I’ve learned.)
How will your science notebook help you become a better scientist? (Scientists keep science notebooks to record their thinking and ideas.)
How do you organize a science notebook? (Numbered pages, table of contents, a glossary, titles on each page, etc.)
All scientists record their thinking, observations and data in a notebook in order to keep a record of what they’ve learned so they may share their ideas with other people. We will keep our ideas organized in a notebook. Why do you think it’s important to keep our notebooks organized? (So we can easily find the information we are looking for if we forget.) Have a few students share their ideas with the class. Record the ideas on the whiteboard or chart paper.
3. Distribute science notebooks You may name each science notebook with student names and number the pages to save time. Distribute the science notebooks and have students put their names on the front cover. Use an example class science notebook to model the process of writing a name on the cover of the science notebook using the document camera. Keep this teacher or class science notebook throughout the unit as a model for students.
4. Number pages in the notebook Using the model notebook, number the pages at the bottom of each page. Have students number the first thirty pages as well. After numbering pages, ask students, It seems like we will have a lot of pages in our science notebook. How will we keep track of what entry will go on each page so we can easily find information we are looking for? (Table of contents.) Have a student pass out the Table of Contents sheet. Model for students how to glue the Table of Contents sheet or have students write it into the first or second page of the notebook using the document camera. The first entry will be the “Glossary,” which will be pasted or written in the first blank in the table of contents.
1515
cris.palmer
Typewritten Text
1.2
5. Science Notebook Entry: Glossary The Glossary should begin on the last page of the notebook. Turn your notebook upside down so that you can still read it from left to right. Write in page numbers starting from this back page towards the “front,” and after every page number, put the letter G for Glossary. This allows students to continue to add new vocabulary as the investigation proceeds, but does not interfere with their other work (and helps distinguish glossary pages from work pages). If the pages were all numbered, they would end up with numbers at the top going backwards (with G) and numbers at the bottom going forwards. Ask students why it would be important to have a glossary. Explain that we want to keep track of new words just like on the word wall in case we forget (this should be identical to the word wall) our science or equipment words.
Distribute the Glossary sheets. Have students turn their notebooks upside down so that they are still reading it from left-to-right. Students should glue the Glossary student sheet or write the word Glossary into their notebook. Next, they should add page numbers and the letter G at the bottom of these pages, workings towards the middle. Have students add “Glossary” to the table of contents with the corresponding page number.
6. Review “Safety in the Classroom”
(FOSS Teacher Guide, Overview, Page 17) Table
1616
cris.palmer
Typewritten Text
1.2
Pebbles Sand and Silt
Table of Contents
Investigation 1: First Rocks
Date
Entry
Page No.
Glossary
Pebbles Sand and Silt
Table of Contents
Investigation 1: First Rocks
Date
Entry
Page No.
Glossary
1717
cris.palmer
Typewritten Text
cris.palmer
Typewritten Text
cris.palmer
Typewritten Text
1.2.a
Pebbles Sand and Silt
Table of Contents
Investigation 1: First Rocks
Date
Entry
Page No.
Glossary
Observation of 3 Rocks
Rocks in Water Prediction
Rocks in Water Observation
River Rock Reflection
Pebbles Sand and Silt
Table of Contents
Investigation 1: First Rocks
Date
Entry
Page No.
Glossary
Observation of 3 Rocks
Rocks in Water Prediction
Rocks in Water Observation
River Rock Reflection
1818
cris.palmer
Typewritten Text
1.2.b
Glossary
Word Picture
Glossary
Word Picture
1919
cris.palmer
Typewritten Text
cris.palmer
Typewritten Text
1.2.c
Glossary
Word Picture
Rock
Basalt
Scoria
Tuff
Color
Shape
Glossary
Word Picture
Size
Texture
Rough
Smooth
2020
cris.palmer
Typewritten Text
1.2.d
Glossary – Investigation 1
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
2121
cris.palmer
Typewritten Text
1.2.e
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
2222
cris.palmer
Typewritten Text
1.2.f
Glossary – Investigation 1
Rock
Draw a picture:
Copy the word:
Basalt
Draw a picture:
Copy the word:
Scoria
Draw a picture:
Copy the word:
Tuff
Draw a picture:
Copy the word:
Color
Draw a picture:
Copy the word:
Shape
Draw a picture:
Copy the word:
2323
cris.palmer
Typewritten Text
1.2.g
Size
Draw a picture:
Copy the word:
Texture
Draw a picture:
Copy the word:
Rough
Draw a picture:
Copy the word:
Smooth
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
2424
cris.palmer
Typewritten Text
1.2.h
FOSS Pebbles Sand and Silt
Investigation 1: First Rocks
Session 3: Three Rocks: Activities/Lesson [45 min] Students will make and record accurate observations of rocks.
