Exploring Science Concepts
Unit: Earth Science
Grade One
October 2010
Workshop Overview
Day One
What is the point? Why does it matter?
Execute and discuss investigations I & II from FOSS Pebbles, Sand, and Silt
Day Two
Execute and discuss investigations III & IV from FOSS Pebbles, Sand, & Silt
Assessment for Pebbles, Sand, and Silt
FOSS Web
Day Three
FOSS: Investigation IV, Assessment, & Examine Resources
Best Practices in Elementary Science
Examine “A Sticky Situation: Designing Walls” from the Engineering is
Elementary
rsdscience.wikispaces.com (*NJDOE Classroom Application Documents)
FOSS Instructional Pedagogies
Inquiry
Hands-On Active Learning
Multisensory Learning
Student-to-Student Interaction
Discourse and Reflective Thinking
Reading- FOSS Science Stories
FOSS Web
Pebbles, Sand, and Silt
Overview
Four Investigations- each with subset of activities
Designed for students to:
Observe, describe, and sort earth materials based on properties
Separate earth materials by size using different techniques
Observe similarities and differences between silt, sand, gravel, and
small and large pebbles
Explore places where earth materials are found and ways that earth
materials are used
Compare ingredients in different soils
Acquire the vocabulary associated with earth materials
Organize and communicate observations through drawing and
writing
Why do rocks matter?
Introduction to Rocks and Minerals
Investigation 1
First Rocks
Five Parts
Science Concepts:
• Rocks are the solid material
of earth.
• Rocks have a variety of
properties, including color,
hardness, shape, and size.
• Rocks can be sorted by their
properties.
• Rocks are all around us.
Purpose:
Students will…
• Observe several different
kinds of rocks.
• Compare properties of
different rocks.
• Sort rocks in different ways.
• Observe rocks interacting
with each other and with
water.
Investigation 1 First Rocks
Part 1: Three Rocks
Focus:
• Rocks have a variety of
properties.
• When rocks rub together,
some rocks may be chipped
or scratched, or make rock
dust.
Tasks:
1. Introduce activity- proper
use of hand lens
2. Materials: bag of rocks,
hand lens, w/b paper
3. Complete activity
4. Wrap Up:
- Discussion
- Word Bank
- Content Chart
(What happens when you rub
two rocks together?
Investigation 1
First Rocks
Part 2: Washing Three Rocks
Focus:
• Rocks have a variety of
properties.
• When rocks are washed in
water, the colors or sparkling
qualities are enhanced.
Tasks:
1.
Introduce activity- explain
washing procedure
2.
Monitor Progress/Ask Q
3.
Clean Up/Rock Words
4.
Rock Record Sheet
5.
Wrap Up:
-
Discussion: introduce rock
names
Word Bank (add names)
Content Chart (What happens
when rocks are washed in
water?)
Investigation 1
First Rocks
Part 3: First Sorting
Focus:
• Rocks can be sorted by their
properties.
Tasks:
1.
Read Peter and the Rocks
2.
Introduce Activity- use of
river rocks to sort in as many
ways as possible using one
property at a time
3.
Wrap Up:
- Discussion
- Word Bank
- Content Chart (What ways
did you sort the rocks?)
Investigation 1
First Rocks
Part 4: Sorting Games
Focus:
• Rocks can be sorted by their
properties.
Part 5: Start a Rock Collection
Focus:
• Rocks are all around us.
• Rocks are the solid material
of the earth.
Read science stories,
Exploring Rocks and
Colorful Rocks
Investigation 2 River Rocks
Four Parts
Science Concepts:
• Rocks can be categorized by
size.
• Screens and water can be
used to sort the sizes of earth
materials.
• Rock sizes include clay, silt,
sand, gravel, and pebbles.
Purpose:
Students will…
• Explore a river rock mixture
containing earth material
particles of various sizes.
• Use screens to separate and
group river rocks by particle
size.
• Investigate properties of
pebbles, gravel, sand, silt, and
clay particles.
• Separate sand and silt using
water.
• Explore the properties of dry
and wet clay particles.
Investigation 2
River Rocks
Part 1: Screening River Rocks
Tasks:
Focus:
1.
Introduce rock mixture
• Screens can be used to sort
2.
