Pebbles, Sand, and Silt

Science Unit 2- Plan

Unit Length:

9 weeks

Grade 1

Pebbles, Sand, and Silt

Table of Contents

Conceptual Flow / Page 3
Unit Overview / Page 5
Preconception and Misconceptions / Page 6
New Jersey Common Core Standards in Science / Page 7
Next Generation State Standards / Page 8
Common Core State Standards / Page 9
Investigation 1 / Page 10
Investigation 2 / Page 12
Investigation 3 / Page 14
Investigation 4 / Page 16
Materials Sheet / Page 19
Unit Resources / Page

Concept Map

UNIT OVERVIEW
Pebbles, Sand and Silt Guide
Summary
Students study the properties of rocks and soil. They group and seriate rocks on the basis of single, observable properties, learning simple ways by which earth materials can be organized.
Enduring Understanding: / Essential Questions: Overarching
●Earth materials are useful in different ways. Earth’s materials come in a variety of different forms, sizes, textures, etc and can be compared and classified based on their properties.
●Asking questions about the world helps us learn.
●Tools help scientists make better observations.
●Objects can be sorted by properties.
● / ●What are earth materials and how do we use them?
●How do scientists learn about pebbles, sand, silt and other earth materials?
●Why is it important to learn about earth materials?
●What types of materials are found naturally on
●Earth, and where do they come from?
●How do people describe and classify Earth’s materials?
Knowledge: / Skills:
Student will Know….
●Rocks and soils are earth materials.
●Rocks can be sorted by size, color, and shape.
●Many building materials come from the earth.
●A scientist uses many tools when conducting an investigation / Students will be able to…
●Ask and answer questions
●Use simple tools to make observations
●Make reasonable explanations using observations
●Separate earth materials by size using different techniques
●Observe, describe, and sort earth materials based on properties
●Observe and discuss the similarities and differences in the materials in a river rock mixture
●Identify places where earth materials are found and ways that earth materials are used
●Compare the ingredients in different soils
●Use the vocabulary associated with earth materials
●Describe, sort, compare and classify Earth’s materials based on their properties (for example: shape and size)
● Separate a simple mixture of Earth’s materials based on size and/or shape
●Follow rules of conversation ‐ taking turns, staying on topic, focus attention on speaker Explains, inquires, and compares
Evidence of Understanding:
Pre- Assessment
Notebook and Journal Entries
Performance Assessments
Reading Prompt
Student Observation/Anecdotal Notes / Homework
Checkpoint Assessments
I-Check Assessments
Unit Assessment
Preconception /Misconceptions
pebbles, sand, and silt
●All dirt is the same
●Students define soil as dirt and have a difficult time reconciling the two terms.
●There is confusion as the soil is made and the humus is added; students frequently see this as the “dirt” going into the mix.
●Soil must have always been in its present form.
●The formation of soil was alternative view that soil has “always been there ever since the Earth was formed”. Students often think of only the brown, loamy type soil found in the flower bed as true soil. Soil is, however, the whole top layer of the earth and is composed of various particle sizes both organic and inorganic.
●Students often think soil is alive. While living things live in soil and organic soil is composed of once‐ living things they need to understand that soil itself is not alive.
●Students may think soil type is determined by color. Soil type is actually determined based on particle size. Color is dependent upon the rock type from which the soil is formed over time.
List other that you discover in your class:
______
______
______

New Jersey Common Core Standards

5.1 Science Practices / All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
Strand A / Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Who, what, when, where, why, and how questions form the basis for young learners’ investigations during sensory explorations, experimentation, and focused inquiry
5.1.4.A.1 / Fundamental scientific concepts and principles and the links between them are more useful than discrete facts.
5.1.4.A.2 / Outcomes of investigations are used to build and refine questions, models, and explanations.
Strand B / Generate Scientific Evidence Through Active Investigations: Observations and investigations form young learners’ understandings of science concepts.
5.1.4.B.2 / Tools and technology are used to gather, analyze, and communicate results.
5.1.4.B.3 / Evidence is used to construct and defend arguments
5.1.4.B.4 / Reasoning is used to support scientific conclusions.
Stand C / Reflect on Scientific Knowledge: Interacting with peers and adults to share questions and explorations about the natural world builds young learners’ scientific knowledge.
5.1.4.C.1 / Scientific understanding changes over time as new evidence and updated arguments emerge.
5.1.4.C.2 / Revisions of predictions and explanations occur when new arguments emerge that account more completely for available evidence.
Strand D / Participate Productively in Science: Science practices include drawing or “writing” on observation clipboards, making rubbings, or charting the growth of plants.
5.1.4.D.1 / Science has unique norms for participation. These include adopting a critical stance, demonstrating a willingness to ask questions and seek help, and developing a sense of trust and skepticism.
5.1.4.D.2 / In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., scientific argumentation and representation).
5.1.4.D.3 / Instruments of measurement can be used to safely gather accurate information for making scientific comparisons of objects and events.
5.2 Physical Science: / All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
Strand A / Properties of Matter : All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia.
5.2.2.A.1 / Living and nonliving things are made of parts and can be described in terms of the materials of which they are made and their physical properties.
5.2.4.A.1 / Some objects are composed of a single substance; others are composed of more than one substance.

