Lesson by Lesson Guide Pebbles, Sand, and Silt (FOSS)

Transcription

1 Lesson by Lesson Guide Pebbles, Sand, and Silt (FOSS) Pebbles, Sand and Silt Page 1

2 Table of Contents NC Essential Standards and Clarifying Objectives... 3 Essential Question for the Unit... 3 Unit Pre-Assessment... 3 Lesson 1 Investigation 1, Part 1: Three Rocks... 4 Lesson 2 Investigation 1, Part 2: Washing Three Rocks... 6 Lesson 3 Investigation 1, Part 3: First Sorting... 8 Lesson 4 Investigation 1, Part 4: Sorting Games Lesson 5 Investigation 1, Part 5: Start a Rock Collection Lesson 6 Investigation 2, Part 1: Screening River Rocks Lesson 7 Investigation 2, Part 2: River Rocks By Size Lesson 8 Investigation 2, Part 3: Sand and Silt Lesson 9 Investigation 2, Part 4: Exploring Clay Lesson 10 Investigation 3, Part 1: Rocks in Use Lesson 11- Investigation 3, Part 2: Looking at Sandpaper Lesson 12 Investigation 3, Part 3: Sand Sculptures Lesson 13 Investigation 3, Part 4: Clay Beads Lesson 14 Investigation 3, Part 5: Making Bricks Lesson 15 Investigation 4, Part 1: Homemade Soil Lesson 16 Investigation 4, Part 2: Soil Search Lesson 17 Investigation 4, Part 3: Studying Local Soil Pebbles, Sand and Silt Page 2

3 NC Essential Standards and Clarifying Objectives 1.E.2 Understand the physical properties of Earth materials that make them useful in different ways. 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils and water that make them useful in different ways. 1.E.2.2 Compare the properties of soil samples from different places relating to their capacity to retain water, nourish and support the growth of certain plants. Essential Question for the Unit What are the properties of Earth materials? Unit Pre-Assessment Is It a Rock? (Version 1) is available in Uncovering Student Ideas in Science Volume 2 (Blue cover), by Page Keeley et al. The probe is designed to see if students recognize that rocks come in many different shapes and sizes. Pebbles, Sand and Silt Page 3

4 Lesson 1 Investigation 1, Part 1: Three Rocks Students investigate and sort a set of six rocks. They gather information about the rocks by matching the rock samples and rubbing them together. Clarifying Objectives 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils and water that make them useful in different ways. Focus Question How are rocks different? What happens when rocks rub together? Activity Teach students how to care for a hand lens, so that they do not scratch the lens. Distribute rock sets to small groups and a hand lens to each student. Allow time for students to observe and sort the rocks. Lead discussions throughout the common experience. Add student-generated describing words to a Word Bank (words that describe the rocks) and Content Charts (what the students learned from the investigation). Suggest and demonstrate rubbing the rocks over black and white paper. Distribute black and white paper to students. Direct students to collect rock dust on one plate then transfer the dust to a vial. Gather students to discuss their observations. Guiding Questions What happens when you rub two rocks together What should we call the stuff that comes off the rocks? Was there one rock that had more dust than the others Does the dust look the same on the white and black paper? Science Content Words Use these words when teaching the lesson: -basalt -tuff -scoria -Earth materials -rock Pebbles, Sand and Silt Page 4

5 Integration Hints - Share Stone Soup by Ann McGovern as a read aloud or in a listening center. - Place a variety of rocks in a center for students to observe with hand lenses. Students should draw the rocks and list the properties of them. Science Notebook Helper Students respond to the focus question with a prediction. Draw rocks and describe. Students may use a piece of scotch tape to collect a sample of the rock dust to be placed in science notebook. Assessment Opportunities Teacher observation; The Teacher Guide provides a checklist of student understanding and participation in investigations which might be helpful in tracking the progress of students throughout this unit. Pebbles, Sand and Silt Page 5

