Kindergarten Unit Two
My Earth
TLW identify earth materials that occur in nature (rocks, sand, soil and water).
(Gist: Earth Materials)
Enduring Understanding(s)
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Earth's materials have different properties.
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Soil is composed of once living and never living materials.

The Earth is made of rocks, sand, soil, and water.
Essential Questions



What are Earth materials?
What are the materials in soil?
What are the properties of Earth materials?
New Vocabulary
hand lens
measurement
rock
sand
soil
water
Concepts & Information
Earth is made up of water and land.
Earth’s surface is made up of rocks, soil, air, and water.
Rocks can be sorted by the properties of size, mass, color, if they have layers, and grain. (The
grain of rocks is determined by the size (not feel) of crystals or particles. Big particles indicate a
course grain; small particles indicate a fine grain. However, grain is not a property that students
are expected to master. It is a concept which may be introduced if students indicate an interest.
Sandstone is made up of compressed grains of sand).
Rocks are broken down into soil by wind, water and ice. Decayed plant and animal matter
(humus) is the other part of soil. Soil is a natural resource, a useful material from the Earth. The
most important thing about soil is that plants can grow in it. Without plants, life as we know it
would not exist. Soil is a very important resource that takes many years to form.
Early learners are naturally curious about the objects in their environment - soil, rocks, water,
sand, rain, and so on. Children are fascinated by the properties of soil and water at an early age
as they make mud pies and observe plants around their home and school. Kindergarteners may
enter school with an idea that the Earth is made up of soil, rocks, pebbles, sand, water and
living things. They should be encouraged to closely observe materials found on Earth and begin
to describe their properties. The essential learning in earth science for the kindergarten student
is to be able to identify different earth materials and recognize the earth materials necessary to
grow plants, linking the common thread of understanding in life science and earth science. The
importance of earth materials (air, water, and soil) in plant growth can be seen in home
gardening projects or visits to a farm.
Lesson Ideas:
1. TLW collaboratively brainstorm the question, "From what is the Earth made?"
CCSS/CE(s): S.IP.00.16; S.RS.00.11; E.SE.00.11;
Rocks, soil, air, and water make up the Earth.
Engage student thinking by finding evidence that the Earth is made up of water and land. Use
an inflatable globe and toss the globe to each student. Have students tell if their thumbs landed
on land or water. Collect class data using tally marks.
2. TLW investigate properties of Earth materials and sort rocks and soils into groups.
CCSS/CE(s): E.SE.00.11; S.IA.00.12; S.IA.00.13; S.IA.00.14; S.IP.00.11; S.IP.00.12;
S.IP.00.13; S.IP.00.16; S.RS.00.11;
(Resource: Sorting Soils; Sandpaper Activity)
AIMS Primarily Earth, 2006, "Sandpile" activity. p. 63
Students will collect rocks or go on a rock hunt and bring them to class, observe selected
properties (size, heavy or light, color, size of particles) of rocks and soil, and sort into groups.
Use a hand lens for some of the observations and a balance scale for comparisons. Soil
classification charts may be used. Students use observations of class rock collections to
generate questions about earth materials. The teacher records the questions on a class chart
for future reference.
Students plan and conduct investigations to separate mixtures of sand, soil and rocks using a
variety of materials (sieve, water, funnels, coffee filters, screens).
Students use observations from investigations to share their findings and describe sand, soil
and rock. Students define the terms using their own descriptions and vocabulary at this time.
they may keep journals of their investigations.
Students may begin to develop strategies for gathering information about earth materials by
looking at picture books and videos. Students at this age need to see large examples of earth
materials such as boulders, lakes, rivers, deserts, and beaches.
Students use pictures to sequence observation of rocks and soil such as from dark to light
(color), small to large (size), etc.
Students identify earth materials in pictures of different landscapes (desert, forest, beach, etc.)
and classify them as soil, rocks, sand or water.
Students identify once living materials in soil samples and describe ways that they are different
from living things.
Students predict which earth material would be best for plant growth.
Students plan and conduct plant growth investigations in different earth materials (sand, soil,
water). Observations should consist of simple descriptions using student vocabulary.
Students may gather soils or they may be ordered through:
Earth Science Educator's Supply, P.O. Box 503, Lees Summit, MO 64063, (816) 524-5635
or
Great Lakes Geo-Science (616) 794-3339 or e-mail at tchozes@pathwaynet.com
3. TLW explain that Earth materials have the ability to absorb water. CCSS/CE(s):
S.IA.00.12; S.IA.00.13; S.IP.00.11; S.IP.00.13; S.IP.00.14; S.IP.00.15; S.IP.00.16; S.RS.00.11;
E.SE.00.11;
Students plan and conduct investigations on the properties of sand, soil and rocks such as the
ability to absorb water. Students may make accurate measurements with appropriate (nonstandard) units of different earth materials and water.
Students describe and compare the results when water is mixed with different earth materials
and communicate their findings.