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. How are various materials on Earth similar and different?

2. How do the properties of various materials on Earth affect the way we can use them?

3. How does soil differ from different places?

4. 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

FOSS Pebbles Sand and Silt Unit Plan

11

Language Objectives

Academic vocabulary

Investigation 1

basalt color crystals

different dull dust

group large pointed

river rock rough

same scoria shape

shiny size small

smooth sort stripes

texture tuff

Investigation 2

boulder clay cobble

gravel particle pebble

sand screen silt

vial

Investigation 3

concrete course engineer

fine medium sandpaper

Investigation 4

humus soil

Spanish vocabulary

Investigación 1

Apuntado Áspero Basalto

Brilliante Clasificar Color

Cristales Diferente Escoria

Forma Grande Grupo

Liso Lista/Rayas Mate/Deslucido

Mismo Pequeño Piedra/Roca

Polvo Río Tamaño

Textura Toba

Investigaciòn 2

Adoquín Arcilla Arena

Filtro Frasco Guijarro

Grava Limo Partícula

Peñasco/Piedra grande

22

Investigaciòn 3 & 4

Fino Grueso Hormigón

Humus/Mantillo Ingeniero Medio

Papel de lija Tierra

33

Assessment Evidence

Pre/post assessment Science notebook entries Informal observation and discussion

Materials and Resources

Materials

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

Online Resources

44

FOSS Pebbles Sand and Silt Unit Investigation 1

Session Content Objectives Language Objectives

1 Pre-assessment

Students will complete the pre-assessment.

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.

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.

3 Three Rocks

Observe rocks

Rub rocks together to make rock dust

Draw observations and collect rock dust samples

Students will make and record accurate observations of rocks.

Students will explore properties of three different rocks.

Use descriptive words to describe rocks.

4 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 make predictions about rocks based on what they know.

Students record and report observations about what happens when rocks are placed in water.

Use a sentence frame to orally express a prediction.

Use a sentence frame to write a prediction.

55

5 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.

66

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 Students will need

Pebbles Sand and Silt pre/post

assessment

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?

77

Pre/Post Assessment

Pebbles, Sand and Silt

Name: ___________________________

1. Write the words in the blanks in order of size from smallest to

largest.

______clay__________________

gravel

____________________________

pebbles

____________________________

silt

____________________________

sand

____________________________

clay

____________________________

boulders

____________________________ cobbles

88

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

99

3. Circle the words below that name things that can make up soil.

Sand

Pencil

Silt

Shoes

Humus

Boulders

4. What things can happen when rocks and water are together?

____________________________________________________________________________

_________________________________________________________________________________________

____________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

1010

Pre/Post Assessment

Pebbles, Sand and Silt

Name: ___________________________

1. Write the words in the blanks in order of size from smallest to largest.

clay

gravel

silt

pebbles

sand

silt

gravel

sand

pebbles

clay

cobbles

boulders

boulders cobbles

1111

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.

sand pencil silt

shoes humus boulders

1212

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.

1313

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 Science notebooks to distribute Items from kit for kit inventory

Table of Contents** Glossary**

Student science notebooks Pencil

**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:

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.)

1414

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.

1515

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) Table

1616

Pebbles Sand and Silt

Table of Contents

Investigation 1: First Rocks

Date

Entry

Page No.

Glossary

Pebbles Sand and Silt

Table of Contents

Investigation 1: First Rocks

Date

Entry

Page No.

Glossary

1717

Pebbles Sand and Silt

Table of Contents

Investigation 1: First Rocks

Date

Entry

Page No.

Glossary

Observation of 3 Rocks

Rocks in Water Prediction

Rocks in Water Observation

River Rock Reflection

Pebbles Sand and Silt

Table of Contents

Investigation 1: First Rocks

Date

Entry

Page No.

Glossary

Observation of 3 Rocks

Rocks in Water Prediction

Rocks in Water Observation

River Rock Reflection

1818

Glossary

Word Picture

Glossary

Word Picture

1919

Glossary

Word Picture

Rock

Basalt

Scoria

Tuff

Color

Shape

Glossary

Word Picture

Size

Texture

Rough

Smooth

2020

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:

Draw a picture:

Copy the word:

2121

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:

Draw a picture:

Copy the word:

2222

Glossary – Investigation 1

Rock

Draw a picture:

Copy the word:

Basalt

Draw a picture:

Copy the word:

Scoria

Draw a picture:

Copy the word:

Tuff

Draw a picture:

Copy the word:

Color

Draw a picture:

Copy the word:

Shape

Draw a picture:

Copy the word:

2323

Size

Draw a picture:

Copy the word:

Texture

Draw a picture:

Copy the word:

Rough

Draw a picture:

Copy the word:

Smooth

Draw a picture:

Copy the word:

Draw a picture:

Copy the word:

Draw a picture:

Copy the word:

2424

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 Papers to copy and cut Students will need

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

Observation of Three Rocks

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

2525

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.