6 Lesson 2 Investigation 1, Part 2: Washing Three Rocks Students wash their samples to see how the rocks change when they are wet and what happens to the wash water. Clarifying Objectives 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils and water that make them useful in different ways. Focus Question What happens when you wash the rocks in water? Activity Review properties of dry rocks, from Lesson 1. Explain the process of washing rocks to students. Begin by placing each of the rocks in water, one at the time, observing closely, then removing the rock from water and placing it on a paper towel. Prompt students to share new describing words as the rocks are drying. Add student-generated describing words to the Word Wall. Wrap up the class discussion by revealing the rock names and add the names to the word wall. Guiding Questions What happened to the rocks when you put them in water? What colors do 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 can see now that you couldn t see when the rocks were dry? Science Content Words Student sheet (available as a blackline master) labeled Rock Words has great describing words: crystal, rough, rock, smooth, stone, dull, sharp, shiny, light, soft, dark, flat, small, chalky, large, diamond, pointed, mud, hard, round Integration Hints - Share Stone Soup by Ann McGovern as a read aloud or in a listening center. - Place a variety of rocks in a center for students to observe with hand lenses. Students should draw the rocks and list the properties of them. Science Notebook Helper Students add date, focus question, and write a prediction. Students draw/ write about the investigation. Pebbles, Sand and Silt Page 6

7 Assessment Opportunities - Check for observation skills. Are students holding a hand lens correctly? - Are students including good descriptions and using new vocabulary when observing and adding entries to their science notebooks? Pebbles, Sand and Silt Page 7

8 Lesson 3 Investigation 1, Part 3: First Sorting Students are introduced to river rocks. They listen to the story Peter and the Rocks and use ideas from the story and Lesson 2 to sort their river rocks. Clarifying Objectives 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils and water that make them useful in different ways. Focus Question How are some rocks the same? Activity Explain that each pair of students will get a bag of rocks. Circulate the classroom and monitor the groups as they divide and sort the rocks. Encourage students to sort by one property at a time. Ask students how water might be useful during this investigation. Suggest that students use a cup half full of water for wetting the rocks and observing one rock at a time. Ask students to work with their partners to sort the rocks again now that they are wet. Guide students to clean up at the end of the investigation. Lead a discussion to discuss what they observed, the different ways they sorted the rocks, and any changes they noticed when they placed the rocks in water. Add new words to word wall and new concepts to the content chart. Guiding Questions What ways did you sort the rocks? What new ways did you sort your rocks? Science Content Words Use words acquired through previous lessons. Students may add describing words to the Rock Word sheet or the Word Wall. Integration Hints Read aloud Sylvester and the Magic Pebble by William Steig, or share it in the listening center. As an extension, students can write a short story about their own imaginary magic pebble. Pebbles, Sand and Silt Page 8

9 Science Notebook Helper Students add date, focus question, and prediction. Students can draw/write about the investigation. Assessment Opportunities Teacher observations and science notebook entries. Are students sorting beyond color? Pebbles, Sand and Silt Page 9

10 Lesson 4 Investigation 1, Part 4: Sorting Games Students use sorting mats to play sorting games with the river rocks. *The sorting mats are available as blackline masters in the Teacher Guide. You might consider laminating the mats for durability and future use. Clarifying Objectives 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils and water that make them useful in different ways. Focus Question How many ways can you sort river rocks? Activity Introduce the two-sided sorting mats to the students. Introduce and demonstrate the rock sorting games listed in Investigation 1, part 4 of the Foss Teacher s Guide. Circulate the classroom and ask students to explain how they have sorted the rocks. Add new words to the word wall and new concepts to the content chart. Guiding Questions What ways did you sort the rocks? What new ways did you sort your rocks? Science Content Words Use science words acquired in previous lessons. Include words that the children use to describe their rocks. Integration Hints - Read aloud Sylvester and the Magic Pebble by William Steig, or share it in the listening center. As an extension, students can write a short story about their own imaginary magic pebble - Students can create a Geologist Tool Kit directions are found at the end of the Investigation 1 Folio of the Teacher Guide. Science Notebook Helper Students add date and focus question. Students record different ways they sorted the rocks. Assessment Opportunities: Teacher observation. Check for sorting skills. Pebbles, Sand and Silt Page 10