Next Generation Science Standards

Performance Expectations
2-PS1-1 Plan and conduct an investigationto describe and classifydifferent kinds of materials by their observable properties.[Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]
2-PS1-2 Analyze data obtained from testing different materialsto determinewhich materials have the properties that are best suited for an intended purpose.*[Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.]
2-PS1-3 Make observations to construct an evidence-based account of howan object made of a small set of piecescan be disassembled and made into a new object.[Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.]
NGSS Science and Engineering Practices
Planning and Carrying Out Investigations: To answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.
●Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (2-PS1-1)
Analyzing and Interpreting Data: Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.
●Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. (2-PS1-2)
Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K-2 builds on prior experiences and progresses to the use of evidence and ideas in constructing phenomena and designing solutions. (2-PS1-3)
Disciplinary Core Ideas
PS1.A
●Different kinds of matter exist and many of them can be either solid or liquid, depending o temperature. Matter can be described and classified by its observable properties. (2-PS1-1)
●Different properties are suited to different purposes. (2-PS1-2) (2-PS1-3)
●A great variety of objects can be built up from a small set of pieces. (2-PS1-3)
Cross Cutting Concepts
Patterns. Patterns in the natural and human designed world can be observed.(2-PS1-1)
Cause and Effect, Mechanism and Explanation: Simple tests can be designed to gather evidence to support or refute student ideas about causes. (2-PS1-2)
Energy and Matter: Objects may break into smaller pieces and can be put together into larger pieces or may change shapes. (2-PS1-3)
Influence of Engineering, Technology, and Science on Society and the Natural World.
Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived fro the natural world. (2-PS1-2)

Common Core State Standards

CCSS: English Language Arts
Reading Informational Text
RI.2.10 / By the end of the year read and comprehend informational texts, including science and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range
CCSS: Writing-
W.1.8 / With guidance and support from adults, recall information from the experiences to gather information from provided sources to answer a question.
W.2.2 / Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points and provide a concluding statement or section.
CCSS: Speaking and Listening:
SL.1.5. / Add drawing or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SL.2.1. / Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and large groups
CCSS: Mathematics
2.MD.10 / Measurement and data: Represent and interpret data: Draw a picture graph and a bar graph (with single unit scale) to represent a data set with up to four categories.

Before beginning unit administer pretest.

