Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
1.7A Observe, compare, describe, and sort components of soil by size, texture, and color.
Process TEKS:
1.1A, 1.2A, 1.2B, 1.2C, 1.2D, 1.2E, 1.4A
Objective/Key Understanding:
I can compare and sort soil by size, texture, and color.
I can describe soil by its size, texture, and color.
(You could also break into more specific objectives depending on how you break your week up. Ex: I can compare and sort soil by color. I can describe soil by color.)
I can describe soil by its components including air, water, organic material, and minerals.
Closing Product/ Question/ Informal Assessment:
TEACHER:
Engage:
Explore:
Explain:
Elaborate:
Evaluate:
CLASS: Science LESSON DATE: 11/16-11/20
Teaching Points & Activities
Use STEMScopes 1.7AC Rocks and Soil
Where does soil come from? Can display “Engage” slide. Where have you seen soil before?
STEMScopes “Explore” experiment; Brain Pop Jr. “Soil” activity. Gather soil sample from playground.
Resources/Materials:
Soil samples
(clay, potting soil, and sand would be best)
Have students bring it back and describe using content vocabulary. Have students rub different kinds of soil in their hands to feel and describe the different textures. AIMS Science “Soil Search” pg. 167
Important vocab: resource, rock, soil, water, texture, rough, smooth, sticky, physical property.
Components of soil – air, water, organic material, minerals. https://jr.brainpop.com/science/land/soil/
STEMscopes Reading Science
Soil painting – have students predict what color a mud smudge from each kind of soil would be. Have them create a landscape with the soil using glue. “Touchy Feely” from Extensions on STEMscopes – create a mystery box for students to reach in and touch different kinds of soil so that they can only rely on their sense of touch to feel the texture and describe.
Show students two differently kinds of soil. Have them write about how the two soil samples are different.
Mystery Soil – give students three types of “mystery soil.” They have to match up the mystery soil to
**Have students, you, or friends write to relatives in different parts of country and have them send soil from their area for students to compare.
Any materials you need for known soil samples and be able to explain why. They should size, texture, and color to describe.
Stop & Check for Understanding—High Level Questions Critical Writing Prompt: the labs you choose.
What senses can you use to help you describe the physical properties of soil?
How can you tell different types of soil apart?
Small Group Purposeful Talk Question Stems:
What physical properties can we use to describe, compare and sort soil?
If you had to make an item out of soil, what kind of soil would you prefer? Why? (ex: pot, vase, couch – anything, just let them be creative)
Rigor & Relevance: (Real World Connection)
Show students two differently kinds of soil. Have them write about how the two soil samples are different.
Mystery Soil – give students three types of “mystery soil.”
They have to match up the mystery soil to known soil
In what ways can you sort soil?
Vocabulary:
How would you describe the soil on our playground? samples and be able to explain why. They should size, texture, and color to describe. resource, rock, soil, water, texture, rough, smooth, sticky, physical property

Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
1.7C Gather evidence of how rocks, soil, and water help to make useful products.
Process TEKS:
1.1A, 1.2A, 1.2B, 1.2C, 1.2D, 1.2E, 1.4A
Objective/Key Understanding:
I can gather evidence of how rocks, soil, and water make useful products.
I can describe how rocks, soil, and water are used in everyday life.
Closing Product/ Question/ Informal Assessment:
TEACHER:
Engage:
Explore:
Explain:
Elaborate:
Evaluate:
CLASS: Science LESSON DATE: 11/30-12/4
Teaching Points & Activities
Find the Fib about soil (as review); show students a rock and have them describe the rock using the properties discussed with soil the previous week.
Resources/Materials:
Rock samples
Talk a walk through the hallways, making note of things that are made from rocks, soil, water – be sure to point out buildings, sidewalks, etc. “Concept Builder” from STEMscopes – create a mini-museum of items made of rock, soil, water in the classroom. Gallery walk – have students write the different uses they know of for rocks, soil, and water. AIMS Science “Secret Sources” pg. 177
Important vocab: resource, rock, soil, water, texture, product
STEMscopes Reading Science
STEMscopedia “Everyday Life” section
Career Connections from STEMscopes. Frayer Model for vocabulary words. PBL from STEMscopes – have students describe how the resources might work together to create their tool and reiterate how these resources are useful. Trifold with rocks, water, soil – have students list, draw, or glue pictures of their uses into the correct part of the trifold.
Content Connections Companion
STEMscopes Post Assessment
Soil samples
Any materials you need for the labs you choose.
Stop & Check for Understanding—High Level Questions
Are rocks, soil, and water living things?
What is a resource? Why are they important?
Small Group Purposeful Talk Question Stems:
What evidence can we gather that tells us how rocks, soil, and water are useful to us?
Critical Writing Prompt: useful?
Why are rocks, soil, and water
Rigor & Relevance: (Real World Connection)
Content Connections Companion
STEMscopes Post Assessment
What makes rock a useful resource for people?
Vocabulary:
If you had to build a house, what resource would you use? resource, rock, soil, water, texture, product