Make observations
the sizes of earth materials
3.
Discuss separating and introduce first
screen (or give all 3 screens) *Let students
• Rock sizes include sand, small
work unguided.
gravel, large gravel, small
4.
Demonstrate 3 screens & ask key Q
pebbles, and large pebbles.
5.
6.
7.
Challenge students to use 3 screens to
separate rock mixture into four containers.
Introduce names of rock sizes , separate
large and small pebbles, & label containers
Wrap Up:
-
Discussion
Word Bank- add names of rock sizes
Content Chart (How do screens help separate
the sizes of rocks? What is the order of rock
sizes, from the smallest to the largest?)
Investigation 2
River Rocks
Part 2 River Rocks by Size
Focus:
• Rocks can be categorized
visually by size.
• Rock sizes will include sand,
small gravel, large gravel,
small pebbles, and large
pebbles.
• Rocks larger than pebbles are
cobbles.
• Rocks larger than cobbles are
boulders.
Tasks:
1.
Review rock sizes
2.
Introduce “Sand, Gravel, and
Pebble” sheet
3.
Distribute rock mix in cup
4.
Assess student progress
5.
Wrap Up:
- Discussion- video, Rock Sizes
- Word Bank (cobble, boulder)
- Content Chart (How was using
the squares like using the screens
for separating the rock sizes?”
Investigation 2
River Rocks
Part 3 Sand and Silt
Focus:
• Sand often contains smaller
particles, called silt.
• Water can be used to sort the
sizes of earth materials.
Tasks:
1.
Introduce sand- vials prepared
2.
Observe sand- shake plate/hand lens
3.
Discuss observations, key Q
4.
Observe sand & water, pose key Q
then distribute caps and shake vial and
ask key Q
5.
Let vial sit overnight
6.
Observe, draw & discuss
7.
Introduce silt and label layers
8.
Collect student sheets
9.
Feel the silt
10. Wrap Up:
-
Word Bank
Content Chart
Science Story, The Story of Sand
Investigation 2
River Rocks
Part 4: Exploring Clay
Focus:
Clay particles are very small,
even smaller than silt.
Tasks:
1.
2.
3.
4.
5.
6.
7.
8.
Explore new earth material (clay)
Discuss observations &
introduce/confirm term clay
Divide clay ball- lg ball overnight in
cup/sm. in vial with water, observe,
shake, sit overnight
Observe dry clay ball-add water
Observe vials-compare to teacher
vial that was not shaken and to
sand vial
Draw clay vial and discuss drawings
Observe clay ball in water
Wrap Up:
Investigation 3 Using Rocks
Five Parts
Science Concepts:
• Earth materials are natural
resources.
• The properties of different
earth materials make each
suitable for specific uses.
• Earth materials are
commonly used in the
construction of buildings and
streets.
Purpose:
Students will…
• Explore places where earth
materials are naturally found
and ways that earth materials
are used.
• Observe and compare different
grades of sandpaper.
• Use sand to make sculptures
and clay to make beads, jewelry,
and bricks.
• Search for earth materials
outside the classroom.
Investigation 3 Using Rocks
Part 1: Rocks in Use
Focus:
• Earth materials are natural
resources.
• The properties of different
earth materials make each
suitable for specific uses.
• Earth materials are
commonly used in the
construction of buildings and
streets.
Tasks:
1.
Review particle sizes
2.
School yard field trip
- discuss why students think
certain materials are used for
certain purposes
3. Discuss observations
4. Wrap Up:
Add to Word Bank
Add to Content Chart (How
do people use earth
materials?)
5. Read science story, Rocks
Move
6. FOSS Web
Investigation 3 Using Rocks
Part 2 Looking at Sandpaper
Focus:
• The properties of different
earth materials make each
suitable for specific uses.
• Different sizes of sand are
used in sandpaper to change
the surface of wood from
rough to smooth.
Tasks:
1. Review rock sizes; show sand
2. Introduce sandpaper , compare 3
pieces and terms texture (coarse,
medium, and fine)
3. Make sandpaper rubbings and label
textures
4. Identify papers by touch
5. Rub 2 pieces together note what
happens
6. Wrap Up:
- Add to Word Bank
- Content Chart (What is sandpaper
made from? Why do you think people
use coarse, medium, or fine
sandpaper?