Check that all materials are available, usable, and ready

Investigation 1
First Rocks
Summary
Students observe several different kinds of rocks. They compare properties of different rocks and sort rocks in different ways. Students observe rocks interacting with each other and with water.
Core Conceptual Ideas
➢Rocks are solid material of the Earth
➢Rocks have a variety of properties, including color, hardness, shape and size.
➢Rocks can be sorted by their properties.
➢Rocks are all around us.
New Vocabulary
Basalt, Collection, Crystal, Different, Dull, Dust, Flat, Geologist, Group, Large, Museum, Pointed, Rock, Rough, Same, Scoria, Small, Smooth, Sort,
Part 1 - “Three Rocks”
Summary
Students investigate and sort a set of six rocks. They gather information about the rocks by matching the rock samples and rubbing them together.
Understandings
➢Rocks have a variety of properties.
➢When rocks rub together, some (softer) rocks may be chipped or scratched, or make rock dust.
Focus Questions
➢How are rocks different?
➢What happens when rocks are rubbed together?
Teacher Preparation / Body Of Evidence / Est. Time
➢Send Letter to Parents Home (Teacher Master)
➢Read TE “At A Glance”, “Background for the Teacher” &“Teaching “Children About Fisrt Rocks”
➢Watch Video Demonstration of Inv. 1 Part 1
➢Review
“ Materials” “Getting Ready ”&“Guiding the Investigation”
➢Prepare materials / ➢Pre- Assessment
➢Notebook Investigation Entry
➢Journal Entry
➢Student Observation/ Anecdotal Notes
➢Individual Work
➢Homework
➢Cross Curriculum Extensions
➢Informational Text
Data to be recorded in Genesis / 1 session
Part 2 – “Washing Three Rocks”
Students wash their samples to see how the rocks change when they are wet and what happened to the wash water.
Understandings
Rocks have a variety of properties
When rocks are washed in water, the colors or sparkling qualities are enhanced.
Focus Questions
What happens when rocks are washed?
Teacher Preparation / Body Of Evidence / Est. Time
➢Watch Video Demo of Inv.1 Part 2
➢Review “Materials” and “Getting Ready” / ➢Notebook Investigation Entry
➢Journal Entry
➢Student Observation/Anecdotal Notes
➢Homework
Individual work
➢Cross Curriculum Extensions
➢Information Text / 1 session
Suggested Center Activities: Spelling City; FOSS Digital Resources: eBook, Audio Stories; suggested websites; word wall activities; extension activities; and additional supporting Science activities.
Part 3– “First Sorting”
Students are introduced to river rocks. They listen tote story Peter and the Rocks and use ideas from the story and Part 2 to sort their river rocks.
Understandings
Rocks are sorted by their properties
Focus Questions
How are some rocks the same?
Teacher Preparation / Body Of Evidence / Est. Time
➢Watch Video Demo of Inv.1 Part 3
➢Review “Materials” and “Getting Ready” / ➢Notebook Investigation Entry
➢Journal Entry
➢Student Observation/Anecdotal Notes
➢Content Chart Entries
➢Homework
Individual work
➢Cross Curriculum Extensions
Information Text / 1 session
Part 4 – “Sorting Games”
Students use sorting mats to play sorting games with the river rocks.
Understandings
Rocks are sorted by their properties
Focus Questions
How many ways can rocks be sorted?
Teacher Preparation / Body Of Evidence / Est. Time
➢Watch Video Demo of Inv.1 Part 4
➢Review “Materials” and “Getting Ready” / ➢Notebook Investigation Entry
➢Journal Entry
➢Student Observation/Anecdotal Notes
➢Homework
Individual work
➢Cross Curriculum Extensions
➢Information Text / 1 session
Part 5– “Start a Rock Collection”
Students start to organize a classroom rock collection..
Understandings
Rocks are all around us.
Rocks are the solid material of the earth.
Focus Questions
What rocks can we find around us?
Teacher Preparation / Body Of Evidence / Est. Time
➢Watch Video Demo of Inv.1 Part 5
➢Review “Materials” and “Getting Ready” / ➢Notebook Investigation Entry
➢Journal Entry Read Science Stories “Exploring Rocks” pg 2 and “Colorful Rocks” pg. 4
➢Student Observation/Anecdotal Notes
➢Homework
Individual work
➢Cross Curriculum Extensions
➢Information Text / 2 sessions
Suggested Center Activities: Spelling City, Foss suggested websites, word wall activities, extensions, additional supporting Science Activities, Cross-Curricular Extensions: L.A.-Make a Geologist Tool Kit, Make a Rock Record Book, Set up a Rock Store, Make Stone Soup, Write about Magic Pebbles, Use Pattern Sentences; Math Problems; Art Extensions- Make Rock People or Pets, Assemble a Rock Aquarium; Science Extensions- Find Your Rock, Start a Personal Rock Collection; Game Extensions..
Investigation 2
“River Rocks”
Summary
Students will explore a river rock mixture containing earth material particles of various sizes. They will use a screen to separate and group river rocks by particle size. They will investigate properties of pebbles, gravel, sand, silt, and clay particles. Students will explore the properties of dry and wet clay particles.
Concepts:
Rocks can be categorized by size
Screens and water can be used to sort the sizes of earth materials
Rock sizes include clay, silt, sand, gravel, and pebbles.
New Vocabulary Investigation 2
Earthy material, screen, separate, size, sand, gravel, pebble
Part 1: Screening River Rocks
Summary
Students separate a river rock mixture, using a set of three screens. At the end of the separation, students discover they have five sizes of materials: large pebbles, small pebbles, large gravel, small gravel, and sand
Understandings
➢Screens can be used to sort the sizes of earth materials
➢Rock sizes include sand, large pebbles, small pebbles, large gravel, and small gravel,
Focus Questions
➢How can rocks be sorted by size?
Teacher Preparation / Body Of Evidence / Est. Time
➢Read TE
“At A Glance”, “Background for the Teacher”&
“Teaching Children About River Rocks”
➢Watch Video Demonstration of Inv. 2 Part 1
➢Review
“ Materials” “Getting Ready” &“Guiding the Investigation”
➢Prepare materials / ➢Notebook Investigation Entry
➢Journal Entry
➢Student Observation/Anecdotal Notes
➢Journal Entry
➢Homework (Suggestions)
➢Cross Curriculum Extensions
➢Information Text / 1 session
Part 2 - River Rocks by Size
Students use a student sheet to reinforce the idea of grouping rocks based on size.
Understandings
Rocks can be categorized visually by size
Rock sizes include sand, small gravel, large gravel, small pebbles, \and large pebbles
Focus Questions
What is the material in this vial?
Teacher Preparation / Body Of Evidence / Est. Time
➢Watch Video Demo of Inv.2 Part 2
➢Review “Materials” and “Getting Ready” / ➢Notebook Investigation Entry
➢Journal Entry
➢Student Observation/Anecdotal Notes
➢Homework (Suggestions)
➢Cross Curriculum Extensions Interdisciplinary Extensions / 1 session