What happens when you rub two rocks together?

2626

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.

2727

Observation of Three Rocks

Date:______________________

Draw a picture of Rock 1.

Draw a picture of Rock 2.

Draw a picture of Rock 3.

Tape with some of the dust from Rock 1.

Tape with some of the dust from Rock 2.

Tape with some of the dust from Rock 3.

2828

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)

– 1 per student

Liter Zipbags – 1 per student

Plastic cups – 1 per student

Hand lenses – 1 per student

Paper towels – 1 per student

Pitcher of water – 1

Chart paper

Marker

Rocks in Water Predictions

Rocks in Water Observations

Glossary: Basalt, Scoria, Tuff

Student science

notebooks

Pencil

Glue or tape

Crayons or colored

pencils

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.

2929

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?

3030

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”.

3131

Rocks in Water Prediction

Date:______________________

I predict that when rocks are placed in water,

___________________________________

___________________________________

___________________________________

I predict this because_________________

___________________________________

___________________________________

Rocks in Water Prediction

Date:______________________

I predict that when rocks are placed in water,

___________________________________

___________________________________

___________________________________

I predict this because_________________

___________________________________

___________________________________

3232

Observation of Rocks in Water

Date:______________________

Draw a picture of basalt dry.

Draw a picture of scoria dry.

Draw a picture of tuff dry.

Draw a picture of basalt wet.

Draw a picture of scoria wet.

Draw a picture of tuff wet.

3333

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

students

Liter Zipbags – 1 per pair of students

Plastic cups – 1 per pair of students

Hand lenses – 1 per student

Paper towels – 1 per student

Pitcher of water – 1

Basin – 1

Book – Peter and the Rock - 1

River Rock Reflection

Glossary: Color, Shape,

Size, Texture, Rough,

Smooth

Student science notebooks

Pencil

Glue or tape

Crayons or colored pencils

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.

3434

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.

3535

River Rocks Reflection

Date:______________________

Some of the ways we sorted rocks were by

_________________

_________________

_________________, and

_________________ .

Draw a picture of one way that you sorted

your rocks.

3636

FOSS Pebbles Sand and Silt Unit

Investigation 2

Session Content Objectives Language Objectives

1 Screening River Rocks

Introduce river rock mixture

Create a focus question

Screening river rocks with the

large screen

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.

Use a sentence frame to pose a

scientific focus question about rocks.

2 Screening River Rocks with Three

Screens

Use three screens to separate

rocks

Complete student sheet

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.

Identify the size of rock by its

scientific name – pebble, gravel,

sand, using support from the word

wall.

3 River Rocks by Size

Use a sizing chart to sort rocks

into groups

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.

Follow oral directions about how to

sort rocks.

4 Sand and Silt Part 1

Make observations of dry sand

Predict what will happen when

water is added

Students will sort, group, and classify

river rocks based on size.

Students will use a vial and water to

separate sand and silt.

Make a prediction using a sentence

frame about sand in water.

3737

Add water to sand

Let sit overnight

5 Sand and Silt Part 2

Observe vials left overnight

Draw vials

Introduce the term silt

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.

6 Exploring Clay Part 1

Make observations of clay balls

Predict what will happen when

water is added

Add water to clay

Let sit overnight

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.

7 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

explore clay.

Place the names for different sizes of

rocks in order from smallest to

largest.

3838

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

Containers, ¼ liter – 1 per pair

Plastic cup containing rock

mixture – 1 per pair

Paper plates – 2 per pair

Hand lenses – 2 per pair

Rock Mixture (see preparation)

Basins – 2

Metal spoon – 1

Whisk broom and dust pan – 1

Focus Question – River Rocks

Student science notebooks

Pencil

Glue or tape

Focus Question: How can we

separate river rocks by size?

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

3939

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]

4040

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

4141

Pebbles Sand and Silt

Table of Contents Investigation 2: River Rocks

Date

Entry

Page No.

Pebbles Sand and Silt

Table of Contents Investigation 2: River Rocks

Date

Entry

Page No.

4242

Pebbles Sand and Silt

Table of Contents

Investigation 2: River Rocks

Date

Entry

Page No.

