Exploring Science ConceptsUnit: Earth Science

Grade OneOctober 2010

Day OneWhat is the point? Why does it matter?Execute and discuss investigations I & II from FOSS Pebbles, Sand, and SiltDay TwoExecute and discuss investigations III & IV from FOSS Pebbles, Sand, & SiltAssessment for Pebbles, Sand, and SiltFOSS WebDay ThreeFOSS: Investigation IV, Assessment, & Examine ResourcesBest Practices in Elementary ScienceExamine “A Sticky Situation: Designing Walls” from the Engineering is Elementary rsdscience.wikispaces.com (*NJDOE Classroom Application Documents)

Workshop Overview

Inquiry

Hands-On Active Learning

Multisensory Learning

Student-to-Student Interaction

Discourse and Reflective Thinking

Reading- FOSS Science Stories

FOSS Web

FOSS Instructional Pedagogies

Four Investigations- each with subset of activitiesDesigned for students to:Observe, describe, and sort earth materials based on propertiesSeparate earth materials by size using different techniquesObserve similarities and differences between silt, sand, gravel, and

small and large pebblesExplore places where earth materials are found and ways that

earth materials are usedCompare ingredients in different soilsAcquire the vocabulary associated with earth materialsOrganize and communicate observations through drawing and

writing

OverviewPebbles, Sand, and Silt

Introduction to Rocks and Minerals

Why do rocks matter?

Science Concepts:• Rocks are the solid material

of earth.• Rocks have a variety of

properties, including color, hardness, shape, and size.

• Rocks can be sorted by their properties.

• Rocks are all around us.

Purpose:Students will…• Observe several different

kinds of rocks.• Compare properties of

different rocks.• Sort rocks in different ways.• Observe rocks interacting

with each other and with water.

Investigation 1 First RocksFive Parts

Focus:• Rocks have a variety of

properties.• When rocks rub together,

some rocks may be chipped or scratched, or make rock dust.

Tasks:1. Introduce activity- proper

use of hand lens2. Materials: bag of rocks,

hand lens, w/b paper3. Complete activity4. Wrap Up:

- Discussion- Word Bank- Content Chart (What happens when you rub two rocks together?

Investigation 1 First RocksPart 1: Three Rocks

Focus:• Rocks have a variety of

properties.• When rocks are washed in

water, the colors or sparkling qualities are enhanced.

Tasks:1. Introduce activity- explain

washing procedure2. Monitor Progress/Ask Q3. Clean Up/Rock Words4. Rock Record Sheet5. Wrap Up:

- Discussion: introduce rock names

- Word Bank (add names)- Content Chart (What happens

when rocks are washed in water?)

Investigation 1 First RocksPart 2: Washing Three Rocks

Focus:• Rocks can be sorted by their

properties.

Tasks:1. Read Peter and the Rocks 2. Introduce Activity- use of

river rocks to sort in as many ways as possible using one property at a time

3. Wrap Up:- Discussion- Word Bank- Content Chart (What ways did you sort the rocks?)

Investigation 1 First RocksPart 3: First Sorting

Part 4: Sorting GamesFocus:• Rocks can be sorted by their

properties.

Part 5: Start a Rock CollectionFocus:• Rocks are all around us.• Rocks are the solid material

of the earth.

Read science stories,Exploring Rocks and Colorful Rocks

Investigation 1 First Rocks

Science Concepts:• Rocks can be categorized by

size.• Screens and water can be

used to sort the sizes of earth materials.

• Rock sizes include clay, silt, sand, gravel, and pebbles.

Purpose:Students will…• Explore a river rock mixture

containing earth material particles of various sizes.

• Use screens to separate and group river rocks by particle size.

• Investigate properties of pebbles, gravel, sand, silt, and clay particles.

• Separate sand and silt using water.• Explore the properties of dry and

wet clay particles.

Investigation 2 River RocksFour Parts

Focus:• Screens can be used to sort

the sizes of earth materials• Rock sizes include sand, small

gravel, large gravel, small pebbles, and large pebbles.

