FOSS Pebbles Sand and Silt Unit Plan
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.
2.
3.
4.
How are various materials on Earth similar and different?
How do the properties of various materials on Earth affect the way we can use them?
How does soil differ from different places?
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
1
Language Objectives
Academic vocabulary
basalt
different
group
river
same
shiny
smooth
texture
Investigation 1
color
dull
large
rock
scoria
size
sort
tuff
crystals
dust
pointed
rough
shape
small
stripes
Investigation 2
clay
particle
screen
cobble
pebble
silt
concrete
fine
Investigation 3
course
medium
engineer
sandpaper
humus
Investigation 4
soil
Apuntado
Brilliante
Cristales
Forma
Liso
Mismo
Polvo
Textura
Spanish vocabulary
Investigación 1
Áspero
Clasificar
Diferente
Grande
Lista/Rayas
Pequeño
Río
Toba
boulder
gravel
sand
vial
Adoquín
Filtro
Grava
Peñasco/Piedra grande
Investigaciòn 2
Arcilla
Frasco
Limo
Basalto
Color
Escoria
Grupo
Mate/Deslucido
Piedra/Roca
Tamaño
Arena
Guijarro
Partícula
2
Investigaciòn 3 & 4
Fino
Humus/Mantillo
Papel de lija
Grueso
Ingeniero
Tierra
Hormigón
Medio
3
Assessment Evidence
Pre/post assessment
Science notebook entries
Informal observation and discussion
Materials and Resources
Materials
Online Resources
 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
4
FOSS Pebbles Sand and Silt Unit
Investigation 1
Session
Content Objectives
1
Pre-assessment

Students will complete the preassessment.
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.

3
4
1.a
Three Rocks
 Observe rocks
 Rub rocks together to make rock
dust
 Draw observations and collect
rock dust samples
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 will make and record
accurate observations of rocks.
Students will explore properties of
three different rocks.
Students make predictions about
rocks based on what they know.
Students record and report
observations about what happens
when rocks are placed in water.
Language Objectives
 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.
 Use descriptive words to describe
rocks.


Use a sentence frame to orally
express a prediction.
Use a sentence frame to write a
prediction.
5
5
1.a
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.
6
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
Pebbles Sand and Silt pre/post
assessment
Students will need
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?
1.1
7
Pre/Post Assessment
Pebbles, Sand and Silt
Name: ___________________________
1. Write the words in the blanks in order of size from smallest to
largest.
1.1.a
______clay__________________
gravel
____________________________
pebbles
____________________________
silt
____________________________
sand
____________________________
clay
____________________________
boulders
____________________________
cobbles
8
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
1.1.b
9
3. Circle the words below that name things that can make up soil.
Pencil
Silt
Sand
Shoes
Boulders
Humus
4. What things can happen when rocks and water are together?
____________________________________________________________________________
_________________________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
1.1.c
10
Pre/Post Assessment
Pebbles, Sand and Silt
Name: ___________________________
1. Write the words in the blanks in order of size from smallest to largest.
1.1.d
clay
gravel
silt
pebbles
sand
silt
gravel
sand
pebbles
clay
cobbles
boulders
boulders
cobbles
11
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
gravel
_________________________________________________________
pebbles
_________________________________________________________
silt
_________________________________________________________
sand
_________________________________________________________
clay
_________________________________________________________
boulders _________________________________________________________
cobbles
_________________________________________________________
3. Circle the words below that name things that can make up soil.
1.1.e
sand
pencil
silt
shoes
humus
boulders
12
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.
1.1.f
13
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
Table of Contents**
Student science notebooks
Science notebooks to distribute
Glossary**
Pencil
Items from kit for kit inventory
**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:

1.2
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.)
14

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.
1.2
15
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)
1.2
T
a
b
l
e
16
Pebbles Sand and Silt
Table of Contents
Investigation 1: First Rocks
Date
Entry
Glossary
1.2.a
Pebbles Sand and Silt
Table of Contents
Investigation 1: First Rocks
Page No.
Date
Entry
Page No.
Glossary
17
Pebbles Sand and Silt
Table of Contents
Investigation 1: First Rocks
Date
Entry
Pebbles Sand and Silt
Table of Contents
Investigation 1: First Rocks
Page No.
Date
Entry
Glossary
Glossary
Observation of 3 Rocks
Observation of 3 Rocks
Rocks in Water Prediction
Rocks in Water Prediction
Rocks in Water Observation
Rocks in Water Observation
River Rock Reflection
River Rock Reflection
Page No.
1.2.b
18
Glossary
Glossary
Word
1.2.c
Picture
Word
Picture
19
Glossary
Word
Picture
Glossary
Word
Rock
Size
Basalt
Texture
Scoria
Rough
Tuff
Smooth
Picture
Color
Shape
1.2.d
20
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:
1.2.e
Draw a picture:
Copy the word:
21
Draw a picture:
Draw a picture:
Copy the word:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Draw a picture:
Copy the word:
Copy the word:
1.2.f
22
Glossary – Investigation 1
Draw a picture:
Draw a picture:
Rock
Tuff
Copy the word:
Copy the word:
Draw a picture:
Draw a picture:
Basalt
Color
Copy the word:
Copy the word:
Draw a picture:
1.2.g
Draw a picture:
Scoria
Shape
Copy the word:
Copy the word:
23
Draw a picture:
Draw a picture:
Size
Smooth
Copy the word:
Copy the word:
Draw a picture:
Draw a picture:
Texture
Copy the word:
Copy the word:
Draw a picture:
Draw a picture:
Rough
Copy the word:
Copy the word:
1.2.h
24
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
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
Papers to copy and cut
Observation of Three Rocks
Students will need
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
1.3
25
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.

1.3
What happens when you rub two rocks together?
26



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.
1.3
27
Observation of Three Rocks
Date:______________________
1.3.a
Draw a picture of Rock 1.
Tape with some of the dust from Rock 1.
Draw a picture of Rock 2.
Tape with some of the dust from Rock 2.
Draw a picture of Rock 3.
Tape with some of the dust from Rock 3.
28
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) Rocks in Water Predictions
Student science
– 1 per student
Rocks in Water Observations notebooks
Liter Zipbags – 1 per student
Pencil
Plastic cups – 1 per student
Glossary: Basalt, Scoria, Tuff Glue or tape
Hand lenses – 1 per student
Crayons or colored
Paper towels – 1 per student
pencils
Pitcher of water – 1
Chart paper
Marker
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.
1.4
29
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?
1.4
30


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”.
1.4
31
1.4.a
Rocks in Water Prediction
Rocks in Water Prediction
Date:______________________
Date:______________________
I predict that when rocks are placed in water,
I predict that when rocks are placed in water,
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
I predict this because_________________
I predict this because_________________
___________________________________
___________________________________
___________________________________
___________________________________
32
Observation of Rocks in Water
Date:______________________
1.4.b
Draw a picture of basalt dry.
Draw a picture of basalt wet.
Draw a picture of scoria dry.
Draw a picture of scoria wet.
Draw a picture of tuff dry.
Draw a picture of tuff wet.
33
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 River Rock Reflection
Student science notebooks
students
Pencil
Liter Zipbags – 1 per pair of students
Glossary: Color, Shape, Glue or tape
Plastic cups – 1 per pair of students
Size, Texture, Rough,
Crayons or colored pencils
Hand lenses – 1 per student
Smooth
Paper towels – 1 per student
Pitcher of water – 1
Basin – 1
Book – Peter and the Rock - 1
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.
1.5
34
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,
size, stripes, crystals, texture, rough, smooth, pointed, large, small, dull, shiny,
group, same, different). Was anyone able to sort their rocks into two groups?
Three groups? Four groups? Choose one way that students sorted the rocks and
draw it on the white board or chart paper using a circle around each group of
rocks.
8. River Rock Reflection
Give each student a copy of the student sheet River Rock Reflection. Have
students glue or tape this into their notebooks. Model for students how to
update the table of contents with the title of the assignment and corresponding
page number. Ask students to complete the reflection. Circulate as students
complete it to assist.
Update the class science notebook with any added words, including “color”,
“shape”, “size”, “texture”, “rough”, “smooth”, etc. Have students update their
science notebooks as well.
1.5
35
River Rocks Reflection
Draw a picture of one way that you sorted
your rocks.
Date:______________________
Some of the ways we sorted rocks were by
_________________
_________________
_________________, and
_________________ .
1.5.a
36
FOSS Pebbles Sand and Silt Unit
Investigation 2
Session
1
Content Objectives
Screening River Rocks

Introduce river rock mixture

Create a focus question

Screening river rocks with the
large screen
2
3
Screening River Rocks with Three
Screens
 Use three screens to separate
rocks
 Complete student sheet
River Rocks by Size
 Use a sizing chart to sort rocks
into groups






4
2.a
Sand and Silt Part 1
 Make observations of dry sand
 Predict what will happen when
water is added


Language Objectives
Use a sentence frame to pose a
scientific focus question about rocks.
Students will ask questions about
river rocks.
Students will sort, group, and classify
river rocks based on size.
Students will use screens to separate
river rocks by size.
Students will sort, group, and classify  Identify the size of rock by its
river rocks based on size.
scientific name – pebble, gravel,
sand, using support from the word
Students will use screens to separate
wall.
river rocks by size.
Students will describe how different
sized screens can be used to separate
a mixture by size.
Students will sort, group, and classify
river rocks based on size.
Students will use a size chart to
separate river rocks by size.
Students will count and record the
number of particles in each size
category.
Students will sort, group, and classify
river rocks based on size.
Students will use a vial and water to
separate sand and silt.