11 Lesson 5 Investigation 1, Part 5: Start a Rock Collection Students start to organize a classroom rock collection. *Plan to take students outside so they can collect a few rocks from the school grounds or ask children to bring a few rocks from home. Clarifying Objectives 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils and water that make them useful in different ways. Focus Question What rocks can we find around us? Activity Record students ideas on a chart labeled Where to Look for Rocks". Guide students on a field trip around the school yard to collect rocks/ or bring several rocks from home. Show students where to display the rocks they bring to the class. Direct students to investigate the different properties of the rocks found. Guiding Questions Where might we display rocks that we bring to the classroom? How might we organize the rock display? What are the properties of the rocks you collected or brought from home? Science Content Words Use words from previous lessons and be sure to incorporate any new words students use to describe rocks. Integration Hints - Make a pet rock. - Share Exploring Rocks and Colorful Rocks from FOSS Science Stories: Pebbles, Sand, and Silt. Science Notebook Helper Students include date, focus question, and prediction. Students record different rocks found on walk or rocks brought from home. Assessment Opportunities Teacher observation and science notebook entries. Are students describing rocks by properties such as color, shape, size, and texture? Pebbles, Sand and Silt Page 11

12 Lesson 6 Investigation 2, Part 1: Screening River Rocks Students separate a river rock mixture, using a set of three screens. At the end of the separation, students discover they have five sizes of Earth materials: large pebbles, small pebbles, large gravel, small gravel, and sand. * Before doing this lesson, you might have students practice folding a paper plate (that is holding large math manipulatives) in half and funneling/pouring the contents back into the math tubs. Clarifying Objectives 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils and water that make them useful in different ways. Focus Question How can river rocks be sorted by size? Activity Distribute materials to each pair of students. Direct students to divide the mixture between two paper plates and observe. Demonstrate how to fold a paper plate in half to funnel the rock mixture into the cup. Demonstrate the screening process then distribute the large-mesh screen. Allow time for students to screen. Lead a discussion about the screening process then introduce the medium and small-mesh screens. Distribute the medium and smallmesh screens and allow time for students to engage in the screen process. Prompt students to use all three screens again. Introduce the names for rock sizes, add new words to the word wall, and new content to the content chart. Guiding Questions How could we separate our rock mixture? How could we use this screen to separate the rock mixture? What happened to the rock mixture that was too large to go through the screen? Where do the rocks go that are smaller than the screen holes? Here are two new screens one with medium holes and one with little holes. Can you use these screens to separate the rock mixture into more sizes? How many sizes of rock do we have now? Which screens did the smallest pieces go through? Which screens did the largest rocks go through? Were there any rocks that did not pass through any of the screens? Can you separate those large rocks into two groups by hand? Pebbles, Sand and Silt Page 12

13 Science Content Words: Use these words when teaching the lesson: -Sand -small gravel -large gravel -small pebbles -large pebbles -boulders -cobble -mixture -screen Integration Hints Students can write a how-to explaining how to sort rocks by size. Science Notebook Helper Students include date, focus question, and a prediction. Students record investigation using pictures/words. Assessment Opportunities - Teacher observation - Science notebook entries Are students using science content words as they label the various sizes of Earth materials? Pebbles, Sand and Silt Page 13

14 Lesson 7 Investigation 2, Part 2: River Rocks By Size Students use a sorting mat to reinforce the idea of grouping rocks based on size. *The sorting mat is available as a blackline master in the Teacher Guide. Clarifying Objectives 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils and water that make them useful in different ways. Focus Question How else can rocks be sorted by size? Activity Demonstrate how to use the "Sand, Gravel, and Pebbles" sheet to identify rock sizes. Direct students to choose a rock particle from the earth material mixture, and then check to see if it fits in the space on the recording sheet. Next, ask students to glue (optional) or draw the particle in the appropriate box. Circulate the classroom and challenge students to identify rock sizes you pull out of their cups. Challenge students to divide the pebbles into large and small pebbles and the gravel group into large and small gravel. Prompt students to divide the circles into two halves and label them. Lead class discussion about the investigation and add new words to word wall and new content to the content chart. Guiding Questions How was using the squares like using the screens for separating the rock sizes? Science Content Words -Sand -gravel -pebble -particle Pebbles, Sand and Silt Page 14

15 Science Notebook Helper - Students include the date, focus question, and a prediction. - Limit the number of particles students may use to glue in their notebook. Recording sheet may be glued or stapled into the science notebook. Assessment Opportunities Student sheet/ Teacher Observation Are students able to correctly sort the sizes of Earth materials? Pebbles, Sand and Silt Page 15