Investigation 4: Soil Explorations
Three Parts
Science Concepts:
• Soil is a mixture of earth materials.
• Humus is decayed material from
plants and animals.
• The ingredients of soil can be
observed by mixing soil with water,
shaking it, and letting it settle.
• Soils vary from place to place.
• Soils have properties of color and
texture.
• Soils differ in their ability to
support plants.
Purpose:
Students will…
• Make a mixture of earth
materials to create soil.
• Use screens to separate the
components in a soil mixture.
• Observe and record the
results of shaking soil and
water in a vial.
• Find and collect samples of
soil outside the classroom.
DIRT IS SOIL OUT OF PLACE
soil is the bridge between earth
materials and life
Investigation 4: Soil Explorations
Part One Homemade Soil
Focus:
• Soil is a mixture of earth
materials.
• Humus is decayed material
from plants and animals.
• The ingredients of soil can be
observed by mixing soil with
water, shaking it, and letting
it settle.
Tasks:
1.
Observe new material
2.
Introduce humus and “recipe” for new
earth material that includes humus.
3.
Mix materials, add humus, introduce
term soil.
4.
Observe soil using plates and shaking;
discuss observations
5.
Discuss other separation techniques
for homemade soil
6.
Begin screening process and water
investigation
7.
Observe and draw vials (save vials)
8.
Wrap Up:
Investigation 4: Soil Explorations
Part 2 Soil Search
Focus:
• Soils vary from place to place.
• Soils have properties of color
and texture.
• Different soils differ in their
ability to support plants.
Tasks:
1. Classroom FT or home; collect
soil sample from one site
2. Observe and label sampleidentify from where it was
obtained ex. grassy backyard,
woods, etc
3. Store samples for part 3
4. Wrap Up:
- Word Bank (sample)
- Content Chart
4. Read Science Stories, What is in
Soil?
Investigation 4: Soil Explorations
Part 3 Studying Local Soils
Focus:
• Soils can be composed of
humus and different amounts
and sizes of rocks.
Tasks:
1. Use collected soil sample ask,
“What can we do to observe
and study the soil samples we
collected?”
2. Provide materials (screens/vials)
3. Record on Soil Drawing Sheet;
compare to homemade soil
drawing & vial
4. Have students identify one
thing alike about the two soils
and one thing different.
5. Wrap Up:
Science Extensions
•
•
•
•
•
See what grows
Make an earthworm habitat
Plant seeds in sand and soil
Math extensions
Interdisciplinary extensions
Best Practices in Primary Science
Stimulate interest by providing direct
experience with materials (inquiry)
Novel materials are not always the best stimulus. Often more
familiar ones help children raise questions.
Take care not to give away the “right answers” or what to
look for
Help children observe more effectively
Enables children to seek consciously for information that
will extend their ideas
• Observe details
• Look for similarities and differences
• Detect patterns in observations
• Quality of observations is a significant factor determining
whether meaningful conclusions can be drawn
•
Asking the right question at the right time
•
Unproductive questions- generally answers precede
the questions and are to be found in textbooks.
The right questions leads to where the answer can be
uncovered:
- To the real objects or events under study
- Asks children to show rather than to say the answer
- Stimulate productive activity
•
•
Take care not to ask questions prematurely.
Productive Questions
Attention-focusing questions- “have you seen” or “do you
notice” type of Q often associated with the start of inquiry
Measuring and counting questions- “how many?” “how
long?” “how often?”
Comparison questions- “In what ways are X and Y similar?
Different?” Carefully phrased comparison questions can
help children bring order into chaos and unity in variety.
Action questions- “what happens if..” while working on
these types of problems children uncover relationships;
children must collect the data themselves
Problem-posing questions- “can you find a way to…”
Help children to communicate their
thinking and developing ideas
Discussion: whole class discussion, small group with
teacher, small group without teacher
-Science notebook or journal
-Drawing and modeling- purpose for producing the
representation must be clear to the teacher and student
-
Draw connections between the
classroom and real world
Part 1: Three Rocks
Discussion Questions:
What happens when you rub two rocks together?
What should we call the stuff that comes off the rocks?
Was there one rock that made rock dust easier than the others?