Glossary

Focus Question: River Rocks

Rock Labels

Using Screens

Sand Gravel Pebbles

Sand Drawings

Clay Drawings

Pebbles Sand and Silt

Table of Contents

Investigation 2: River Rocks

Date

Entry

Page No.

Glossary

Focus Question: River Rocks

Rock Labels

Using Screens

Sand Gravel Pebbles

Sand Drawings

Clay Drawings

4343

Glossary

Word Picture

Glossary

Word Picture

4444

Glossary Inv.2

Word Picture

Pebbles

Gravel

Sand

Particle

Silt

Clay

Glossary Inv.2

Word Picture

Cobbles

Boulders

4545

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:

Draw a picture:

Copy the word:

4646

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:

Draw a picture:

Copy the word:

4747

Glossary – Investigation 2

Pebbles

Draw a picture:

Copy the word:

Gravel

Draw a picture:

Copy the word:

Sand

Draw a picture:

Copy the word:

Particle

Draw a picture:

Copy the word:

Silt

Draw a picture:

Copy the word:

Clay

Draw a picture:

Copy the word:

4848

Cobbles

Draw a picture:

Copy the word:

Boulders

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:

4949

Focus Question – River Rocks

Date:______________________

How can….

___________________________________

___________________________________

___________________________________

__________________________________?

Focus Question – River Rocks

Date:______________________

How can….

___________________________________

___________________________________

___________________________________

__________________________________?

5050

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,

large mesh) – 1 per pair

Containers, ¼ liter – 1 per pair

Plastic cup containing rock mixture – 1

per pair

Paper plates – 2 per pair

Hand lenses – 2 per pair

Rock Mixture (see preparation)

Basins – 2

Metal spoon – 1

Whisk broom and dust pan – 1

Rock Size Labels

Using Screens

Glossary: Pebbles, Gravel,

Sand

Student science

notebooks

Pencil

Glue or tape

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.

5151

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.

5252

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.

5353

sand sand

small gravel small gravel

large gravel large gravel

small pebbles small pebbles

large pebbles large pebbles

5454

Using Screens

Date:______________________

In this activity, we used three different sizes of

_______________ to ___________________

river rocks into groups by size. The largest size

of river rock was the ________________. The

next largest size of rock was the__________.

The smallest size of rock was the _________.

Using Screens

Date:______________________

In this activity, we used three different sizes of

_______________ to ___________________

river rocks into groups by size. The largest size

of river rock was the ________________. The

next largest size of rock was the__________.

The smallest size of rock was the _________.

Word Bank

Gravel Pebble Sand

Screens Separate

Word Bank

Gravel Pebble Sand

Screens Separate

5555

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 Students will need

¼ liter containing rock mixture –

1 per pair of students

Basin with rock mixture from

Sessions One and Two - 1

Vial – 1

Sand Gravel and Pebbles

Glossary: Particles

Student science notebooks

Pencil

Tape or glue

Preparation: Put 1 vial of rock mixture into each of the containers.

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.

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.

5656

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.

5757

Sand, Gravel and Pebbles

Date: ___________________________

pebble gravel sand

Number of particles____________ Number of particles____________ Number of particles____________

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.

5959

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.

6060

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.

6161

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 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

Sand Drawings

Glossary: Silt

Student science

notebooks

Pencil

Tape or glue

Colored pencils or

crayons

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.

6262

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.

6363

Sand Drawings

Date:______________________

Draw what you see in the vial.

This vial has water and ___________________

Sand Drawings

Date:______________________

Draw what you see in the vial.

This vial has water and ___________________

6464

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,

plus 1 per group

Plastic cup – 1 per group

Basin – 1

Bottle brush – 1

Pitcher – 1

Water

Paper towels

Transparent tape

Glossary: Clay

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.

6565

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,

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?

6666

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.

6767

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 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,

plus 1 per group

Plastic cup – 1 per group

Basin – 1

Bottle brush – 1

Pitcher – 1

Water

Paper towels

Transparent tape

Clay Drawing

Glossary: Cobbles, Boulders

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.

6868

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.

6969

Clay Drawings

Date:______________________

Draw what you see in the vial.

This vial has water and ___________________

Clay Drawings

Date:______________________

Draw what you see in the vial.

This vial has water and ___________________

7070

FOSS Pebbles Sand and Silt Unit

Investigation 3

Session Content Objectives Language Objectives

1 Using Rocks

Review particle sizes

Go outside to find rocks being

used

Discuss observations

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.