Tasks:1. Introduce rock mixture2. Make observations3. Discuss separating and introduce first screen

(or give all 3 screens) *Let students work unguided.

4. Demonstrate 3 screens & ask key Q5. Challenge students to use 3 screens to

separate rock mixture into four containers.6. Introduce names of rock sizes , separate

large and small pebbles, & label containers7. Wrap Up:

- Discussion- Word Bank- add names of rock sizes- Content Chart (How do screens help separate

the sizes of rocks? What is the order of rock sizes, from the smallest to the largest?)

Investigation 2 River RocksPart 1: Screening River Rocks

Focus:• Rocks can be categorized

visually by size.• Rock sizes will include sand,

small gravel, large gravel, small pebbles, and large pebbles.

• Rocks larger than pebbles are cobbles.

• Rocks larger than cobbles are boulders.

Tasks:1. Review rock sizes2. Introduce

“Sand, Gravel, and Pebble” sheet3. Distribute rock mix in cup4. Assess student progress5. Wrap Up:

- Discussion- video, Rock Sizes- Word Bank (cobble, boulder)- Content Chart (How was using the squares like using the screens for separating the rock sizes?”

Investigation 2 River RocksPart 2 River Rocks by Size

Focus:• Sand often contains smaller

particles, called silt.• Water can be used to sort the

sizes of earth materials.

Tasks:1. Introduce sand- vials prepared2. Observe sand- shake plate/hand lens3. Discuss observations, key Q4. Observe sand & water, pose key Q then

distribute caps and shake vial and ask key Q

5. Let vial sit overnight6. Observe, draw & discuss7. Introduce silt and label layers8. Collect student sheets9. Feel the silt10. Wrap Up:

- Word Bank- Content Chart- Science Story, The Story of Sand

Investigation 2 River RocksPart 3 Sand and Silt

Focus:Clay particles are very small,

even smaller than silt.

Tasks:1. Explore new earth material (clay)2. Discuss observations &

introduce/confirm term clay3. Divide clay ball- lg ball overnight in

cup/sm. in vial with water, observe, shake, sit overnight

4. Observe dry clay ball-add water5. Observe vials-compare to teacher vial

that was not shaken and to sand vial6. Draw clay vial and discuss drawings7. Observe clay ball in water8. Wrap Up:

Investigation 2 River RocksPart 4: Exploring Clay

Science Concepts:• Earth materials are natural

resources.• The properties of different

earth materials make each suitable for specific uses.

• Earth materials are commonly used in the construction of buildings and streets.

Purpose:Students will…

• Explore places where earth materials are naturally found and ways that earth materials are used.

• Observe and compare different grades of sandpaper.

• Use sand to make sculptures and clay to make beads, jewelry, and bricks.

• Search for earth materials outside the classroom.

Investigation 3 Using RocksFive Parts

Focus:• Earth materials are natural

resources.• The properties of different

earth materials make each suitable for specific uses.

• Earth materials are commonly used in the construction of buildings and streets.

Tasks:1. Review particle sizes2. School yard field trip

- discuss why students think certain materials are used for certain purposes

3. Discuss observations4. Wrap Up:- Add to Word Bank- Add to Content Chart (How do

people use earth materials?)5. Read science story, Rocks Move 6. FOSS Web

Investigation 3 Using RocksPart 1: Rocks in Use

Focus:• The properties of different

earth materials make each suitable for specific uses.

• Different sizes of sand are used in sandpaper to change the surface of wood from rough to smooth.

Tasks:1. Review rock sizes; show sand2. Introduce sandpaper , compare 3 pieces

and terms texture (coarse, medium, and fine)

3. Make sandpaper rubbings and label textures

4. Identify papers by touch5. Rub 2 pieces together note what

happens6. Wrap Up:

- Add to Word Bank- Content Chart (What is sandpaper made from? Why do you think people use coarse, medium, or fine sandpaper?