16 Lesson 8 Investigation 2, Part 3: Sand and Silt Students take a close look at sand and separate sand particles from silt particles, which are smaller than the sand, by mixing the sand with water and allowing the particles to settle. They observe that the sand settles to the bottom and the silt layer forms on top of the sand. *The vials containing the sand and water mixture will need to be left undisturbed for about a day before students observe the layers. Provide some time the next day for observation. Clarifying Objectives 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils and water that make them useful in different ways. Focus Questions What is sand? What is silt? Activity Prompt students to observe the sand carefully and describe how the sand looks, feels, and sounds. After exploring the sand for about 5 minutes, demonstrate how to use a paper plate to hold the sand while it is gently shaken back and forth. Circulate the classroom and point out how the sand is separating. Direct students to place a pinch of sand in the vial and observe the particles with a hand lens. Have students return to the carpet and describe what they noticed about the sand. Add new words to the word wall. Have students predict what might happen if sand and water are mixed. Demonstrate using the paper plate as a funnel to return the sand to the vials. Direct students to add water to the sand in the vial and observe, then shake. Let it stand overnight and observe the mixture tomorrow. Guiding Questions Are the sand particles all the same size? What do the sand particles look like? What happened to the water that was poured on the sand? I filled the vial to the top with water. What happened to the water level? What happened to the sand and water when you shook the vial? Was the water clear after you shook the vial? Why not? The next day What do you see in the vials? How many layers do you see? Where is the sand? What do you see on top of the sand? Is there an earth material that is smaller than sand? What is it? What did you do to find the silt? Pebbles, Sand and Silt Page 16

17 The next day, direct students to observe the settled sand and the layer of silt that has formed on top of the sand. Introduce silt, have the students label the layers, and feel the silt. Science Content Words -Sand -silt -particle Integration Hints - Share The Story of Sand from FOSS Science Stories: Pebbles, Sand, and Silt. - Share aloud Tommie depoala s Quicksand. Science Notebook Helper Students include date, focus question, and a prediction. Students record observations from the investigation using pictures and words. Assessment Opportunities Students correctly label the layers they observe in the vial. Label the layers: sand, silt, water, and air. Pebbles, Sand and Silt Page 17

18 Lesson 9 Investigation 2, Part 4: Exploring Clay Students investigate the properties of very small rock particles, clay. *The vials containing the clay and water mixture will need to be left undisturbed Clarifying Objectives 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils and water that make them useful in different ways. Focus Question Is there an earth material smaller than silt? Activity Distribute materials and allow students to explore the clay for about 5 minutes. Have children return to the rug and ask questions about their observations of the earth material. Confirm that the earth material is clay. Demonstrate dividing the clay. The larger ball will sit in the open plastic cup overnight and the smaller ball will be placed in a vial with water. Ask students what they think will happen when if they put the small ball of clay in a vial with water. Demonstrate the procedure of putting clay and water in the vial. Let the vials sit overnight. The next day have students observe the dry clay and the vials of clay and water. Lead a class discussion comparing the investigations with sand and clay. Add new words to the word wall and new concepts to the content chart. Guiding Questions What is this material called? What is special about this material? What can you do with it? What s happening to your hands as you work with this material? Which is the smallest size of rock we ve worked with so far? What s happening to the clay? Is the water changing? The next day What was the same in both vials? What was different in the two vials? Science Content Words -clay Pebbles, Sand and Silt Page 18

19 Integration Hints Math extensions available in the Teacher Guide: Graph rock data, Student Sheet # 16. and Shop for Rocks #17. Music: place gravel, sand, and pebbles in opaque vials such as film canisters or plastic eggs. Compare the sounds that they make when they are shaken. Social Studies: Visit a rock quarry. Science Notebook Helper Students add date, focus question, and a prediction. Students can draw/write about the investigation. Students draw layers and label. Are students using science content words as they label their drawings or explaining their investigation? Assessment Opportunities - A Bottle Drawing assessment is available in the Teacher Guide. Students would need the experience observing the vial of sand and water to be successful with the assessment opportunity. - Are students using science content words as they label their drawings or explaining their investigation? Pebbles, Sand and Silt Page 19