Follow oral directions about how to
sort rocks.
Make a prediction using a sentence
frame about sand in water.
37
5
6
7
2.a
 Add water to sand
 Let sit overnight
Sand and Silt Part 2
 Observe vials left overnight
 Draw vials
 Introduce the term silt
Exploring Clay Part 1
 Make observations of clay balls
 Predict what will happen when
water is added
 Add water to clay
 Let sit overnight
Exploring Clay Part 2
 Observe clay balls left overnight
 Observe vials left overnight
 Draw vials
 Introduce the terms cobble and
boulder
 Order rock sizes






Students will sort, group, and classify
river rocks based on size.
Students will use a vial and water to
separate sand and silt.

Use descriptive language to discuss
observations.
Students will sort, group, and classify
river rocks based on size.
Students will use a vial and water to
explore clay.

Make a prediction using a sentence
frame about clay in water.
Students will sort, group, and classify
river rocks based on size.
Students will use a vial and water to
explore clay.

Place the names for different sizes of
rocks in order from smallest to
largest.
38
FOSS Pebbles Sand and Silt
Investigation 2: River Rocks
Session 1: Screening River Rocks



[40 min]
Students will ask questions about river rocks.
Students will sort, group, and classify river rocks based on size.
Students will use screens to separate river rocks by size.
Materials needed
Papers to copy and cut
Students will need
Large mesh screens– 1 per pair Focus Question – River Rocks
Student science notebooks
Containers, ¼ liter – 1 per pair
Pencil
Plastic cup containing rock
Glue or tape
mixture – 1 per pair
Paper plates – 2 per pair
Focus Question: How can we
Hand lenses – 2 per pair
separate river rocks by size?
Rock Mixture (see preparation)
Basins – 2
Metal spoon – 1
Whisk broom and dust pan – 1
Preparation: If you are the first person to use the kit, prepare the class rock mixture in
a basin. Use a ¼ liter container to measure: 2 containers each of sand, gravel (large
and small mixed), small pebbles, large pebbles. If the kit has been used before, look
for a large zip bag labeled “River Rock”. Each pair of students will need a plastic cup
half full of the rock mixture. Spoon the mixture into the cups ahead of time.
Separate the large mesh screens from the others because students will be using only
the large screens at first.
1. Introduce the rock mixture
Tell students, In this lesson, we will be observing a mixture of Earth materials
from a river. They are called river rocks.
Distribute the materials – one plastic cup half full of rock mixture, two paper
plates, and two hand lenses for each pair. Have students divide the mixture
between the two paper plates and observe for about 3 minutes. Have students
share out their observations with the class.
Ask students to return their rock mixtures to their cups. Demonstrate how to
fold a paper plate in half to funnel the rock mixture into the cup.
2. Introduce the idea of separating rocks by size
When the mixtures are back in the cups, tell students, When people build things
like highways, sidewalks, walls, and houses, they use rocks like this to construct
them. But in order to use the rocks, they have to separate them by size. Rocks
of different sizes are then used for different purposes. This investigation is
2.1.
39
going to be about the different sizes of river rocks and ways in which they can
be separated or sorted.
3. Focus Question
Tell students, For this investigation, we are going to come up with a good focus
question to address our problem.
What do people need to do in order to use rocks? (The rocks need to be
separated by size.)
Remember that a good focus question should not be able to be answered with
a simple yes or no. A lot of good focus questions start with the word “how”.
Write the sentence frame “How can_________?” on the board or chart paper.
Talk with a partner and see if you can come up with a good focus question for
our investigation that begins with “How can..?”
Give students a few minutes to discuss, then chart their answers on the board.
At least some students should come up with the focus question:
How can we separate river rocks by size?
Give each student a Focus Question – River Rocks student sheet, and ask them to
glue or tape it into their notebook. Have students complete the focus question.
Model for students how to update the table of contents with the title of the
assignment and corresponding page number under the document camera.
4. Introduce the first screen
After students have completed their focus questions, show them the large-mesh
screen. Ask students, How could we use this screen to separate the rock
mixture?
Demonstrate how to put a paper plate under a ¼ liter container and put a screen
on top of the container. Tell students they will have to take turns using the
screen. Distribute one large-mesh screen and two ¼ liter containers to each pair.
Allow about 5 minutes for screening.
Briefly discuss with students still at their tables
 What happened to the rock mixture that was too large to go through
the screen? [It stayed on top of the screen]
 Where do the rocks go that are smaller than the screen holes? [They go
into the container]
2.1
40
5. Wrap up
If you have an extended block of time, you may want to go right into Session 2.
If you need a break, this is a good time to clean up materials, then return to
screening later
2.1
41
Pebbles Sand and Silt
Table of Contents
Investigation 2: River Rocks
Date
2.1.a
Entry
Pebbles Sand and Silt
Table of Contents
Investigation 2: River Rocks
Page No.
Date
Entry
Page No.
42
Pebbles Sand and Silt
Table of Contents
Investigation 2: River Rocks
Date
2.1.b
Entry
Pebbles Sand and Silt
Table of Contents
Investigation 2: River Rocks
Page No.
Date
Entry
Glossary
Glossary
Focus Question: River Rocks
Focus Question: River Rocks
Rock Labels
Rock Labels
Using Screens
Using Screens
Sand Gravel Pebbles
Sand Gravel Pebbles
Sand Drawings
Sand Drawings
Clay Drawings
Clay Drawings
Page No.
43
Glossary
Glossary
Word
2.1.c
Picture
Word
Picture
44
Glossary Inv.2
Word
Picture
Glossary Inv.2
Word
Pebbles
Cobbles
Gravel
Boulders
Picture
Sand
Particle
Silt
Clay
2.1.d
45
Glossary – Investigation 2
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:
2.1.e
Draw a picture:
Copy the word:
46
Draw a picture:
Draw a picture:
Copy the word:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Draw a picture:
Copy the word:
Copy the word:
2.1.f
47
Glossary – Investigation 2
Draw a picture:
Draw a picture:
Pebbles
Particle
Copy the word:
Copy the word:
Draw a picture:
Draw a picture:
Gravel
Silt
Copy the word:
Copy the word:
Draw a picture:
2.1.g
Draw a picture:
Sand
Clay
Copy the word:
Copy the word:
48
Draw a picture:
Draw a picture:
Cobbles
Copy the word:
Copy the word:
Draw a picture:
Draw a picture:
Boulders
Copy the word:
Copy the word:
Draw a picture:
Draw a picture:
Copy the word:
Copy the word:
2.1.h
49
2.1.i
Focus Question – River Rocks
Focus Question – River Rocks
Date:______________________
Date:______________________
How can….
How can….
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
__________________________________?
__________________________________?
50
FOSS Pebbles Sand and Silt
Investigation 2: River Rocks
Session 2: Screening River Rocks with Three Screens