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.

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.

Use the terms “course”, “medium”

and “fine” to describe sand paper.

3 Making Concrete

Introduce the idea of engineers

Read Rocks, Jeans, and Busy

Machines

Make concrete

Students will create their own earth

materials mix and make bricks.

Students will listen to a story about

what engineers do.

Follow oral directions about how to

make concrete.

Listen to a story to get information

about engineers.

7171

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 Papers to copy and cut Students will need

Clipboard (1 per student)

Table of Contents: Inv. 3

Rocks in Use

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.

7272

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.

Where did people see boulders?

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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.

7474

Pebbles Sand and Silt

Table of Contents

Investigation 3: Using Rocks

Date

Entry

Page No.

Pebbles Sand and Silt

Table of Contents

Investigation 3: Using Rocks

Date

Entry

Page No.

7575

Pebbles Sand and Silt

Table of Contents

Investigation 3: Using Rocks

Date

Entry

Page No.

Glossary

Rocks In Use

Sandpaper Rubbings

Pebbles Sand and Silt

Table of Contents

Investigation 3: Using Rocks

Date

Entry

Page No.

Glossary

Rocks In Use

Sandpaper Rubbings

7676

Glossary

Word Picture

Glossary

Word Picture

7777

Glossary Inv.3

Word Picture

Fine

Medium

Coarse

Glossary Inv.3

Word Picture

Fine

Medium

Coarse

7878

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:

Draw a picture:

Copy the word:

7979

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:

Draw a picture:

Copy the word:

8080

Glossary – Investigation 3

Fine

Draw a picture:

Copy the word:

Medium

Draw a picture:

Copy the word:

Coarse

Draw a picture:

Copy the word:

Fine

Draw a picture:

Copy the word:

Medium

Draw a picture:

Copy the word:

Coarse

Draw a picture:

Copy the word:

8181

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:

Draw a picture:

Copy the word:

8282

gravel sand silt clay

Rocks in Use

Date:______________________

List where you see the following sizes of rocks.

boulders cobbles pebbles

8383

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 Papers to copy and cut Students will need

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

Sandpaper Rubbings

Glossary: Fine, Medium,

Coarse

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.

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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.

8585

fine

Sandpaper Rubbings

Date:______________________

Use a pencil or a crayon to create a rubbing of each type of sandpaper in the appropriate boxes below.

medium course

8686

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:

8787

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

8888

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

Use the blocks to construct a tower or wall.

Experiment with colorings or additions of colored gravel or marble to create

decorative blocks

8989

FOSS Pebbles Sand and Silt Unit

Investigation 4

Session Content Objectives Language Objectives

1 Introducing the Soils Challenge

Introduce soil scenario

Introduce humus

Make soil

Set up vials to settle overnight

Discuss predictions

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.

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.

2 Results of settling test

Model drawing and labeling

observations

Students draw and label

observations

Students will record accurate

observations of soil.

Use appropriate terms to label

scientific drawings of soil.

3 Mystery Soil Part 1

Review investigation so far

Introduce mystery soil

Develop a focus question

Students write predictions

Set up settling test

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.

Use a sentence frame to pose a

question about soils.

Use a sentence frame to write a

prediction, including reasoning,

about soils.

4 Mystery Soil Part 2

Students draw and label

observations

Students will record accurate

observations of soil.

Use appropriate terms to label

scientific drawings of soil.

5 Mystery Soil Part 3

Discuss similarities and

differences of soils

Model claims and evidence

Students write claims and

evidence

Students will make claims about the

properties and composition of two

different soils.

Students will use evidence to support

their claims.

Write a claims and evidence

statement with support for sentence

structures and vocabulary as

necessary.

9090

6 Post Assessment

Students will complete the post-

assessment.

9191

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

½ liter gravel

½ liter pebbles

Pitcher of water

For each student:

Zip bag with ¼ liter humus

Vial

Lid

Label

Glossary: Humus, Soil

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

9292

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

9393

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.

9494

Pebbles Sand and Silt Table of Contents

Investigation 4: Soil Explorations

Date

Entry

Page No.

Pebbles Sand and Silt Table of Contents

Investigation 4: Soil Explorations

Date

Entry

Page No.

9595

Pebbles Sand and Silt Table of Contents

Investigation 3: Using Rocks

Date

Entry

Page No.

Glossary

Soil Drawing

Focus Question

Prediction

Mystery Soil Observation

Claims and Evidence

Pebbles Sand and Silt Table of Contents

Investigation 3: Using Rocks

Date

Entry

Page No.