Students will explore properties of three different rocks
Materials needed Papers to copy and cut Students will need
Sets of rocks (2-basalt, 2 scoria, 2 tuff)
– 1 per student
Liter Zipbags – 1 per student
½ sheets of black paper – 1 per
student
½ sheets of white paper – 1 per
student
Hand lenses – 1 per student
Paper
Paper plates – 1 per table group
Roll of transparent tape – 1 per table
group
Vial with cap – 1
Observation of Three Rocks
Student science notebooks
Pencil
Crayons or colored pencils
Preparation: Teacher Notes: If rocks are not already organized as sets in bags, make
the sets by placing 2 pieces of basalt, 2 pieces of scoria, and 2 pieces of tuff into
zipbags – 1 per student.
1. Introduce the Investigation
Show students one of the bags with six rocks. Ask students,
What do I have in this bag?
What are these objects?
Hold up the word wall card for “rock.”
2. Rock Distribution
Before distributing the rocks, tell students, Each of you will get a bag of rocks
like this. Please empty the rocks out on the table, observe them, and figure out
how many different kinds of rocks there are. Share your observations with your
table group (or shoulder partner) for the next 6-8 minutes. When you are both
finished sharing, you will share your observations with the rest of the class.
Distribute the rocks and give students about 6-8 minutes to make observations
and discuss what they see with their partner. Circulate to the different groups of
students and ask them to share their observations with you. After about 5
minutes, suggest that students find out more about the rocks by rubbing them
together. Distribute a ½ piece of black paper and a ½ piece of white paper to
each student. Have a student demonstrate how to rub the rocks over the sheets
2525
cris.palmer
Typewritten Text
1.3
of paper to observe dust either using the overhead projector or at a table where
all students can see.
3. Model rock observations
After students have had enough time to observe, rub the rocks together, and
talk with their partner, ask them to report out.
How many different kinds of rocks are there in the bag?
What are some things you noticed about the rocks?
Model how to draw the observations in the class science notebook. Show
students how you date your observation, and talk out loud as you draw, asking
students to help you with details. I noticed that this rock has jagged edges, and
it seems to have some holes in it, so I’m going to try and represent those
features in my drawing. What else did you notice about this rock? What color is
it? What color crayon or colored pencil should I use to draw it in my science
notebook?
4. Rock observations
Give each student a blank Observation of Three Rocks student sheet and have
them glue or tape it in their science notebooks. Have students add “Observation
of Three Rocks” to their table of contents and the corresponding page number.
Remind students that when they draw something in science, they should try to
draw it as accurately as they can. They should try to notice and draw lots of
details. If they are using colored pencils, remind them to use the colors they
actually observe.
Model how to rub the rocks together on black and white paper or ask a student
to do so. Show students how to use a piece of transparent tape to collect some
of the rock dust and tape it into the science notebook. Some students might
need a second piece of tape to secure each rock dust sample to the page.
5. Collect materials
When students are finished, ask the getters to get a paper plate for their group.
Have each student dump his or her extra rock dust on the plate. Collect all of the
rock dust on one plate. Transfer the rock dust to a vial and show it to students.
Explain that you are going to save the dust for them to look at again later. Ask
students to return the rocks to the zip bags. Have the getters return the
materials to the materials station.
6. Debrief
Discuss as a whole group some of the things that were observed about rocks.
What happens when you rub two rocks together?
2626
cris.palmer
Typewritten Text
1.3
What do we call the stuff that comes off of rocks?
Were there any rocks that made rock dust easier than the others did?
Did the dust look the same on white and black paper?
Remind students to update their glossary with the word “rock” if it is not already
added.
2727
cris.palmer
Typewritten Text
1.3
Observation of Three Rocks
Date:______________________
Draw a picture of Rock 1.
Draw a picture of Rock 2.
Draw a picture of Rock 3.
Tape with some of the dust from Rock 1.
Tape with some of the dust from Rock 2.
Tape with some of the dust from Rock 3.
2828
cris.palmer
Typewritten Text
1.3.a
FOSS Pebbles Sand and Silt
Investigation 1: First Rocks
Session 4: Rocks and Water [30 min for Steps 1-4] [30 min for Steps 5-8]
Students make predictions about rocks based on what they know.