[40 min]
Students will sort, group, and classify river rocks based on size.
Students will use screens to separate river rocks by size.
Students will describe how different sized screens can be used to separate a mixture by size.
Materials needed
Papers to copy and cut
Students will need
Set of three screens (small, medium,
Rock Size Labels
Student science
large mesh) – 1 per pair
Using Screens
notebooks
Containers, ¼ liter – 1 per pair
Pencil
Plastic cup containing rock mixture – 1
Glue or tape
per pair
Glossary: Pebbles, Gravel,
Paper plates – 2 per pair
Sand
Hand lenses – 2 per pair
Rock Mixture (see preparation)
Basins – 2
Metal spoon – 1
Whisk broom and dust pan – 1
Preparation: If you are the first person to use the kit, prepare the class rock mixture in
a basin. Use a ¼ liter container to measure: 2 containers each of sand, gravel (large
and small mixed), small pebbles, large pebbles. If the kit has been used before, look
for a large zip bag labeled “River Rock”. Each pair of students will need a plastic cup
half full of the rock mixture. Spoon the mixture into the cups ahead of time.
1. Introduction of materials
With students at their tables, review Session 1 and get out materials. Show
students the medium- and small- mesh screens. Compare them to the large
screen.
Here are two new screens. This one has medium holes, and this one has little
holes. Can you use these screens to separate the rock mixture into more sizes?
Distribute the medium- and small- mesh screens and two more ¼ liter containers
to each pair. Let students work unguided. They may be very unsystematic in
their efforts to separate the mixture, so allow them the time for exploration.
2. Demonstrate using three screens together
Call students to the rug. Demonstrate the screening procedure while talking
through what you are doing.
a. Place the large-mesh screen on a ¼ liter container on top of a paper
plate. Sift the rock mixture through the screen onto the plate. Pour the
material on top of the screen into an empty container.
2.2
51
b. Place the medium-mesh screen on another container and repeat the
sifting process with the material that passed through the large-mesh
screen.
c. Follow the same procedure for the small-mesh screen.
Ask students,
 How many sizes of rock do we have now? [Four]
 Which screens did the smallest pieces go through? [All three screens]
 Which screens did the largest rocks go through? [None]
4. Students use all three screens
Challenge students to use the three screens to separate the rock mixture into
four containers. Have getters distribute the screens. This separation will result in
large and small pebbles in one container, large gravel in another, small gravel in
a third, and sand in the last container. Allow ten minutes.
5. Separate large and small pebbles
As students work, go from group to group. As you see a group successfully
separate the mixture, ask the group,


Were there any rocks that did not pass through any of the screens?
Can you separate those large rocks into two groups by hand?
Encourage students to separate the largest rocks into two groups, using the cup
for the largest size. Ask them to put the rock groups (containers) in order by size.
6. Introduce names for rocks
Call students to the rug. For demonstration, borrow a set of containers from one
pair. Tell students that scientists have names for the different rock sizes. As you
identify the sizes, place the appropriate label in the container. Tell students,
The largest rocks you separated are pebbles. There are two sizes of pebbles in
this mixture, large pebbles and small pebbles.
Gravel is smaller than pebbles. You have two sizes of gravel, small and large.
The smallest size is sand.
7. Label rock sizes
Add “pebble”, “gravel” and “sand” to the word wall. Distribute a set of five
labels from the student sheet Rock Labels to each pair of students. Ask them to
return to their tables and put the labels in the container with the rocks of that
size. Move from group to group, reviewing their work.
2.2
52
8. Clean-up
Put away materials in their original containers and sweep up.
9. CLOZE activity
After the materials are put away, give each student a copy of the Using Screens
student sheet and have them tape or glue it into their notebook. Have students
complete the sentences using words from the word bank. Model for students
how to update the table of contents in the science notebook, adding the
corresponding page number. Additionally, add the glossary words “pebble”,
“gravel” and “sand” to the glossary in the class science notebook and have
students do the same in their own science notebooks.
2.2
53
2.2.a
sand
sand
small gravel
small gravel
large gravel
large gravel
small pebbles
small pebbles
large pebbles
large pebbles
54
Using Screens
Using Screens
Date:______________________
Date:______________________
In this activity, we used three different sizes of
In this activity, we used three different sizes of
_______________ to ___________________
_______________ to ___________________
river rocks into groups by size. The largest size
river rocks into groups by size. The largest size
of river rock was the ________________. The
of river rock was the ________________. The
next largest size of rock was the__________.
next largest size of rock was the__________.
The smallest size of rock was the _________.
The smallest size of rock was the _________.
Word Bank
2.2b
Word Bank
Gravel
Pebble
Screens
Separate
Sand
Gravel
Pebble
Screens
Separate
Sand
55
FOSS Pebbles Sand and Silt
Investigation 2: River Rocks
Session 3: River Rocks by Size



[40 min]
Students will sort, group, and classify river rocks based on size.
Students will use a size chart to separate river rocks by size.
Students will count and record the number of particles in each size category.
Materials needed
Papers to copy and cut
¼ liter containing rock mixture –
Sand Gravel and Pebbles
1 per pair of students
Basin with rock mixture from
Glossary: Particles
Sessions One and Two - 1
Vial – 1
Preparation: Put 1 vial of rock mixture into each of the containers.
Students will need
Student science notebooks
Pencil
Tape or glue
1. Review rock sizes
Gather students at the rug and review the five sizes of rock particles that
students separated from the rock mixture: large and small pebbles, large and
small gravel, and sand.
2. Introduce student sheet
Show students the Sand, Gravel and Pebbles sheet. Tell them that they can use
the sheet to identify rock sizes. Tell them that each pair will get a container with
a small amount of the rock mixture, but that each student will get their own
student sheet. Model how to use the student sheet under the document camera
if you have one as you describe these steps.

2.3
Pick out one rock particle from the container. A particle is one piece of
rock. Particles can be all different sizes. Add “particle” to the word wall.
56



Check to see if the particle will fit inside the square labeled “sand” on
the sheet. If the particle fits inside the square, it’s sand. Place it in the
circle labeled sand.
If the particle doesn’t fit in the sand square, try the gravel square. If it
fits, place the particle in the “gravel” circle.
If it doesn’t fit the gravel square, try the pebble square. Place the
pebble-sized rocks in the circle labeled “pebble”.
3. Distribute Materials
Have the getters pick up one container of rock mixture and two Sand Gravel
Pebbles student sheets for each pair. Have students write the date on the page,
but have them wait until the end of this activity to glue or tape it into their
science notebook.
4. Monitor progress
As you go from group to group, challenge students to divide the pebbles into
large and small pebbles and the gravel group into large and small gravel.
Students can divide the circle into two halves with a pencil line and separate
each group into small and large particles.
5. Count particles
Instead of having students glue particles to the page, have them count the
number of particles in each circle and write the number on the appropriate
blank.
6. Clean up
Once the students have counted and recorded the numbers, have them return
the rocks to the container. Have the getters return the rock mixture to the
materials station.
7. Wrap up
Have students update their glossaries in their science notebooks with the word
“particle”. Have students glue or tape their student sheet into their notebook
and add it to their table of contents with the corresponding page number.
2.3
57
Sand, Gravel and Pebbles
Date: ___________________________
2.3.a
Number of particles____________
Number of particles____________
sand
gravel
Number of particles____________
pebble
58
FOSS Pebbles Sand and Silt
Investigation 2: River Rocks
Session 4: Sand and Silt Part 1


[40 min]
Students will sort, group, and classify river rocks based on size.
Students will use a vial and water to separate sand and silt.
Materials needed
Papers to copy and cut
Students will need
Vial of sand with cap – 1 per student
Paper plate – 1 per student
Plastic spoon – 1 per student
Hand lens – 1 per student
Self stick note – 1 per student
Unwashed sand – 1 liter
Powdered clay
Plastic cup
¼ liter containers – 8
Basin – 1
Bottle brush – 1
Pitcher – 1
Water
Paper towels
Transparent tape
Preparation: Fill a vial two-thirds full with sand for each student. The caps are
distributed separately. Have transparent tape ready to secure self-stick notes. You will
want to store the vials overnight. Egg cartons may be used to help the vials stay
upright or vial racks if you have them at your school.
1. Introduce sand
Call students to the rug. Show them one of the vials of sand. Ask, What is the
material in this vial?
Identify it as sand. Sand was the smallest particle of rock in the river rock
mixture. Tell students that they will each get a vial of sand to observe. They
should look carefully at the sand and describe how the sand looks, feels, and
sounds.
2. Distribute sand vials
Send students to their tables. Have the getters pick up one vial of sand for each
person in their group. Allow about 5 minutes for free exploration.
3. Introduce plate shaking
Call for attention. Suggest that students use a paper plate and a spoon to find
out more about the sand. Demonstrate the procedure.
2.4
59



Pour some (or all) of the sand carefully on a paper plate.
Put the plate on the table.
Shake the plate gently back and forth on the table.
4. Begin shaking sand on plates
Distribute the plates and spoons. Have students put sand on the plates and begin
shaking. Spoons can be used to move the sand around. As you move from group
to group, point out how the sand is separating. Allow 5 minutes for shaking.
5. Distribute hand lenses
As students work, distribute a hand lens to each student. Show them how to
place just a pinch of sand in the vial, place the hand lens on the top of the vial,
and observe grains of sand on the bottom of the vial.
6. Discuss observations
Have students leave the materials at the table and return to the rug. Ask them to
describe what they noticed about the sand – how it felt and sounded, different
colors, sizes. Ask,