Investigation 3 Using RocksPart 2 Looking at Sandpaper

Science Concepts:• Soil is a mixture of earth materials.• Humus is decayed material from

plants and animals.• The ingredients of soil can be

observed by mixing soil with water, shaking it, and letting it settle.

• Soils vary from place to place.• Soils have properties of color and

texture.• Soils differ in their ability to

support plants.

Purpose:Students will…• Make a mixture of earth

materials to create soil.• Use screens to separate the

components in a soil mixture.• Observe and record the

results of shaking soil and water in a vial.

• Find and collect samples of soil outside the classroom.

Investigation 4: Soil ExplorationsThree Parts

DIRT IS SOIL OUT OF PLACE

soil is the bridge between earth materials and life

Focus:• Soil is a mixture of earth

materials.• Humus is decayed material

from plants and animals.• The ingredients of soil can be

observed by mixing soil with water, shaking it, and letting it settle.

Tasks:1. Observe new material2. Introduce humus and “recipe” for new

earth material that includes humus.3. Mix materials, add humus, introduce

term soil.4. Observe soil using plates and shaking;

discuss observations5. Discuss other separation techniques for

homemade soil6. Begin screening process and water

investigation7. Observe and draw vials (save vials)8. Wrap Up:

Investigation 4: Soil ExplorationsPart One Homemade Soil

Focus: • Soils vary from place to place.• Soils have properties of color

and texture.• Different soils differ in their

ability to support plants.

Tasks:1. Classroom FT or home; collect

soil sample from one site2. Observe and label sample-

identify from where it was obtained ex. grassy backyard, woods, etc

3. Store samples for part 34. Wrap Up:

- Word Bank (sample)- Content Chart

4. Read Science Stories, What is in Soil?

Investigation 4: Soil ExplorationsPart 2 Soil Search

Focus:• Soils can be composed of

humus and different amounts and sizes of rocks.

Tasks:1. Use collected soil sample ask,

“What can we do to observe and study the soil samples we collected?”

2. Provide materials (screens/vials)3. Record on Soil Drawing Sheet;

compare to homemade soil drawing & vial

4. Have students identify one thing alike about the two soils and one thing different.

5. Wrap Up:

Investigation 4: Soil ExplorationsPart 3 Studying Local Soils

• See what grows• Make an earthworm habitat• Plant seeds in sand and soil• Math extensions• Interdisciplinary extensions

Science Extensions

Best Practices in Primary Science

Stimulate interest by providing direct experience with materials (inquiry)

Novel materials are not always the best stimulus. Often more familiar ones help children raise questions.

Take care not to give away the “right answers” or what to look for

Help children observe more effectively• Enables children to seek consciously for information that will extend their ideas• Observe details• Look for similarities and differences• Detect patterns in observations• Quality of observations is a significant factor determining whether meaningful conclusions can be drawn

• Unproductive questions- generally answers precede the questions and are to be found in textbooks.

• The right questions leads to where the answer can be uncovered:- To the real objects or events under study- Asks children to show rather than to say the answer- Stimulate productive activity

• Take care not to ask questions prematurely.

Asking the right question at the right time

Attention-focusing questions- “have you seen” or “do you notice” type of Q often associated with the start of inquiry

Measuring and counting questions- “how many?” “how long?” “how often?”

Comparison questions- “In what ways are X and Y similar? Different?” Carefully phrased comparison questions can help children bring order into chaos and unity in variety.

Action questions- “what happens if..” while working on these types of problems children uncover relationships; children must collect the data themselves

Problem-posing questions- “can you find a way to…”

Productive Questions

Help children to communicate their thinking and developing ideas- Discussion: whole class discussion, small group with teacher, small group without teacher-Science notebook or journal-Drawing and modeling- purpose for producing the representation must be clear to the teacher and student

Draw connections between the classroom and real world

Was there one rock that made rock dust easier than the others?

Part 1: Three RocksDiscussion Questions:

What happens when you rub two rocks together?

What should we call the stuff that comes off the rocks?

Does the dust look the same on the white and black paper?