Students record and report observations about what happens when rocks are placed in water.
Materials needed Papers to copy and cut Students will need
Sets of rocks (2-basalt, 2 scoria, 2 tuff)
– 1 per student
Liter Zipbags – 1 per student
Plastic cups – 1 per student
Hand lenses – 1 per student
Paper towels – 1 per student
Pitcher of water – 1
Chart paper
Marker
Rocks in Water Predictions
Rocks in Water Observations
Glossary: Basalt, Scoria, Tuff
Student science
notebooks
Pencil
Glue or tape
Crayons or colored
pencils
Preparation: You will need a large pitcher of water, possibly two, in order to fill each
of the cups with water. This can get messy, so make sure to have plenty of paper
towels on hand.
1. Introduce the names of the three rocks
Reveal to students that the scientific names of the three different rocks they
studied in the previous session are basalt, scoria, and tuff. Add these terms to
the word wall and class science notebook glossary.
2. Introduce the water
Explain to students that they are going to look at these rocks again today. This
time they will find out what happens when they place the rocks in water. They
will use a hand lens to observe details of what happens closely.
3. Prediction Think-Pair-Share
Tell students, Before we put our rocks in the water, let’s make some predictions
about what we think will happen. We are going to do a think-pair-share using
the following sentence frame – “I think that when we put the rocks in the
water…, because….” Write this sentence frame on the board or chart paper or
display the blank prediction page using the document camera. I want you to
first think about this prediction silently.
Give students about a minute to think silently. Next, I’m going to ask you to
turn to a partner and share. Go ahead and share with your shoulder partner.
Give students about two minutes to talk with their partner.
2929
cris.palmer
Typewritten Text
1.4
What are some predictions that people want to share with the rest of the class?
Write the students example predictions on chart paper and remind students to
add the “because” statement if they forget.
4. Writing Predictions
Give each student a copy of the Rocks in Water Prediction student sheet.
Have students glue or tape it into their science notebooks. Model for students
how to update the table of contents with the title of the assignment and
corresponding page number under the document camera. Give students time to
write, and walk around to support them in their writing.
Possible Prediction:
I predict that when rocks are placed in water, the rocks will get darker and maybe
break apart. I predict this because after it rains, the sidewalk is darker and
broken apart.
- Possible Breakpoint -
5. Introduce the Observations
Tell students, Now you will have an opportunity to test your predictions! Before
you start your observations, let’s get our notebooks set up.
Give each student a Rocks in Water Observations student sheet. Have students
glue or tape it into their science notebooks. Model for students how to update
the table of contents with the title of the assignment and corresponding page
number.
I will be giving each person a cup with some water and a paper towel. Place
each rock, one at a time, in the water. Observe it in the water for about one
minute, then remove the rock and place it on a paper towel to dry.
Demonstrate this for students. As you observe, record what you see on your
observation sheet. Remember to use accurate colors and to draw what you see.
6. Distribute Materials and Observe
Distribute cups and paper towels, and then visit each student to provide a small
amount of water for their cups. Allow students several minutes to observe and
draw their observations. As students are working circulate the room asking
questions to help guide their thinking and observations.
What happens to the rocks when you put them in water?
What colors do you see in the rocks?
Do the rocks change when you put them in water? How?
3030
cris.palmer
Typewritten Text
1.4
What happens to the water after you put the rocks in?
Is there anything you can see when the rocks are wet that you can’t see
when they are dry? What?
7. Clean up
Collect the cups with water and dispose of water in the sink. You may have
students go to the sink two at a time to dump out and rinse their cups. Ask
students to put their rocks away in the bags. Collect the bags of rocks and
dispose of paper towels in the trash.
8. Debrief
Discuss what was observed as a class
What happened to the rocks when you put them in water?
What colors did you see in the rocks?
Did the rocks change when you put them in water? How?
What happened to the water after you put the rocks in?
Is there anything you could see when the rocks were wet that you
couldn’t see when they were dry? What?
How did you observations compare with your prediction?
Were your predictions supported by the observation?
Did anything happen that you did not predict?
Have students update their glossaries with the words “basalt”, “scoria”, and
“tuff”.