Are the sand particles all the same size? [No]
What do the sand particles look like? [Little pieces of rock]
7. Make predictions about sand in water
Tell students that they will be getting the opportunity to mix sand and water.
Write the following sentence frame on the board or chart paper
I predict that when we mix sand and water________, because________.
Have students turn and talk to a neighbor about their predictions. Then ask if
anyone wants to share their prediction out loud.
8. Demonstrate the procedure for mixing sand and water
Demonstrate for students:
 Use the paper plate as a funnel to put the sand back in the vial.
 Observe as the teacher fills the vial with water.
 Watch what happens to the water and the sand without touching the
vial.
Have students either follow along or wait until you are finished to mix sand and
water in their vials.
9. Shake the closed vial
Tell students that each person will get a cap to put on the vial. Then holding the
vial cap and the bottom, they can shake the vial and mix the water and sand.
2.4
60
Distribute the caps and allow a few minutes for shaking the vials. Visit the groups
and ask,


What happened to the sand and water when you shook the vial?
Was the water clear after you shook the vial? Why not?
10. Let sand and water settle overnight
Distribute self-stick notes to students to label their vials. Tell students where to
place the vials to settle overnight so they can observe what happens to the sand
and water. A vial rack or egg carton may be used to help keep the vials upright.
Make it clear that they should not shake the vials when they come to school in
the morning.
2.4
61
FOSS Pebbles Sand and Silt
Investigation 2: River Rocks
Session 5: Sand and Silt Part 2


[40 min]
Students will sort, group, and classify river rocks based on size.
Students will use a vial and water to separate sand and silt.
Materials needed
Vial of sand with cap – 1 per student
Paper plate – 1 per student
Plastic spoon – 1 per student
Hand lens – 1 per student
Self stick note – 1 per student
Unwashed sand – 1 liter
Powdered clay
Plastic cup
¼ liter containers – 8
Basin – 1
Bottle brush – 1
Pitcher – 1
Water
Paper towels
Transparent tape
Papers to copy and cut
Sand Drawings
Students will need
Student science
notebooks
Pencil
Tape or glue
Colored pencils or
crayons
Glossary: Silt
1. Introduce the drawing sheet
Call students to the rug. Show students the Sand Drawings student sheet that
they will use in drawing the sand vial. Explain that each student should write
“sand” under the left vial outline and draw what he or she sees in the vial now
that it has settled.
2.5
62
2. Retrieve the settled sand vials
Emphasize to students that they should carefully retrieve their vials (no
shaking!), bring them to their tables and observe.
3. Start drawing
With students now at their desks, distribute a Sand Drawings sheet to each
student, have them write the date, and glue or tape it into their science
notebook. Remind students to update their table of contents with the title and
corresponding page number. Allow 10 minutes for observation and drawing.
4. Discuss observations
Ask students the following questions:




What do you see in the vials?
How many layers do you see?
Where’s the sand?
What do you see on top of the sand?
Tell students, The layer of Earth material on top of the sand is called silt. Silt is a
particle of rock much smaller than sand. It is the rock size that mud is made of.
Add “silt” to the word wall. Point out that if they shake the vial even a little, the
silt goes back in the water.
5. Feel the silt
Give each group a ¼ liter container. Instruct them to carefully pour off the water
in the vials. The sand and silt should remain in the vial. Tell them to carefully
touch the top layer of silt. If they can, have students pull some of the silt out of
the vial and rub it between their fingers.
6. Clean up
Have students bring their vials to the cleanup area. Add a little water to the vials,
shake, and dump the entire vial contents into a basin. A bottle brush is available
for further cleanup. Place the clean vials upside down on some paper towels to
dry.
7. Wrap up
Model adding “silt” to the class science notebook glossary. Have students update
their own glossaries in their science notebook.
2.5
63
Sand Drawings
Sand Drawings
Date:______________________
Date:______________________
Draw what you see in the vial.
Draw what you see in the vial.
This vial has water and ___________________
This vial has water and ___________________
2.5.a
64
FOSS Pebbles Sand and Silt
Investigation 2: River Rocks
Session 6: Exploring Clay Part 1


[40 min]
Students will sort, group, and classify river rocks based on size.
Students will use a vial and water to observe clay.
Materials needed
Papers to copy and cut
Students will need
Vial with cap – 1 per student
Cube of clay – 1 per student
Self stick note – 1 per student,
Glossary: Clay
plus 1 per group
Plastic cup – 1 per group
Basin – 1
Bottle brush – 1
Pitcher – 1
Water
Paper towels
Transparent tape
Preparation: Cut clay into cubes. Each student will get a cube of clay about 2-3 cm
square. Put the clay pieces into cups with one cup per group and one piece of clay per
student in the group.
1. Explore the clay
Call students to the rug. Tell them that they have a new earth material for them
to observe today. Explain that each student will get a cube of the material (don’t
call it clay yet) and they should find out all they can about it.
Have students move to their tables. Distribute the cups of clay cubes to each
group. Let students explore the clay for about 5 minutes.
2. Discuss observations
Call students to the rug and ask,




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?
3. Introduce the particle size - clay
Confirm that the earth material is clay. To review ask, Which is the smallest size
of rock we’ve worked with so far? [silt] Clay is made of pieces of rock even
smaller than silt. Clay is made of pieces of rock that are really, really small. The
dust on your hands is actually dry clay particles. Add “clay” to the word wall.
2.6
65
4. Divide the clay ball
Demonstrate as you tell students that they will pinch off a small piece from the
cube of clay, and leave the rest in the cup. The small piece should be about the
size of a large pea. They should roll both pieces (the small piece and the leftover
piece in the cup into balls. The larger piece of clay will sit in the open plastic cup
overnight to find out what happens to it.
5. Make predictions about clay in water
Tell students that they will be getting the opportunity to mix clay and water.
Write the following sentence frame on the board or chart paper
I predict that when we mix clay and water________, because________.
Have students turn and talk to a neighbor about their predictions. Then ask if
anyone wants to share their prediction out loud.
6. Demonstrate the procedure for mixing clay and water
Demonstrate for students:
 Put a small ball of clay in a vial.
 Pour water into the vial almost to the top.
 Watch what happens to the clay in the water for a minute or two.
 Cap the vial and shake it to see what happens.
7. Put clay in vials
Distribute one vial (without cap) to each student. Have students follow the
procedure you demonstrated. As they observe the clay ball in the vial, ask them
to describe what they see.


What’s happening to the clay?
Is the water changing?
8. Shake the closed vial
Tell students that each person will get a cap to put on the vial. Then holding the
vial cap and the bottom, they can shake the vial and mix the water and clay.
Distribute the caps and allow a few minutes for shaking the vials. Visit the groups
and ask,



2.6
Were you able to get all the clay to dissolve into the water?
Does the clay ball appear to be getting smaller?
What is happening to the water?
66
9. Let clay and water settle overnight
Distribute self-stick notes to students to label their vials. Tell students where to
place the vials to settle overnight so they can observe what happens to the clay
and water. Make it clear that they should not shake the vials when they come to
school in the morning. Provide each group with an additional label so that they
can label the cup containing the group’s large clay balls.
10. Wrap up
Have the getters get damp paper towels or sponges for cleaning the clay from
the tables. Once tables are all cleaned up and vials are put away for overnight,
have students take out their science notebooks to update their glossaries. Model
for students in the class science notebook how to add “clay” to the glossary- or
wait until the next session.
2.6
67
FOSS Pebbles Sand and Silt
Investigation 2: River Rocks
Session 7: Exploring Clay Part 2


[40 min]
Students will sort, group, and classify river rocks based on size.
Students will use a vial and water to explore clay.
Materials needed
Vial with cap – 1 per student
Cube of clay – 1 per student
Self stick note – 1 per student,
plus 1 per group
Plastic cup – 1 per group
Basin – 1
Bottle brush – 1
Pitcher – 1
Water
Paper towels
Transparent tape
Papers to copy and cut
Clay Drawing
Glossary: Cobbles, Boulders
Students will need
Student science
notebooks
Pencil
Tape or glue
Colored pencils or
crayons
1. Review the work with clay
Call students to the rug. Distribute the plastic cups with the clay balls. Let
students observe and squash the clay balls for a few minutes. The clay may be
hard as a rock or crumbly. Ask students,


