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					           First Grade - Rocks and Earth Materials and Conservation
                                Unit Overview

Strand 6 Earth and Space Content Objectives:
       Concept 1 Properties of Earth Materials
  a)   S6C1PO1 Describe the following basic earth materials: rocks (e.g., sand, gravel, pebbles, boulders),
       soil, water.
  b)   S6C1PO2 Compare the following physical properties of basic earth materials: color, texture, capacity
       to retain water.
  c)   S6C1PO3 Identify common uses (e.g., construction, decoration) of basic earth materials (rocks,
       water, soil).
  d)   S6C1PO4 Identify the following as being natural resources: air, water, soil, trees, wildlife.
  e)   S6C1PO5 Identify ways to conserve natural resources (e.g., reduce, reuse, recycle, find alternatives).
Strand 1 Inquiry Process Objectives:
     Concept 1 Observations, Questions, and Hypotheses
  c) S1C1PO1 Compare common objects using multiple senses.
  d) S1C1PO2 Ask questions based on experiences with objects, organisms, and events in the environment.
  e) S1C1PO3 Predict results of an investigation based on life, physical, and earth and space sciences
     (e.g., animal life, cycles, physical properties, earth materials).
     Concept 2 Scientific Testing (Investigating and Modeling)
  f) S1C2PO2 Participate in guided investigations in life, physical, and earth and space sciences.
     g) S1C2PO3 Use simple tools such as rulers, thermometers, magnifiers, and balances to collect data
         (U.S. customary units).
  h) S1C2PO4 Record data from guided investigations in an organized and appropriate format (e.g., lab
     book, log, notebook, chart paper).
     Concept 3 Analysis and Conclusions
  i) S1C3PO1 Organize (e.g., compare, classify, and sequence) objects, organisms, and events according to
     various characteristics.
  j) S1C3PO2 Compare the results of the investigation to predictions made prior to the investigation.
     Concept 4 Communication
  k) S1C4PO1Communicate the results of an investigation using pictures, graphs, models, and/or words.
  l) S1C4PO2 Communicate with other groups to describe the results of an investigation.


Background Information:
       From FOSS Pebbles, Sand, and Silt Overview:

       The Pebbles, Sand, and Silt Module consists of four sequential investigations, each designed to
       introduce concepts in earth science. The investigations provide experiences that heighten students’
       awareness of rocks as earth materials and natural resources. They will come to know rocks by many
       names in a variety of sizes. Pebbles and sand are the same material – just different in size.


Main Topics/Activities:
       Investigation 1: First Rocks
               Part 1: Three Rocks
             Part 2:   Washing Three Rocks
             Part 3:   First Sorting
             Part 4:   Sorting Games
             Part 5:   Start a Rock Collection


      Investigation 2: River Rocks
              Part 1: Screening River Rocks
              Part 2: River Rocks by Size
              Part 3: Sand and Silt
              Part 4: Exploring Clay

      Investigation 3
              Part 1: Rocks in Use
              Part 2: Looking at Sandpaper
              Part 3: Sand Sculptures
              Part 4: Clay Beads
              Part 5: Making Bricks

      Investigation 4: Investigating Soil
              Part 1: Homemade Soil
              Part 2: Soil Search
              Part 3: Studying Local Soil

      Conservation Exploration
             Part 1 Natural Resources
             Part 2 Conservation


Materials:
      All materials for Investigations 1-4 are included in FOSS module kit. This includes tabbed section of
      Investigation Duplication Masters for recording sheets, home/school connections activities, and
      parent communications.

      Materials for Conservation Exploration are attached.