Does the dust look the same on the white and black paper?
Part 2 Washing Three Rocks
Monitor Progress/Ask Questions:
What happened to the rocks when you put them in the water?
What colors do you see in the rocks?
Did the rocks change when you put them in the water? How?
What happened to the water after you put the rocks in?
Is there anything you can see now that you couldn’t see when the
rocks were dry?
Part 2 Washing Rocks
Discussion- Introduce Rock Names
Basalt- gray smooth rock. It was one the hot liquid
lava that came out of a volcano.
Scoria- reddish, bubbly rock. It was once the bubbly
top of the lava.
Tuff- light, soft rock. It has ash in it from the fires of
the volcano.
*Formative Assessment
Part 3 First Sorting
Discussion
What did you observe?
In what different ways were you able to sort the rocks?
What changes did you see when you placed the rocks in water?
Part 1 Screening River Rocks
Key Questions During Demo of Three Screens
How many sizes of rock do we have now?
Which screens did the smallest pieces go through?
Which screens did the largest rocks go through?
Part 1 Screening River Rocks
Names for Rock Sizes
Pebbles- largest rocks separated. Two sizes in this mixture,
large pebbles and small pebbles.
Gravel- smaller than pebbles. Two sizes in mixture, small gravel
and large gravel.
Sand- smallest size particle in mixture separated by screens.
*Formative
Assessment
*Formative
Assessment
Rocks have different sizes.
Investigation 2
Part 3 Sand and Silt
After observing the sand:
• Are the sand particles all the same size?
• What do the sand particles look like?
•
What might happen if water is mixed with the sand?
Part 3 Sand and Silt
Sand and Water Key Questions
Before shaking: What happened to the water that was poured
on the sand?
Before shaking: Vial was filled to top with water. What happened
to the water level?
Shaking: What happened to the sand and water
when you shook the vial?
Shaking: Was the water clear after you shook the
vial? Why not?
*Formative
Assessment
Part 3 Sand and Silt
Discussion Questions for Observations of Vial on 2nd Day
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?
Introduce Silt:
-Particle of rock much smaller than sand.
-Rock size that mud is made of.
Label drawings:
- to identify layers they see in vial. Discuss what layers should be
called: sand, silt, and water. Ask what they should label the space
between the top of the water and the vial cap (AIR).
Part 3 Sand and Silt
Wrap Up:
Word Bank:
Concept Chart:
Silt
Layer
Particle
Mixture
Shake
Settle
Sink
Is there an earth material that
is smaller than sand? What is
it?
What did you do to find the
silt?
**Read science story,
The Story of Sand
Part 4 Exploring Clay
Discuss drawings
What was the same in both vials?
What was different in the two vials?
Part 4 Exploring Clay
Wrap Up and Assessment:
Word Bank:
Clay
Wet
Dry
Content Chart:
Make a list of the sizes of
earth materials from
smallest to largest.
Clay
Silt
Sand
Gravel
Pebble
Cobble
Boulder
Assessment:
Distribute copy of the
Bottle Drawing sheet
to each student.
A student put river rock
mixture into a bottle
with some water and
shook it up. This is
what it looked like
after it settled for a
day.
Investigation 4: Soil Explorations
Part 1 Homemade Soil
Discussion:
- Have students describe the
layers they saw in their vials
- Write the word for that layer on
board and students can label
Humus
Clay
Silt
Sand
Gravel
Pebbles
Word Bank:
Humus
Soil
Ingredient
Concept Chart:
What is humus made from?
What is soil?
What is the best way to
separate the parts of soil?
Investigation 4: Soil Explorations
Part 2 Soil Search
Content Chart:
• What color was your soil
sample? Were all the soils
the same color?
• How does your soil feel?
Were all the soils the same
texture?
• What was growing around
your soil sample? Do plants
grow as well in all soils?
•
Read Science Stories, What is
in Soil?
Investigation 4: Soil Explorations
Part 3 Studying Local Soils
Discussion:
• How is our homemade soil
like the soil samples we
collected?
• How is it different?
Word Bank:
Alike
Different
Amount
Content Chart:
• How are the soils different
from each other?
• How are all the soils the
same?
Science Stories, Testing Soil
and the story Fossils