Did the rocks change when you put them in the water? How?

Part 2 Washing Three RocksMonitor Progress/Ask Questions:

What happened to the rocks when you put them in the water?

What colors do you see in the rocks?

What happened to the water after you put the rocks in?

Is there anything you can see now that you couldn’t see when the rocks were dry?

Tuff- light, soft rock. It has ash in it from the fires of the volcano.

Part 2 Washing RocksDiscussion- Introduce Rock Names

Basalt- gray smooth rock. It was one the hot liquid lava that came out of a volcano.Scoria- reddish, bubbly rock. It was once the bubbly top of the lava.

*Formative Assessment

What changes did you see when you placed the rocks in water?

Part 3 First SortingDiscussion

What did you observe?

In what different ways were you able to sort the rocks?

Which screens did the largest rocks go through?

Part 1 Screening River RocksKey Questions During Demo of Three Screens

How many sizes of rock do we have now?

Which screens did the smallest pieces go through?

Gravel- smaller than pebbles. Two sizes in mixture, small gravel and large gravel.

Part 1 Screening River RocksNames for Rock Sizes

Pebbles- largest rocks separated. Two sizes in this mixture, large pebbles and small pebbles.

Sand- smallest size particle in mixture separated by screens.

*Formative Assessment

*Formative Assessment

Rocks have different sizes.

After observing the sand:• Are the sand particles all the same size?• What do the sand particles look like?

• What might happen if water is mixed with the sand?

Part 3 Sand and SiltInvestigation 2

Before shaking: What happened to the water that was poured on the sand?

Part 3 Sand and SiltSand and Water Key Questions

Before shaking: Vial was filled to top with water. What happened to the water level?

Shaking: What happened to the sand and water when you shook the vial?

Shaking: Was the water clear after you shook the vial? Why not?

*Formative Assessment

Where’s the sand?

Part 3 Sand and SiltDiscussion Questions for Observations of Vial on 2nd Day

What do you see in the vials?How many layers do you see?

What do you see on top of the sand?Introduce Silt:-Particle of rock much smaller than sand.-Rock size that mud is made of.

Label drawings:- to identify layers they see in vial. Discuss what layers should be called: sand, silt, and water. Ask what they should label the space between the top of the water and the vial cap (AIR).

Word Bank:

SiltLayerParticleMixtureShakeSettleSink

Concept Chart:

Is there an earth material that is smaller than sand? What is it?

What did you do to find the silt?

**Read science story, The Story of Sand

Part 3 Sand and SiltWrap Up:

Part 4 Exploring ClayDiscuss drawings

What was the same in both vials?

What was different in the two vials?

Word Bank:

ClayWetDry

Content Chart:

Make a list of the sizes of earth materials from smallest to largest.

ClaySiltSandGravelPebbleCobbleBoulder

Part 4 Exploring ClayWrap Up and Assessment:

Assessment:

Distribute copy of the Bottle Drawing sheet to each student.

A student put river rock mixture into a bottle with some water and shook it up. This is what it looked like after it settled for a day.

Investigation 4: Soil Explorations

Discussion:- Have students describe the

layers they saw in their vials- Write the word for that layer

on board and students can label

HumusClaySiltSandGravelPebbles

Word Bank:HumusSoilIngredient

Concept Chart:What is humus made from?What is soil?What is the best way to

separate the parts of soil?

Part 1 Homemade Soil

Content Chart:• What color was your soil

sample? Were all the soils the same color?

• How does your soil feel? Were all the soils the same texture?

• What was growing around your soil sample? Do plants grow as well in all soils?

• Read Science Stories, What is in Soil?

Investigation 4: Soil ExplorationsPart 2 Soil Search

Discussion:• How is our homemade soil

like the soil samples we collected?

• How is it different?

Word Bank:Alike DifferentAmountContent Chart:• How are the soils different

from each other?• How are all the soils the

same?Science Stories, Testing Soil

and the story Fossils

Investigation 4: Soil ExplorationsPart 3 Studying Local Soils