20 Lesson 10 Investigation 3, Part 1: Rocks in Use Students learn how people use rocks as natural resources to construct objects and to make useful materials. They start by looking outside the school building for places where Earth materials can be found naturally or as building materials. *Plan to take students outside to explore how Earth materials are used around the school. Clarifying Objectives 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils and water that make them useful in different ways. Focus Question How do people use earth materials? Activity Tell students we are going around the schoolyard/playground to look for as many places as possible where we can find these materials. Discuss students observations while walking. Prompt students to observe, identify, and compare the sizes of rocks they see. Return to the classroom and go through the list of rock sizes on the board. Invite students to share where they found each material. Record the places where students discovered the materials. Add new words to the word wall and new concepts to the content chart. Guiding Questions Guide students to see examples of pebbles, gravel, sand, silt, and clay around the school grounds. Science Content Words -Asphalt -cement -concrete -brick -glass -shale -stone Pebbles, Sand and Silt Page 20

21 Integration Hints - Share Rocks Move from FOSS Science Stories: Pebbles, Sand, and Silt. - Invite students to search around their homes for ways Earth materials are used there: sidewalks, bricks, clay pots, clay cookware, etc. Science Notebook Helper - Students add date, focus question, and a prediction. Students can draw/write about their exploration of the school grounds. - Consider taking digital photos of Earth materials in use for students to include in their science notebooks. Assessment Opportunities Teacher observation and science notebook entries Are students describing the properties of Earth materials they observe? Are they using science content words to describe the Earth material or its size? Pebbles, Sand and Silt Page 21

22 Lesson 11- Investigation 3, Part 2: Looking at Sandpaper Students observe sandpaper and compare it to sand. They make and compare rubbings of three grades of sandpaper, noticing different size particles. Clarifying Objectives 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils and water that make them useful in different ways. Focus Question What are the properties of sandpaper? Activity Allow students to observe sand on paper plates using hand lenses and loupes. Distribute one piece of each grade of sandpaper to each student. Encourage students to rub their fingers gently over the paper and the hand lens to get a closer view. Explain that each piece of sandpaper has different textures. Demonstrate how to make a rubbing of each piece of sandpaper. Have students label the rubbings. Have students challenge each other to identify the type of sandpaper with their eyes close. Prompt students to gently rub two pieces of sandpaper together over white paper to see what comes off. Encourage students to view the particles with a magnifier. Add new words to the word wall and new concepts to the content chart. Guiding Questions What is sand made of? Is sand smaller or larger than gravel? Is sand smaller or larger than silt or clay? How is sand like clay? How is it different? What is different about each paper? What is sandpaper made from? Why do you think people use coarse, medium, or fine sandpapers? Science Content Words -Texture -Fine -medium -coarse -sandpaper Pebbles, Sand and Silt Page 22

23 Integration Hints Art: Students make sandpaper rubbings or use sandpaper to sand some wood to make it smooth. Science Notebook Helper Students add date, focus question, and a prediction. Students can draw/write about the investigation. Students might want to add sandpaper rubbings to their notebooks as a way to collect data from this investigation. Assessment Opportunities Teacher observations and science notebook entries Are students noticing the various size of sand particles? Pebbles, Sand and Silt Page 23

24 Lesson 12 Investigation 3, Part 3: Sand Sculptures Students mix sand with a cornstarch matrix to make durable sand sculptures. *The matrix needs to be prepared in advance. It will keep up to a week refrigerated in a sealed container. Don t use the unwashed sand in this kit for this lesson. You will need washed sand, such as play sand available at garden supply or home improvement stores. Prepare a place for students Clarifying Objective 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils and water that make them useful in different ways. Focus Question What are different ways sand can be used? Activity Distribute materials and add a spoonful of matrix on top of the sand on each plate. Model for the class how to mix the sand and the matrix completely. Invite students to begin molding and making sculptures. Direct students to add their names to the paper plate and carefully move their sculptures to the drying location. Guiding Questions What is sand made of? Is sand smaller or larger than gravel? Is sand smaller or larger than silt or clay? How is sand like clay? How is it different? Science Content Words -Matrix -sculpture Integration Hints - Art Lesson: Color sand with food coloring and students can make sand paintings. - Read the book the Castle Builder and have students create sand sculptures out of torn manilla paper. - Check with the Art Specialist at your school is he/she willing to cover this lesson in an art class? Science Notebook Helper Students add date, focus question, and prediction. Students can draw/write about the investigation. Assessment Opportunities Anecdotal Notes, conferencing with students as they work. Pebbles, Sand and Silt Page 24