Extensions/Centers:
     At the end of each investigation section in the FOSS module teacher’s guide is a section called
      Interdisciplinary Extensions. These include reading, math, and art ideas, as well as further science
      explorations. Any of the ideas could serve as center activities; some would require a parent volunteer
      or teacher-recorded directions.
     FOSS module includes a book of Science Stories: Pebbles, Sand, and Silt. The tabbed section,
      Science Stories, includes ideas for using these stories to integrate reading and language skills while
      reinforcing science concepts. Includes directions for reading the stories, discussion questions, and
      ―extending the story‖ activities. The ―extending the story‖ activities make excellent science
      station/center activities.
     FOSS website at www.fossweb.com includes a Pebbles, Sand, and Silt page. Includes photo gallery of
      a rock quarry and a great interactive game called, ―Find Earth Materials.‖
     The BrainPop website has a brief video on recycling. Appropriate for young children to introduce or
      reinforce lessons on conserving resources. Check out the related features on the start page. Go to
      http://www.brainpop.com/science/ourfragileenvironment/recycling/.
      The Brainpop Jr website has a video on soil. Appropriate for young children to introduce or
      reinforce lessons on soil. Check out the related features on the start page. Go to
      http://www.brainpopjr.com/science/land/soil/.
     Discovery Streaming Videos
          o Uses of Rocks and Minerals (18:00) The rocks and minerals that form within the Earth are
             used to make many important materials. Witness how rocks are mined, processed, and then
             constructed into glass, cement, bricks, houses, roads, and other objects used in our everyday
             lives.
          o Rocks: The Solid Earth Materials #1 (20:00) With the help of a Rock Wizard and a little
             imagination, students discover that the Earth is made up of rocks, and rocks are made of
             minerals. Discover the three ways rocks are formed and many of the properties of rocks and
             minerals—like size, shape, color, and texture.


Assessment:
      FOSS module includes +, √, - teacher observation checklists for content knowledge and inquiry skills
      in tabbed sections, Assessment and Assessment Duplication Masters.

      FOSS module includes an end-of-module performance assessment, an end-of-module written
      assessment, and an end-of-module portfolio assessment checklist. All are appropriate for first
      graders; teacher would need to read written assessment to children.


Inquiry Possibilities:
      Each FOSS investigation includes hands-on, structured or guided discovery activities. Other
      possibilities for structured, guided, or open inquiry activities are listed below.

            Structured Inquiry: Students are given hands-on problems to investigate as well as the
             procedures and materials, but are not informed of expected outcomes.
            Guided Inquiry Teacher provides the materials and a problem for students to investigate.
             Students devise their own procedure to solve the problem.
            Open (Student-Initiated) Inquiry – This is similar to guided inquiry, but students also
             formulate their own problem to investigate.


                         o   Rock Hunters Guided Inquiry on Rocks – Children can go on a rock hunt
                             around the school, making detailed observations of rocks and developing
                             understanding of geologic attributes. Children record their observations with
                             drawings, words, and even quantitative measures. Find complete directions at
                             Science NetLinks at
                             www.sciencenetlinks.com/lessons.cfm?BenchmarkID=4&DocID=365.
                         o   Soil Sizes Structured Inquiry on Soil – Children can choose from three
                             different activities to further understand soil. Good reinforcement of FOSS
                             Investigations 1 and 2. Find complete directions at
                             www.chemistry.org/portal/a/c/s/l/wondernetdisplay.html?DOC=wondernet%5
                             Cactivities%5Csoil%5Csoilsizes.html.
                         o   Erosion Structured Inquiry on Erosion – Children can try three different
                             activities to understand the interaction of water and earth materials. Great
                             extensions to FOSS Investigations 1 and 2. Find complete directions at
                             www.chemistry.org/portal/a/c/s/l/wondernetdisplay.html?DOC=wondernet%5
                             Cactivities%5Cerosion%5Cerosion.html.
                         o   Water/Earth Materials Open Inquiry – Provide the rock and soil materials,
                             containers, and screens from the FOSS lessons. Provide measuring cups,
                             pitchers, straws, and large bins/dish tubs to allow for pouring of water. (If
                             allowed at your school, you could conduct this investigation on the playground,
                             using just the playground sand.) Ask children to investigate any questions they
                             have about how water, wind, and earth materials interact. Children can form
                             mountains, valleys, and river beds; they can pour water to simulate rivers or
                             streams. They can explore how rivers carry water; how water and wind erode
                             earth materials; etc. Use the attached form to help children formulate their
                             questions, formulate their plans, and record their discoveries and answers.


Careers in Science:
Strand 2 History and Nature of Science, Concept 1 History of Science as Human Endeavor
       S2C1PO1 Give examples of how diverse people use science in daily life.
       S2C1PO2 Identify how diverse people and/or cultures, past and present, have made important
       contributions to scientific innovations (e.g., Sally Ride, Neil Armstrong).

       S3C2PO2 Describe how suitable tools help make better observations and measurements.

				
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