3131
cris.palmer
Typewritten Text
1.4
Rocks in Water Prediction
Date:______________________
I predict that when rocks are placed in water,
___________________________________
___________________________________
___________________________________
I predict this because_________________
___________________________________
___________________________________
Rocks in Water Prediction
Date:______________________
I predict that when rocks are placed in water,
___________________________________
___________________________________
___________________________________
I predict this because_________________
___________________________________
___________________________________
3232
cris.palmer
Typewritten Text
cris.palmer
Typewritten Text
cris.palmer
Typewritten Text
cris.palmer
Typewritten Text
1.4.a
cris.palmer
Typewritten Text
Observation of Rocks in Water
Date:______________________
Draw a picture of basalt dry.
Draw a picture of scoria dry.
Draw a picture of tuff dry.
Draw a picture of basalt wet.
Draw a picture of scoria wet.
Draw a picture of tuff wet.
3333
cris.palmer
Typewritten Text
1.4.b
FOSS Pebbles Sand and Silt
Investigation 1: First Rocks
Session 5: Sorting River Rocks [45 minutes]
Students sort river rocks based on observations and explorations.
Materials needed Papers to copy and cut Students will need
Sets of 20 large pebbles – 1 per pair of
students
Liter Zipbags – 1 per pair of students
Plastic cups – 1 per pair of students
Hand lenses – 1 per student
Paper towels – 1 per student
Pitcher of water – 1
Basin – 1
Book – Peter and the Rock - 1
River Rock Reflection
Glossary: Color, Shape,
Size, Texture, Rough,
Smooth
Student science notebooks
Pencil
Glue or tape
Crayons or colored pencils
Preparation: You will need a large pitcher of water, possibly two, in order to fill each
of the cups with water. This can get messy, so make sure to have plenty of paper
towels on hand.
1. Read Peter and the Rocks
Call students to the rug and read Peter and the Rocks to them. You may want to
review the illustrations in the book first and have students predict what they
think it is going to be about.
2. Introduce the River Rock
Bring out one bag of large pebbles. Show students some of the rocks, and tell
them, Today I brought some different rocks to class. They are the kind of rocks
you might find on the bottom of a river. We’re going to call them river rocks.
3. Introduce Sharing and Distribute Materials
Explain that each pair of students will get a bag of rocks. Tell them that they
should divide the rocks so that each person gets the same amount (this can be a
great counting exercise- which may or may not require extra support depending
on students’ counting abilities). Their task is to sort the rocks in as many ways as
they can think of.
Have students move to their tables. Ask the getters to get one bag of rocks for
each pair of students in their group. Ask students to begin sharing the rocks.
4. Monitor the Sorting
Monitor the groups as they divide and sort the rocks. Ask them to describe how
they are sorting the rocks. Encourage them to sort the rocks using only one
property at a time. If a student has a problem getting started, suggest he or she
think about whether the rocks could be sorted by color.
3434
cris.palmer
Typewritten Text
1.5
5. Suggest Using Water
After 5-10 minutes, get students’ attention. Ask them how water might be of use
at this time. They will probably remember that the rocks changed color when
placed in water. Tell them each pair will use a plastic cup half full of water for
wetting the rocks. They should follow the same procedure as before, observing
one rock at a time in the water.
Have the getters pick up cups, paper towels, and a hand lens for each student.
Fill the cups half full. As students wash the rocks, ask about the changes they
observe.
Ask students to work with their partner to sort the rocks again now that they are
wet.
6. Clean up
Find a place where students can place the rocks to dry (it may take overnight).
Have them pour the remaining water into a basin at the materials station. Collect
the plastic cups.
7. Debrief
Call students to the rug to discuss what they observed, the different ways they
sorted the rocks, and any changes they noticed when they placed the rocks in
water. As key words are mentioned, add these to the Word Wall (color, shape,
1. Write the words in the blanks in order of size from smallest to largest.
clay
gravel
silt
pebbles
sand
silt
gravel
sand
pebbles
clay
cobbles
boulders
boulders cobbles
120120
cris.palmer
Typewritten Text
4.6.d
2. Different sizes of rocks are good for making different things. Next to each word below, name something that could be made from that size of rock. Give students 1 point for each reasonable answer provided
3. Circle the words below that name things that can make up soil.
sand pencil silt
shoes humus boulders
121121
cris.palmer
Typewritten Text
4.6.e
4. What things can happen when rocks and water are together?
Give students 2 points if they mention several things, such as water can wear rocks down or water can be used to separate a mixture of rocks or soil. Give students 1 point if they mention that rocks can change color when you put them in water, or one of the things mentioned above. Give students 0 points if they are unable to tell about what happens when rocks interact with water.