Georgia Performance Standards Framework Unit Four Organizer: A Pebble in My Pocket (6weeks)

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1 The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Georgia Performance Standards Framework Unit Four Organizer: A Pebble in My Pocket (6weeks) OVERVIEW Students in the early childhood classroom thrive on exploration. In this unit students are able to look at soil samples, different types of rocks, and other materials that can be found on the Earth s surface. Talking about how boulders turn to rocks, rocks to pebbles, and so on, allows students to see how soil has many stories to tell. Students should be able to use all their senses (except taste) to compare and contrast rocks and soils all around them. STANDARDS ADDRESSED IN THIS UNIT Focus Standards: SKE2: Students will describe the physical attributes of rocks and soil. a. Use senses to observe and group rocks by physical attributes such as large and small, heavy and light, rough and smooth, and dark and light. b. Use senses to observe soil by physical attributes such as smell, texture, color, particle and grain size. c. Recognize Earth materials like rocks, soils, water, air, etc. KCS1: Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Raise questions about the world around you and be willing to seek answers to some of the questions by making observations (using the 5 senses - except taste) and trying things out. SKCS3: Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. STANDARDS ADDRESSED IN THIS UNIT Supporting Standards: ELAKR1. The student demonstrates knowledge of concepts of print. The student: a. Recognizes that print and pictures can inform, entertain, and persuade. b. Demonstrates that print has meaning and represents spoken language in written form. ELAKR5. The student acquires and uses grade-level words to communicate effectively. The student a. Listens to a variety of texts and uses new vocabulary in oral language. ELAKR6. The student gains meaning from orally presented text. The student a. Listens to a variety of literary and informational texts and materials to gain knowledge and for pleasure. ELAKW1. The students begin to understand the principle of writing. June 1, 2008 Page 1 of 6

2 LITERATURE SELECTIONS: Source of Recommendation Title Author ISBN School Library Journal Let s Go Rock Collecting Roma Gans NSTA Recommends Rocks Sally Walker NSTA Recommends Science Matter Series: Rocks Melanie Ostopowich NSTA Recommends Rock Cycle Melanie Ostopowich GYSTC Soil: A Hands On, Minds On Approach T.S. Denison ENDURING UNDERSTANDINGS Rocks come in many shapes, sizes and colors Rocks can be boulders, rocks, pebbles and grains of sand Soils come in many colors and textures Students can use their senses to sort rocks and soils based on physical attributes ESSENTIAL QUESTIONS: What kinds of natural items make up the surface of the Earth? How are rocks different from one another? How are they alike? How do soils differ from one another? How are they the same? Rocks never change. MISCONCEPTIONS PROPER CONCEPTIONS Rocks can be changed naturally by water or weather. All rocks are made of the same thing. All soil is the same. There are different kinds of rocks often varying by location. Soil has observable differences such as color and texture. June 1, 2008 Page 2 of 6

3 Soils can be sorted according to physical attributes. One Stop Shop For Educators CONCEPTS: KNOW AND DO LANGUAGE EVIDENCE OF LEARNING Use senses to observe and rocks, senses, large, small, Rock collection with descriptive Rocks occur in many different sizes, shapes, colors, textures, and weights. group rocks by physical attributes such as large and small, heavy and light, heavy, light, rough, smooth, dark words on sentence strips rough and smooth, and dark and light. Use senses to observe soil by physical attributes such as smell, texture, color, particle and grain size. soil, smell, color, particle, grain Soil sample collection or photographs with descriptive word list Rocks, soils, water, and air are some of the natural materials that make up the surface of the Earth. Recognize Earth materials like rocks, soils, water, air, etc. rocks, soils, water, air Identify pictures of earth materials taken on a school yard tour. June 1, 2008 Page 3 of 6