What was the clay like in the cup that we left overnight?
What’s happened to the clay overnight?
2. Introduce the drawing sheet
Show students the Clay Drawing student sheet that they will use while drawing
the clay vial. Explain that each student should write “clay” under the left vial
outline and draw what he or she sees in the vial now that it has settled.
2.7
68
3. Retrieve the clay vials
Emphasize to students that they should carefully retrieve their vials (no
shaking!), bring them to their tables and observe. The water in the vials may still
be murky looking because of suspended clay particles. There will be a layer of
clay at the bottom.
4. Start drawing
With students now at their desks, distribute a Clay Drawing student sheet to
each student, have them write the date, and glue or tape it into their science
notebook. Remind students to update their table of contents with the
corresponding page number. Allow 10 minutes for observation and drawing.
5. Discuss observations
Ask students,
 What do you see in the vials?
 How many layers do you see?
 Where’s the clay?
 What does the water look like?
 How does this drawing compare with the one you did of the sand in
water?
 How are the two drawings the same?
 How are they different?
6. Word wall
Tell students that there are two more sizes of rock particles that you did not
observe – cobbles, which are larger tan pebbles and up to the size of a
grapefruit, and boulders, which are larger than cobbles. Add these to the word
wall. Ask the students to help you arrange the names of the particles in the
word wall in order from smallest to largest. Update the class science notebook
glossary with the words “cobbles” and “boulders” and have students do the
same in their science notebook glossary.
7. Clean up
Have students bring their vials to the cleanup area. Add a little water to the vials,
shake, and dump the entire vial contents into a basin. A bottle brush is available
for further cleanup. Place the clean vials upside down on some paper towels to
dry.
8. Wrap up
Update table of contents with the corresponding page number.
2.7
69
2.7.a
Clay Drawings
Clay Drawings
Date:______________________
Date:______________________
Draw what you see in the vial.
Draw what you see in the vial.
This vial has water and ___________________
This vial has water and ___________________
70
FOSS Pebbles Sand and Silt Unit
Investigation 3
Session
1
Using Rocks



Review particle sizes
Go outside to find rocks being
used
Discuss observations
Content Objectives


Students will make predictions about
how a material on Earth might be
useful based on its properties.
Students will be able to identify that
rocks and other Earth materials are
natural resources.
2
Sandpaper
 Discuss uses of sand
 Introduce sandpaper
 Make sand rubbings
 Students will make predictions about
how a material on Earth might be
useful based on its properties.
 Students will be able to describe how
sand is used in sandpaper.
3
Making Concrete
 Introduce the idea of engineers
 Read Rocks, Jeans, and Busy
Machines
 Make concrete

3.a

Students will create their own earth
materials mix and make bricks.
Students will listen to a story about
what engineers do.
Language Objectives


Order names of rock particles from
largest to smallest using size
comparison words like “bigger” and
“smaller”.
Describe orally an example of rocks
being used outside.
 Use the terms “course”, “medium”
and “fine” to describe sand paper.


Follow oral directions about how to
make concrete.
Listen to a story to get information
about engineers.
71
FOSS Pebbles Sand and Silt
Investigation 3 – Using Rocks
Session 1: Rocks in Use


[35 minutes]
Students will make predictions about how a material on Earth might be useful based on its properties.
Students will be able to identify that rocks and other Earth materials are natural resources.
Materials needed
Clipboard (1 per student)
Papers to copy and cut
Table of Contents: Inv. 3
Rocks in Use
Students will need
Pencil
Science Notebooks
Glue
Preparation: In advance of this activity, visit the area where you will take students outdoors
to observe rocks in use. Identify some places where rocks are being used so that you can
guide students towards these if they get stuck (concrete; pavement; clay pots, tiles, or pipes;
rock walls; bricks; playground sand; mud puddles). Make sure the area is safe for students to
explore. Recruit parent volunteers or additional staff if you need extra adults to supervise.
Please refer to the document Taking Science Outdoors, which can be found in the binder and
online under the Science Notebooks website for BVSD.
1. Review particles sizes
Gather students to the rug. Ask them to tell you the different sizes of rocks they have
looked at in this module. Write the names on the board or chart paper in order or refer
to the words in the word wall and arrange them in order.
2. Describe the field excursion
Tell students, We are going on a field excursion today. We are going around the
schoolyard to look for as many places as possible where we can find these materials.
We’ll keep notes about what we find as we go. As you observe, think about how the
materials are used, and why you think certain materials are used for certain purposes.
Give each student a clipboard and a copy of the Rocks in Use student sheet. Have
students write the date and their name on their student sheet. Tell them they will be
adding it to their science notebook after they return to the classroom.
You may want to model how to use the Rocks in Use student sheet under the document
camera and talking out loud, for example, Let’s say I found sand in the schoolyard in the
playground. I would find the box for sand on my sheet, and in that box, I would write
playground.
3.1
72
Either have students glue or tape Rocks in Use into their science notebooks or have
them just bring it outside with their notebooks and a pencil to write with. Students need
to distinguish between outdoor science and outdoor recess. Establish rules for outdoor
work in science. The following rules are from the FOSS brochure, Taking Science
Outdoors.








Walk quickly and quietly to go outdoors.
Outdoor science is not recess.
Listen to the teacher’s instructions.
Freeze when the teacher rings the bell (or gives any other signal).
Stay inside the boundaries.
Don’t make noise near the classrooms.
Don’t injure plants and animals in any way.
Leave the outdoor environment the way you found it.
3. Go on the hunt
Divide the class into groups and proceed to the schoolyard. Have the groups follow each
other through the course you have devised: observing, identifying and comparing the
sizes of rocks they see.
As you walk, discuss why students think certain materials are used for certain purposes.
For example, why use sand in the sidewalk and pebbles and gravel in the asphalt? If
there has been a recent rain, look for mud puddles to stir up with a stick and look for
silt. Have students pick up handfuls of mud and squeeze it into a ball to see if it holds
together like clay.
4. Discuss observations
Return to the classroom. Have students glue or tape the Rocks in Use student sheet into
their science notebook if they have not already. Create a chart on the board or white
paper, or use the student sheet on the projector to organize the class’s observations as
they share out.

3.1
Where did people see boulders?
73



What are some examples of where you saw boulders?
What did you see the boulder being used for?
Why do think the boulders were used for that?
5. Wrap up
Give students the opportunity to add to their student sheets based on the class
conversation. Add the student sheet to the table of contents with the corresponding
page number.
3.1
74
Pebbles Sand and Silt
Table of Contents
Investigation 3: Using Rocks
Date
3.1.a
Entry
Pebbles Sand and Silt
Table of Contents
Investigation 3: Using Rocks
Page No.
Date
Entry
Page No.
75
Pebbles Sand and Silt
Table of Contents
Investigation 3: Using Rocks
Date
3.1.b
Entry
Pebbles Sand and Silt
Table of Contents
Investigation 3: Using Rocks
Page No.
Date
Entry
Glossary
Glossary
Rocks In Use
Rocks In Use
Sandpaper Rubbings
Sandpaper Rubbings
Page No.
76
Glossary
Glossary
Word
3.1.c
Picture
Word
Picture
77
Glossary Inv.3
Word
Picture
Glossary Inv.3
Word
Fine
Fine
Medium
Medium
Coarse
Coarse
3.1.d
Picture
78
Glossary – Investigation 3
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:
3.1.e
Draw a picture:
Copy the word:
79
Draw a picture:
Draw a picture:
Copy the word:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Draw a picture:
Copy the word:
Copy the word:
3.1.f
80
Glossary – Investigation 3
Draw a picture:
Draw a picture:
Fine
Fine
Copy the word:
Copy the word:
Draw a picture:
Draw a picture:
Medium
Medium
Copy the word:
Copy the word:
Draw a picture:
Draw a picture:
Coarse
Coarse
Copy the word:
Copy the word:
3.1.g
81
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Draw a picture:
Copy the word:
Copy the word:
Draw a picture:
Draw a picture:
Copy the word:
Copy the word:
3.1.h
82
Rocks in Use
Date:______________________
List where you see the following sizes of rocks.
cobbles
boulders
gravel
3.1.i
sand
pebbles
silt
clay
83
FOSS Pebbles Sand and Silt
Investigation 3 – Using Rocks
Session 2: Sandpaper


[45 minutes]
Students will make predictions about how a material on Earth might be useful based on its properties.
Students will be able to describe how sand is used in sandpaper.
Materials needed
Fine Sandpaper 8 cm x 9 cm (1 per student)
Medium Sandpaper 8 cm x 9 cm (1 per
student)
Course Sandpaper 8 cm x 9 cm (1 per
student)
Hand lens (1 per student)
Bags of sand – 1 per group
Papers to copy and cut
Sandpaper Rubbings
Glossary: Fine, Medium,
Coarse
Students will need
Pencil
Science Notebooks
Glue
Crayons
Preparation: If necessary, cut or tear sandpaper into 8 x 9 cm pieces.
1. Review sand
With student sitting in their table groups, review the rock sizes from the previous
activities. Tell that today they will be learning more about one of the many uses of sand.
Give each table a sealed bag of sand, and ask them to examine again. Give each student
a hand lens to examine it even more closely. Tell them that one of the important uses of
sand is to make sandpaper.
2. Observe sandpaper
Give each student one square of each of the three kinds of sandpaper – course, medium
and fine. Encourage students to examine each with their hand lens and to feel each of
the pieces.