25 Lesson 13 Investigation 3, Part 4: Clay Beads Students use clay to make beads or something decorative, which they later paint and keep as a memento of their investigation of clay. *Be sure to use real Earth clay for this lesson, not modeling clay or dough clay. Straws can be cut so each student has a third of a straw to create a hole in the clay bead. Check with the Art Specialist at your school. Is he/she willing to cover this lesson in art class and fire clay projects in a kiln? Clarifying Objective 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils and water that make them useful in different ways. Focus Question What can be made with clay? Activity Discuss and demonstrate some clay techniques with the students such as dipping a finger in water to smooth out cracks, poking a short piece of straw through the clay and leaving it until the clay dries, and using a pencil to carve lines and designs on the clay. Distribute materials to each student. Have students write their names on a piece of paper for a label and direct them to take their bead and label to the drying area in the classroom. At the end of the activity, lead a class discussion and add new words to the word wall and new concepts to the content chart. A few days later (depending on humidity), the clay should harden. When the clay is dry, have students paint their creations. Let the paint dry overnight. Next, have students thread a piece of yarn through the finished project to make a necklace. Guiding Questions How are the sand and clay sculptures different? Science Content Words -bead -harden Pebbles, Sand and Silt Page 25

26 Integration Hints Art Lesson- Students create different things out of clay. (This would be a great activity for the art specialist to do with the students.) Science Notebook Helper - Students add date, focus question, and prediction. Students can draw/write about the investigation. - Students may sketch different variations of how they will paint their finished bead. Assessment Opportunities Anecdotal Notes, conferencing with students as they work. Pebbles, Sand and Silt Page 26

27 Lesson 14 Investigation 3, Part 5: Making Bricks Students make adobe clay bricks with a mixture of clay soil, dry grass or weeds, and water. After the bricks dry, they can be used to build a class wall. *This investigation is messy! It is best done outdoors with the support of an assistant or adult volunteers. Provide loaf pans (one for each pair of students) to create large bricks. Consider scaling down the size of the brick and making mini bricks in ice cube trays. You might consider using small, cardboard milk containers (from the cafeteria) that have been rinsed and dried. Clarifying Objectives 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils and water that make them useful in different ways. Focus Question How are bricks made? Activity Invite students to rub some clay soil between their wet fingers. Explain that the soil has a lot of clay. Have students help prepare the mud by mixing the mixture with their hands. When the mud is ready, distribute loaf pans for students to mold their bricks. Direct students to move the pans to a warm, dry location to dry. A week later: The bricks will need at least a week to dry thoroughly. Have students stack their bricks together in a wall or some other construction. Wrap up the investigation by adding new words to the word wall and new concepts to the content chart. Guiding Questions Why do you think we need material with lots of clay for making bricks? Why is clay a good material for making bricks? Science Content Words -brick -adobe -grass -weeds Pebbles, Sand and Silt Page 27

28 Integration Hints - Share Making Things with Rocks from FOSS Science Stories: Pebbles, Sand, and Silt. - Research animal homes made out of earth materials. - Students can write How To Make a Brick. Science Notebook Helper Students add date, focus question, and a prediction. Students can draw/write about the investigation. Consider taking photos of the step by step procedures for students to paste in their notebooks. Assessment Opportunities Anecdotal Notes, conferencing with students as they work. Pebbles, Sand and Silt Page 28

29 Lesson 15 Investigation 4, Part 1: Homemade Soil Students put together and take apart soils. They are introduced to humus, an important soil ingredient. They mix together homemade soil containing sand, gravel, pebbles, and humus. They shake some of the soil on a paper plate and observe what happens. They use screens to separate the homemade soil. They shake soil and water together in a vial and draw their observations. *This investigation should be spread out over two class sessions. Save the vials or take pictures of them for comparison with vials of soil samples in Lesson 17! Clarifying Objectives 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils and water that make them useful in different ways. 1.E.2.2 Compare the properties of soil samples from different places relating to their capacity to retain water, nourish and support the growth of certain plants. Focus Question What s in soil? Activity Distribute a bag of humus to each pair of students. Direct students to observe the contents. Prompt students to describe the appearance, texture, and smell of the material. Tell them it is called humus. Without using the word soil, tell students you have a recipe for an earth material that includes humus. Hold up each ingredient and add it to the basin. Invite each student to add some of their humus to the mixture. Stir. Introduce the word soil by telling students the mixture just made is called soil. Explain how to separate soil by shaking it on a paper plate, just like the sand. Circulate the classroom and ask students to describe what happens when they shake the soil. Discuss their success at using the shaking method to separate the soil. Prompt students to think about other Guiding Questions Were you able to separate the soil with the screens? What parts of the soil could you separate out with the screens? Where did the humus end up? Why? What do the large pieces of humus look like? The small pieces? What is humus made from? What is soil? What is the best way to separate the parts of soil? Pebbles, Sand and Silt Page 29