4 GRASP Culminating Activity: GRASPS Goal: Share information about different kinds of rocks and soils by setting up a display in your school or online. Role: Curator of Display Audience: Parents or other kindergarten classes Scenario: After completing the study of rocks and soils, students can set up a display in the school or on the school/class webpage to show different types of soils and rocks. Each soil or rock should be accompanied by three words that describe it in terms as described in the elements of the standard. The display can consist in person of actual samples or of printed digital photos. Online the display would obviously consist of photos and the written descriptions. Plan the display so that it is ready for an open house, PTA, or conference day so that parents may see it. Invite other kindergarten classes to see the display and add to it if they wish. Product: Display of Rocks and Soils in school and/or online. TASK Lesson Title: What on Earth? Essential Question: What kinds of natural items make up the surface of the Earth? Teacher Instructions: Take students on a walk through the school yard. Prepare ahead of time by walking the route and scouting out the natural items you want students to notice. The goal of the task is to help students master element SKE2c Recognize Earth materials like rocks, soils, water, air, etc. If there is a natural water source on the school grounds, make sure to include it on your walk (at a safe distance.) This could even include a puddle after it rains. Prepare the students before they start the walk by asking What makes up the Earth? Allow them to express their ideas, and then tell them you will be looking for evidence or proof on your walk. Assessment: Mastering this element should include the ability to point to photographs or real sample of rocks, soil, and water in nature. June 1, 2008 Page 4 of 6

5 Enrichment/Extension/Homework: Students may be given a homework assignment of taking a parent or sibling on a similar Earth materials tour in their backyard or a park TASK Lesson Title: Getting Dirty Essential Question: How do soils differ from one another? How are they the same? Teacher Instructions: Gather different samples of soil. One of the easiest ways to do this would be to have a sample of sand, potting soil, and some soil taken from your backyard or schoolyard. About a table spoon of soil per student should be sufficient. Assessment: Students examine the soil for smell, texture, color, particle and grain size. Assessment should indicate the ability to describe soil verbally using at least two of these characteristics. The teacher may wish to use chart paper to include comments from students regarding the characteristics of the soil samples. Enrichment/Extension/Homework: For homework, students could bring in a snack size plastic bag in containing soil from their homes to compare to the samples in the classroom. TASK Lesson Title: Find a Rock! Essential Question: How are rocks different from one another? How are they alike? Teacher Instructions: Read Let s Go Rock Collecting or an excerpt from it to your class. Discuss what kind of collections the students or their parents may have. Tell them that the class is going to collect rocks. Give each student a snack size plastic bag about half the size of a sandwich bag. Ask them to find a rock that will fit inside the bag and allow the bag to seal. (This is a safety measure that will prevent having rocks larger than you want in the classroom.) You may do this as an excursion on the school grounds and have the students bring their rocks back in the classroom. Another option is to have students take digital photographs of rocks if cameras are available. If there is just one camera, the teacher can take the photos while the kids concentrate on finding the rocks. Back in the classroom have the students write a word on paper strips that describe their rock. Then have students meet in small groups two to three students. They should compare their rocks or pictures of their rocks and try to get ideas for another word to describe their rock. Display the rock words and pictures on a bulletin board. Enrichment/Extension/Homework: If you prefer, you may assign finding a rock as homework. (Consider the safety of students having rocks on the bus. Use the small plastic bags to keep the rock size small.) For enrichment, work with the media specialist to display rocks and descriptive words in the media center to create a rock museum. June 1, 2008 Page 5 of 6

6 TEACHER RESOURCES Additional Children s Literature: Everybody Needs a Rock, by Byrd Baylor, Aladdin Books, ISBN Magic School Bus: Inside the Earth, by Cole and Degen, ISBN If You Find a Rock, by Peggy Christian, Harcourt, ISBN Web Resources: Additional Teacher Resources: Hands on Projects About Rocks, Minerals, and Fossils by Krista West, Rosin Publishing, ISBN Integrating Science and Literacy Instruction: A Framework for Bridging the Gap, Gene Freeman and Vickie Taylor: ISBN June 1, 2008 Page 6 of 6