What do you observe about the sandpaper?
What does it look like under the hand lens?
Where have you seen sandpaper before?
What is sandpaper used for?
3. Introduce vocabulary
Tell students that the three pieces of sandpaper have different textures. Texture is how
smooth or rough the surface of something is. The sandpaper with the largest pieces of
sand is “coarse” sandpaper. The sandpaper with the middle-sized pieces of sand is
“medium” sandpaper. The sandpaper with the smallest pieces of sand is “fine”
sandpaper. Add these words to the word wall.
3.2
84
4. Make sand paper rubbings
Give each student a copy of the Sandpaper Rubbings student sheet. Have them date it
and update their table of contents with the corresponding page number. Demonstrate
how to use a pencil or crayon to make a rubbing by placing the paper over a selected
type of sandpaper and rubbing the pencil or crayon in the corresponding box. Students
should end up with rubbings of each texture in the appropriate boxes.
5. Wrapping up
Have students glue or tape the sandpaper rubbings to their notebook. Update the class
science notebook glossary with the new words “fine”, “medium” and “coarse” and have
students do the same. Collect the materials and clean up any loose sand.
3.2
85
Sandpaper Rubbings
Date:______________________
Use a pencil or a crayon to create a rubbing of each type of sandpaper in the appropriate boxes below.
fine
3.2.a
medium
course
86
FOSS Pebbles Sand and Silt
Investigation 3 – Using Rocks
Session 3: Making concrete

[45 minutes]
Students will create their own earth materials mix and make bricks.
Materials needed
Papers to copy and cut
Students will need
Sand – one half-liter container per table
group
Gravel – one half-liter container per
table group
Wet Clay
Water one vial per table group
Plastic tubs – one per table group
Paper cups or cartons – one per student
Rocks Jeans and Busy Machines
Preparation: Divide wet clay into slabs – one piece about the size of a paperback book per
table group. Prepare container of sand and gravel – one half liter container of each per
group. If you want to use something other than paper cups, collect paper cartons or other
containers that could be used as molds for the blocks.
1. Review Session 1 – Rocks in Use
With students at the rug, discuss the previous activity and the uses of rocks you found
outside.




What types of Earth Materials did we observe when we went outside?
What were those materials being used for?
How did the properties of the rocks we observed help them do their job?
Where did we see concrete outside? What was concrete used for?
2. Introduce activity
Tell students that today you will be reading a book that talks more about concrete and
about how engineers use concrete to build things.
Does anyone know what an engineer does? An engineer designs things to serve a
particular function or to solve a specific problem. For example, engineers design
buildings, bridges, roads, and machines.
3. Preview the book Rocks Jeans and Busy Machines
Hold the book up for the class to view. Read the title, and show students illustrations in
the book and ask them to make predictions about what they think the book will be
about. For example:
3.3
87
Turn the page with the illustration of Pedro and Violet at the construction site. Ask
students, What do you think is going on in this scene? How do you think what is
happening here relates to the title “Rocks Jeans and Busy Machines”?
4. Read the book Rocks Jeans and Busy Machines
Before reading the book, tell students to listen for information about concrete and how
engineers use it. Read the book out loud to students.
5. Discuss
Review the information in the book with students.




What did we learn about concrete from this book?
What is concrete made of? (water, sand, cement, and small rocks or gravel)
What is concrete used for?
What properties of concrete make it a good material for buildings and bridges?
6. Introduce making concrete
Tell students, We are going to make some concrete blocks. Each group will get the
following materials to make your blocks:
 One plastic tub
 Wet clay – one slab about the size of a paperback book
 Sand – one half-liter container
 Gravel – one half-liter container
 Water – one vial
 Paper cups or cartons – one per person
 Plastic spoons – one per person
You will be mixing the ingredients together in the tub as a group. Then, each person
will make their own concrete block.
Have getters gather the materials and transfer them to the table groups.
7. Make concrete
Lead students through adding the ingredients one at a time to the tub. Students should
take turns adding ingredients so that everyone gets to add at least one thing. Then each
student should get an opportunity to mix the ingredients for one minute with their
hands. As the next person mixes, the person who just finished mixing can go wash their
hands.
 Sand
 Gravel
 Wet Clay
 Water
 Paper cups or cartons
3.3
88
When everyone is finished mixing, students should each use a plastic spoon to transfer a
few scoops of mixture to their paper cup or carton. Students should label their cups and
place them in a safe location to dry.
8. Clean-up
Place any unused mixture in a plastic bag and dispose in the trash. Do not put unused
mixture down the drain. Rinse tubs out thoroughly and wash plastic spoons.
9. Optional extensions
 Have students experiment with different ratios of sand and gravel to clay to see if it
makes a difference in the strength of the blocks
3.3

Use the blocks to construct a tower or wall.

Experiment with colorings or additions of colored gravel or marble to create
decorative blocks
89
FOSS Pebbles Sand and Silt Unit
Investigation 4
Session
1
2
3
4
5
4.a
Content Objectives
Introducing the Soils Challenge
 Introduce soil scenario
 Introduce humus
 Make soil
 Set up vials to settle overnight
 Discuss predictions

Results of settling test
 Model drawing and labeling
observations
 Students draw and label
observations
Mystery Soil Part 1
 Review investigation so far
 Introduce mystery soil
 Develop a focus question
 Students write predictions
 Set up settling test

Mystery Soil Part 2
 Students draw and label
observations
Mystery Soil Part 3
 Discuss similarities and
differences of soils
 Model claims and evidence
 Students write claims and
evidence

Students will explore and describe
the properties of soil.
Students will make predictions orally
about what will happen to soil mixed
with water and express their
reasoning.

Students will record accurate
observations of soil.
 Use appropriate terms to label
scientific drawings of soil.
Students will retell what they have
done so far in this investigation.
Students will ask a focus question
about the mystery soil.
Students will write a prediction about
the mystery soil based on their focus
question.



Language Objectives


Use a sentence frame to pose a
question about soils.
Use a sentence frame to write a
prediction, including reasoning,
about soils.

Use appropriate terms to label
scientific drawings of soil.


Students will record accurate
observations of soil.

Students will make claims about the

properties and composition of two
different soils.
Students will use evidence to support
their claims.

Use scientific language (I
predict...because) to express a
prediction about what will happen to
the settling vials overnight.
Use descriptive language to talk
about the properties of soil.
Write a claims and evidence
statement with support for sentence
structures and vocabulary as
necessary.
90
6
4.a
Post Assessment

Students will complete the postassessment.
91
FOSS Pebbles Sand and Silt
Investigation 4 – Soils
Session 1: Introducing the Soils Challenge


[35 minutes]
Students will explore and describe the properties of soil.
Students will make predictions orally about what will happen to soil mixed with water and express their
reasoning.
Materials needed
Papers to copy and cut
Students will need
Bag of humus
Zip Bags
For class demonstration:
Basin
1 liter sand
Glossary: Humus, Soil
½ liter gravel
½ liter pebbles
Pitcher of water
For each student:
Zip bag with ¼ liter humus
Vial
Lid
Label
Preparation: Make on zip bag with ¼ liter humus for each student ahead of time.
1. Introduce the soils challenge by setting the context as a problem
Tell students, In this lesson, we will be solving a problem. Scientists from CU-Boulder
are trying to find out what kind of soil they have in their experimental vegetable
garden. While examining soil, scientists usually conduct experiments and predict and
describe which plants can grow well in it. When they examine soil, scientists use their
senses to describe properties. They have sent along some materials so that you can
make your own soil. After you make your soil, they want to see if you can separate it
and describe its properties. They feel that this will help you when you examine the soil
from the experimental vegetable garden at CU-Boulder. Again, they want you to
carefully observe and then draw, label and record your observations.
What do the scientists want us to do? (They want us to make soil, separate the soil, and
describe its properties.)
What did they send along to help us? (They sent along some materials and tools to help
us.)
2. Introduce humus
Some of the tools the scientists sent us were these vials. They also sent a basin, and
some sand, gravel, and pebbles. Finally, they sent a bag of something called humus for
each of you to examine. I’m going to give each of you a bag of humus to explore
4.1
92
Give each student a bag of humus to examine. Give students about 5 minutes to
examine the humus. Remind them to use their senses of sight, smell, and touch.
Discuss observations as a group and chart student responses:
 What does humus look like?
 What does it feel like?
 What does it smell like?
Add “humus” to the word wall. Humus is material that is made of decaying or
decomposed plants. A lot of soils have humus in them. Humus is rich in nutrients that
can help plants grow.
3. Make soil
Tell students, Now we need to make some soil using the materials the scientists sent
us. They sent us a recipe for making the soil. Make sure each of the students has their
bag of soil with them.
In front of the class, add the following ingredients to the basin as you say them: 1 liter of
sand, ½ liter of gravel, and ½ liter of pebbles.
The last ingredient is the humus, and they would like each of you to place your bag of
humus into the mixture.
Allow each student to add their humus to the soil mixture. When all of the humus is
added, stir the mixture.
4. Review and summarize with the students. Refer to word wall as needed.