30 ways to separate the soil. Suggest screens and review how to use them. Call for attention, invite students to carpet, and discuss what happened with the screening. Suggest adding water to aid soil separation. Distribute vials and caps. Direct students to place the vials in the storage location so the vial will be undisturbed overnight. The next day, review the homemade soil and the methods used to separate the soil. Direct students to observe their vials and record what they see. Lead a class discussion for students to share what they observed. Add new words to the word wall and new concepts to the content chart. Science Content Words -humus -soil -decay Integration Hints - Students write a how-to about making soil. Science Notebook Helper Students add date, focus question, and a prediction. Students can draw/write about the investigation. Assessment Opportunities Observe student s skills at using plates, screens, and vials for separating soil. Be sure students refer to it as soil rather than dirt. Pebbles, Sand and Silt Page 30

31 Lesson 16 Investigation 4, Part 2: Soil Search Students go on a schoolyard field trip to collect soil sample. They try to find soil in as many places as possible: next to sidewalks, near trees, and in landscaped areas. *Try to find soil samples that vary in color and texture. You might give students a zip bag with the assignment to return soil from home or a place near home. Plan to display the soil samples in the classroom so students can see and touch them for observation. Clarifying Objectives 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils and water that make them useful in different ways. 1.E.2.2 Compare the properties of soil samples from different places relating to their capacity to retain water, nourish and support the growth of certain plants. Focus Question Are all soils the same? Activity Students go on a schoolyard field trip to collect soil samples. They try to find soil in as many places as possible: next to sidewalks, near trees, and in landscaped areas. Help students label the sample with the location in which it was found. Lead a discussion about the soil samples and add new words and content to class charts. Guiding Questions What color is your soil sample? Were all the soil samples 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 the soils? Which animals might you have found when collecting a soil sample? [earthworms, isopods, ants] Science Content Words -Clay -humus -soil -sand -rocks -gravel -silt Pebbles, Sand and Silt Page 31

32 Integration Hints - Share What s In Soil? from FOSS Science Stories: Pebbles, Sand, and Silt. - Set up a screening and magnification station for students to further investigate soil samples through screening and observe the samples with a hand lens. Science Notebook Helper - Students add date, focus question, and a prediction. Students can draw/write about the investigation. They may want to place a very small amount of their soil samples under clear tape as an artifact. - Consider taking photographs of students collecting soil samples in various places. Assessment Opportunities Teacher observations and science notebook entries. Are students describing the properties of soil? Are they using the word soil instead of dirt? Pebbles, Sand and Silt Page 32

33 Lesson 17 Investigation 4, Part 3: Studying Local Soil Students study their schoolyard (or home) soil samples. They shake some of the soil with water in vials and draw the results. They compare the vials and drawings of their samples with the vials and drawings of homemade soil. *This investigation will need to be spread over two class sessions. Clarifying Objectives 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils and water that make them useful in different ways. 1.E.2.2 Compare the properties of soil samples from different places relating to their capacity to retain water, nourish and support the growth of certain plants. Focus Question How are the soil samples different? Activity Students study their schoolyard soil samples. They shake some of their soil with water in vials and draw the results. The next day: They compare the vials and drawings of their schoolyard samples with the vials and drawings of their homemade soil. Guiding Questions How are the soils different from each other? How are all the soils alike? Science Content Words -alike -different -amount Integration Hints - Share Testing Soil and Fossils from FOSS Science Stories: Pebbles, Sand, and Silt. - You might set up an observation station of planting some radish seeds in a cup of sand and some in a cup of soil. Students can visit the observation station to record the results and discuss their findings: Which Earth material better supports the growth of radish seeds? - Science Notebook Helper Students add date, focus question, and a prediction. Students can draw/write about the investigation. Pebbles, Sand and Silt Page 33

34 Assessment Opportunities - Students draw and label their observations. - Are students utilizing vocabulary they have acquired throughout the unit? Pebbles, Sand and Silt Page 34