Glossary

Soil Drawing

Focus Question

Prediction

Mystery Soil Observation

Claims and Evidence

9696

Glossary Word Picture

Glossary Word Picture

9797

Glossary Inv.4 Word Picture Humus

Soil

Glossary Inv.4 Word Picture Humus

Soil

9898

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:

Draw a picture:

Copy the word:

9999

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:

Draw a picture:

Copy the word:

100100

Glossary – Investigation 4

Humus

Draw a picture:

Copy the word:

Soil

Draw a picture:

Copy the word:

Draw a picture:

Copy the word:

Humus

Draw a picture:

Copy the word:

Soil

Draw a picture:

Copy the word:

Draw a picture:

Copy the word:

101101

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 Papers to copy and cut Students will need

For each student:

Vial with soil and water from the

previous session

Soil Drawing 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-and-

water 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.

102102

Soil Drawings

Date:______________________

Draw what you see in the vial.

This vial has water and ___________________

Soil Drawings

Date:______________________

Draw what you see in the vial.

This vial has water and ___________________

103103

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:

Zip bag with mystery soil mixture of

humus and gravel

Vials with lids

Self-stick label

Focus Question** (optional)

Prediction

Notebooks

Tape or glue

Pencils

Colored pencils or

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

104104

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 ________________________________.

105105

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.

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Focus Question – Soils

How can we use water and a vial to help us study the soil sample from the garden?

How can we use water and a vial to help us study the soil sample from the garden?

How can we use water and a vial to help us study the soil sample from the garden?

How can we use water and a vial to help us study the soil sample from the garden?

How can we use water and a vial to help us study the soil sample from the garden?

How can we use water and a vial to help us study the soil sample from the garden?

How can we use water and a vial to help us study the soil sample from the garden?

How can we use water and a vial to help us study the soil sample from the garden?

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Focus Question – Soils

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?

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Prediction – Soils

Date:______________________

I think that we can use water and a vial to

study the soil by ___________________

_______________________________,

because __________________________

__________________________________

__________________________________

Prediction – Soils

Date:______________________

I think that we can use water and a vial to

study the soil by ___________________

_______________________________,

because __________________________

__________________________________

_________________________________

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Prediction – Soils

Date:______________________

I think that the soil sample from the garden

contains __________________________

_______________________________,

because __________________________

__________________________________

__________________________________

Prediction – Soils

Date:______________________

I think that the soil sample from the garden

contains __________________________

_______________________________,

because __________________________

__________________________________

__________________________________

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FOSS Pebbles Sand and Silt

Investigation 4 – Soils

Session 4: Mystery Soil Part 2 [25 minutes]

Students will record accurate observations.

Materials needed Papers to copy and cut Students will need

For each student:

Vial with soil and water from the

previous session.

Mystery Soil Observation 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.

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Mystery Soil Drawing

Date:______________________

Draw what you see in the vial.

This vial has water and mystery soil.

Mystery Soil Drawing

Date:______________________

Draw what you see in the vial.

This vial has water and mystery soil.

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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 Papers to copy and cut Students will need

Claims and evidence chart

Teacher’s drawings of soil made in class

and mystery garden soil

Claims and Evidence 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

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.

I claim that both the soil

we made in class and the

garden soil contain

humus.

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Claims Evidence

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.

I claim that both the soil

we made in class and the

garden soil contain

humus.

I claim this because both

of the vials had a layer

that was dark like humus

and that was in the same

place.

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Claims and Evidence – Soils

Date:______________________

Claims and Evidence – Soils

Date:______________________

Claims Claims Evidence Evidence

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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 Students will need

Post test

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.

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Pre/Post Assessment Pebbles, Sand and Silt

Name: ___________________________

1. Write the words in the blanks in order of size from smallest to largest.

______clay__________________

gravel

____________________________

pebbles

____________________________

silt

____________________________

sand

____________________________

clay

____________________________

boulders

____________________________ cobbles

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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

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3. Circle the words below that name things that can make up soil.

Sand

Pencil

Silt

Shoes

Humus

Boulders

4. What things can happen when rocks and water are together?

____________________________________________________________________________ _________________________________________________________________________________________

____________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

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Pre/Post Assessment Pebbles, Sand and Silt

Name: ___________________________

1. Write the words in the blanks in order of size from smallest to largest.

clay

gravel

silt

pebbles

sand

silt

gravel

sand

pebbles

clay

cobbles

boulders

boulders cobbles

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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.

sand pencil silt

shoes humus boulders

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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.

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