What did we just make? (soil)
What is soil? (a mixture of earth materials)
Where do we see soil?
How is soil used?
What materials did we put into our soil (sand, gravel, pebbles, humus)
5. Introduce using water to separate the soil
Tell students, The scientists would like you to use water to separate the soil that we
made. Materials (vials, labels, and soil) are available at the materials station. Set up
what you think will be a good procedure. Think about what we did when we
investigated the river rocks in Investigation 2. If students have forgotten, have them
look back through their science notebooks or go through the class science notebook
4.1
93
together. Students will be filling vials with their soil mixture and water. Remind students
not to fill the vials too full – 2/3 full at the most.
6. Start separation procedure
Let the “getters” get vials (without caps) and have students get to work. Depending on
classroom management and maturity, you can either place the soil in each student vial,
have a responsible student do it, or have each student put their own soil in their own
vials.
When each student is ready, add water to the top of the vials.
Distribute the vial caps, so students can shake the vials. Model how to shake the vial
with the cap on. Ask students to describe what’s happening to contents as they shake
the vial and when they let the vial rest.
Tell students that they will let the vials sit overnight and observe them the next day.
Have students label their vials with self-stick notes and bring them to an appropriate
storage location.
7. Wrap up
Ask students, What do you think will happen to the vials overnight? Why do you think
that? Allow several students to share their predictions and their reasoning.
Update the class glossary with the words “humus” and “soil” and have students do the
same in their student glossaries. Clean up any spilled soil on desks and put materials out
of the way until the next lesson.
4.1
94
Pebbles Sand and Silt
Table of Contents
Investigation 4: Soil Explorations
Date
4.1.a
Entry
Pebbles Sand and Silt
Table of Contents
Investigation 4: Soil Explorations
Page No.
Date
Entry
Page No.
95
Pebbles Sand and Silt
Table of Contents
Investigation 3: Using Rocks
Date
4.1.b
Entry
Pebbles Sand and Silt
Table of Contents
Investigation 3: Using Rocks
Page No.
Date
Entry
Glossary
Glossary
Soil Drawing
Soil Drawing
Focus Question
Focus Question
Prediction
Prediction
Mystery Soil Observation
Mystery Soil Observation
Claims and Evidence
Claims and Evidence
Page No.
96
Glossary
Word
4.1.c
Glossary
Picture
Word
Picture
97
Glossary Inv.4
Word
Picture
Glossary Inv.4
Word
Humus
Humus
Soil
Soil
Picture
4.1.d
98
Glossary – Investigation 4
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:
4.1.e
Draw a picture:
Copy the word:
99
Draw a picture:
Draw a picture:
Copy the word:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Draw a picture:
Copy the word:
Copy the word:
4.1.f
100
Glossary – Investigation 4
Humus
Draw a picture:
Copy the word:
Soil
Humus
Copy the word:
Draw a picture:
Copy the word:
Soil
4.1.g
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Draw a picture:
Copy the word:
101
FOSS Pebbles Sand and Silt
Investigation 4 – Soils
Session 2: Results of settling test

[35 minutes]
Students will record accurate observations of soil.
Materials needed
For each student:
Vial with soil and water from the
previous session
Papers to copy and cut
Soil Drawing
Students will need
Notebooks
Tape or glue
Pencils
Colored pencils or
crayons
1. Introduce making observations
Tell students, Today we will make observations of what happened in our soil-andwater vials, and you will draw a picture of your vial. What are things we want to be
sure to do when we make observations? Describe exactly what we see; use our senses;
try to notice a lot of details. What can we do to record what we see? Make a drawing
2. Model drawing the observations of a vial
Show students how you date your observation, and talk out loud as you draw, asking
students to help you with details. I noticed that the vial has several layers in it. How
many layers does it have? Are all the layers the same size and color? Be sure to include
some labels with arrows.
3. Students observe and draw
Distribute the vials, reminding students not to shake them. Give each student a Soil
Drawing student sheet, with “We made this soil in class” at the bottom. Have students
glue or tape this into their notebooks and update the table of contents with the
corresponding page numbers.
Allow 10-15 minutes for them to observe and draw. Suggest that they use labels and
arrows on their drawing to identify what they see. Suggest the following words for their
labels and refer to them on the word wall:
 Humus
 Clay
 Silt
 Sand
 Gravel
 Pebbles
4. Wrap-up
Have some students share their drawings with the class. Tell the students that they will
be using these drawings as data for the next part of the investigation, when they will be
investigating soil from the experimental vegetable garden at CU-Boulder.
4.2
102
Soil Drawings
Soil Drawings
Date:______________________
Date:______________________
Draw what you see in the vial.
Draw what you see in the vial.
This vial has water and ___________________
This vial has water and ___________________
4.2.a
103
FOSS Pebbles Sand and Silt
Investigation 4 – Soils
Session 3: Mystery Soil Part 1



[60 minutes]
Students will retell what they have done so far in this investigation.
Students will ask a focus question about the mystery soil.
Students will write a prediction about the mystery soil based on their focus question.
Materials needed
Papers to copy and cut
Students will need
For each student:
Focus Question** (optional) Notebooks
Zip bag with mystery soil mixture of
Prediction
Tape or glue
humus and gravel
Pencils
Vials with lids
Colored pencils or
Self-stick label
crayons
**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. Introduce Mystery Soil
Open the lesson by stating that you have received the sample of soil from the scientists
at the experimental vegetable garden at CU-Boulder? Ask, What is soil? and refer to the
word wall.
Now that you have experience in separating, studying and observing soils, the
scientists want your help in describing the soil in their experimental vegetable garden.
Ask students to retell what they have done so far in this experiment. You may want to
record the retelling on a class chart.
2. Distribute soil for initial observations
Give each pair of students a zip bag containing the “garden soil”. Ask them to make
some preliminary observations using their senses of sight, touch and smell.



What does the garden soil look like? (Chart responses)
What does it feel like?
What does it smell like?
3. Develop a focus question
Depending on your students, you may want to simply start with a class focus question
rather than having the students generate their own. If you are developing the focus
question as a class, say In this session, we’re going to try to figure out what is in our
mystery soil. We’re going to need a focus question for this investigation. If you
remember, a good focus question cannot be answered “yes” or “no”. We have to be
able to answer it using the materials we have, and it has to address the problem we
4.3
104
are trying to solve. A lot of good focus questions start with the words “What” or
“How”.
Write the following sentence starter by writing the following on the board or chart
paper:
What ___________________________________?
How can we ____________________________?
Talk with your shoulder partner about what you think a good focus question might be.
Have students share out their questions and write them on the board or on chart paper.
Select a class focus question from the suggestions.
Suggested class focus questions:

How can we use water and a vial to help us study the soil sample from the
garden?

What materials are in the soil sample from the garden?
Have students go to the next available blank page in their science notebooks and title it
“Focus Question” or hand out the prewritten Focus Question student sheet and have
students glue or tape it into their notebooks. Have students write the class focus
question in their notebook. Make sure students add this to the table of contents with
the corresponding page number.
4. Prediction
Tell students, Now that we have a focus question, we need to develop a prediction.
Remember that a prediction states what we think the answer to a question will be
based on what we know. It also has to include a “because” statement. We are going to
use this sentence frame to help us develop a prediction.
Prediction sentence starters (select the one that best fits your class question):
I think that we can use water and a vial to study the soil by ___________________
______________________, because __________________________________.
or…
I think that the soil sample from the garden contains ______________________
_______________________, because ________________________________.
4.3
105
Tell students, We’re going to do a think-pair-share about our prediction. I first want
you to think for a minute about what you predict and why. Give students a minute to
think silently. Now I want you to share your prediction with your shoulder partner.
Give students about two minutes to share. Who would like to share some ideas? Give
students an opportunity to share their thinking with the whole class.
Distribute a copy of the Prediction student sheet to each student. Have students go to
the next available blank page in their science notebooks and glue or tape it in. Have
students write their predictions in their notebook. Make sure students add this to the
table of contents with the corresponding page number.
5. Set up vials for overnight settling
Ask students, How could we test our predictions and try to find out what is in the
mystery soil? If prompting is needed to get to an answer, ask students what they
remember about observing and studying the soil they made in class.
Let the “getters” get vials and caps and have students get to work. Remind the students
not to add too much to the vial – at most 2/3 full. When they are ready, add water to
the top of the vials.
Remind students to shake the vials. Ask students to describe what’s happening to
contents as they shake the vial and when they let the vial rest.
Tell students that they will let the vials sit overnight and observe them the next day.
Have students label their vials with self-stick notes and bring them to the storage
location.
6. Wrap up
Ask students, What do you think will happen to the vials overnight? Why do you think
that?
Clean up any spilled soil on desks and put materials out of the way until the next lesson.
4.3
106
Focus Question – Soils
How can we use water and a vial to
How can we use water and a vial to
help us study the soil sample from the help us study the soil sample from the
garden?
garden?
How can we use water and a vial to
How can we use water and a vial to
help us study the soil sample from the help us study the soil sample from the
garden?
garden?
How can we use water and a vial to
How can we use water and a vial to
help us study the soil sample from the help us study the soil sample from the
garden?
garden?
How can we use water and a vial to
How can we use water and a vial to
help us study the soil sample from the help us study the soil sample from the
garden?
garden?
4.3.a
107
Focus Question – Soils
4.3.b
What materials are in the soil sample
from the garden?
What materials are in the soil sample
from the garden?
What materials are in the soil sample
from the garden?
What materials are in the soil sample
from the garden?
What materials are in the soil sample
from the garden?
What materials are in the soil sample
from the garden?
What materials are in the soil sample
from the garden?
What materials are in the soil sample
from the garden?
What materials are in the soil sample
from the garden?
What materials are in the soil sample
from the garden?
108
4.3.c
Prediction – Soils
Prediction – Soils
Date:______________________
Date:______________________
I think that we can use water and a vial to
I think that we can use water and a vial to
study the soil by ___________________
study the soil by ___________________
_______________________________,
_______________________________,
because __________________________
because __________________________
__________________________________
__________________________________
__________________________________
_________________________________
109
4.3.d
Prediction – Soils
Prediction – Soils
Date:______________________
Date:______________________
I think that the soil sample from the garden
I think that the soil sample from the garden
contains __________________________
contains __________________________
_______________________________,
_______________________________,
because __________________________
because __________________________
__________________________________
__________________________________
__________________________________
__________________________________
110
FOSS Pebbles Sand and Silt
Investigation 4 – Soils
Session 4: Mystery Soil Part 2

[25 minutes]
Students will record accurate observations.
Materials needed
For each student:
Vial with soil and water from the
previous session.
Papers to copy and cut
Mystery Soil Observation
Students will need
Notebooks
Tape or glue
Pencils
Colored pencils or
crayons
1. Introduce making observations of the mystery soil
Tell students, Today we will make observations of what happened in our vials of
mystery soil and water. How do you think we will record our observations? Just like
with the vials of soil we made in class, you will draw a picture of your vial. What are
things we want to be sure to do when we make observations? Describe exactly what
we see; use our senses; try to notice a lot of details.
2. Students observe and draw
Distribute the vials, reminding students not to shake them. Give each student a Mystery
Soil Drawing student sheet, with “Mystery Garden Soil” at the bottom. Have students
glue or tape this into their notebooks and update the table of contents with the
corresponding page number.
Allow 10-15 minutes for them to observe and draw. Suggest that they use labels and
arrows on their drawing to identify what they see. Remind them to use the word wall
for help.
Make sure to create your own drawing so that you may later use it to model claims and
evidence in Session 5.
3. Wrap-up
Have students share their drawings with the class. Tell the students that they will be
using these drawings as data for the next part of the investigation from the
experimental vegetable garden at CU-Boulder.
4.4
111
4.4.a
Mystery Soil Drawing
Mystery Soil Drawing
Date:______________________
Date:______________________
Draw what you see in the vial.
Draw what you see in the vial.
This vial has water and mystery soil.
This vial has water and mystery soil.
112
FOSS Pebbles Sand and Silt
Investigation 4 – Soils
Session 5: Mystery Soil Part 3


[50 minutes]
Students will make claims about the properties and composition of two different soils.
Students will use evidence to support their claims.
Materials needed
Claims and evidence chart
Teacher’s drawings of soil made in class
and mystery garden soil
Papers to copy and cut
Claims and Evidence
Students will need
Notebooks
1. Review data
With students at the rug or at their desks, display your drawings of the soil made in class
and the mystery soil from the garden. In this session the teacher will guide a class
conversation to look for patterns in the data. Suggested discussion prompts are:




What is different about the two soils in the drawings?
What is the same about the two soils in the drawings?
What materials were in the soil that we made in class?
What materials appear to be in the mystery garden soil? Why do we think
that?
2. Model writing claims based on the data charts.
Tell the students, When scientists look at their data, they make claims about the
patterns that they see. A claim is a statement we can make about our data. For
example, if I wanted to make a claim about the evidence in our my drawings, I might
say… I claim that both the soil we made in class and the garden soil contain humus.
Write the claim on the chart paper or white board.
Claims
Evidence
I claim that both the soil
we made in class and the
garden soil contain
humus.
Whenever scientists make a claim, they also have to give evidence to support the
claim or give us proof that our claim is accurate. Claims always have to have evidence
that goes with them. What might be some evidence that I could use to support this
claim that I wrote? Model how to write a “Claims and Evidence” statement for the
class.
4.5
113
Claims
I claim that both the soil
we made in class and the
garden soil contain
humus.
Evidence
I claim this because both
of the vials had a layer
that was dark like humus
and that was in the same
place.
3. Students enter “Claims and Evidence” in their notebooks
Have students go back to their seats for them to copy or paste (depending on how
developed their writing skills are) the Claims and Evidence chart into their notebook and
add “Claims and Evidence” to their table of contents and the corresponding page
number. Have the students come up with more claims and evidence.
Students may come up with different claims depending on their evidence- some
students may have plants identical to parent plants shown, and others may not.
Remember, the “Desired Results” are for students to learn that Earth’s materials can be
compared and classified based on their properties.
4.5
114
Claims and Evidence – Soils
Claims and Evidence – Soils
Date:______________________
Date:______________________
Claims
4.5.a
Evidence
Claims
Evidence
115
FOSS Pebbles Sand and Silt
Investigation 4 – Soils
Session 6: Post-test

[30 minutes]
Students will complete the post assessment.
Materials needed
Papers to copy and cut
Post test
Students will need
1. Post-assessment
While students are seated at their desks, tell them that will now take the exact same
assessment that they took in the beginning of the unit. Pass out the post-assessment
and make sure that student names are on the papers.
4.6
116
Pre/Post Assessment
Pebbles, Sand and Silt
Name: ___________________________
1. Write the words in the blanks in order of size from smallest to
largest.
4.6.a
______clay__________________
gravel
____________________________
pebbles
____________________________
silt
____________________________
sand
____________________________
clay
____________________________
boulders
____________________________
cobbles
117
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
4.6.b
118
3. Circle the words below that name things that can make up soil.
Pencil
Silt
Sand
Shoes
Humus
Boulders
4. What things can happen when rocks and water are together?
____________________________________________________________________________
_________________________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
4.6.c
119
Pre/Post Assessment
Pebbles, Sand and Silt
Name: ___________________________
1. Write the words in the blanks in order of size from smallest to largest.
4.6.d
clay
gravel
silt
pebbles
sand
silt
gravel
sand
pebbles
clay
cobbles
boulders
boulders
cobbles
120
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
gravel
_________________________________________________________
pebbles
_________________________________________________________
silt
_________________________________________________________
sand
_________________________________________________________
clay
_________________________________________________________
boulders _________________________________________________________
cobbles
_________________________________________________________
3. Circle the words below that name things that can make up soil.
4.6.e
sand
pencil
silt
shoes
humus
boulders
121
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.
4.6.f
122