I. Grade Level/Unit Number : 1/ Unit 3

Grade 1

Goal 2 and3

Rocks and Soil

Writers:

Lisa Swinson

Judith McDonald

Mary M. Scott

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I. Grade Level/Unit Number: 1/ Unit 3

II. Unit Title: Rocks and Soil

III. Unit Length: 5-9 weeks

IV. Major Unit Goal/Learning Outcome:

The learner will be able to:

• Sort rocks based on their characteristics
• Describe the components of soil
• Compare soil from various locations
• Discuss where and how some earth materials are used by humans
• Group solids based on their characteristics
• Investigate several different types mixtures

V. Objective chart and RBT tags

VI. ELD/EC: English Language Learners communicate information, ideas, and concepts necessary for academic success in the content area of science.

VII. Materials and Equipment

Lesson 1:

• Index sample cards (teacher made), 3 per group
• White paper, large enough to cover desks
• Magnifiers
• Craft sticks or tongue depressors
• Styrofoam trays or paper plates
• Plastic spoon, one per group
• Three cups of dry soil per group: clay, sand, humus (potting soil)
• Science notebooks

Lesson 2:

• Soil samples from lesson 1
• Water
• Craft sticks
• Science notebooks

Lesson 3:

• Clear plastic cups or containers
• Craft stick or pencil
• Water
• Soil from previous lesson
• Science notebooks

Lesson 4:

• Magazines
• Glue
• Scissors
• Science notebooks

Lesson 5:

• Spoon or stick
• Re-sealable plastic bag
• Source for soil
• Science notebooks

Lesson 6:

• Spoon or stick
• Re-sealable plastic bag
• Student soil samples
• Science notebooks

Lesson 7:

• List from previous lesson
• Pretzels
• Raisins
• Various cookies
• Gummy worms
• Edible foods suggested by students
• Science notebooks

Lesson 8:

• Class rock collection
• Box or container
• Hand magnifiers
• Science notebooks

Lesson 9:

• Class rock collection

Lesson 10:

• Dark paper at least 12 x 18
• Chalk
• Rock collection
• Science notebook

VIII. Big Ideas: Systems, order, classification

IX. Unit Notes:

Read through all activities before beginning the unit. You may decide to study rocks before soil or soil first.

Vocabulary needed for entire unit:

Rock: a naturally formed fragment of a mineral

Soil: the covering of the Earth made up of tiny rock particles and decaying organic material, capable of supporting life

Sand: gritty, granular material made up of rocks and minerals

Clay: substance composed of mostly finely grained minerals, capable of being changed in shape when moist, but becoming hard when fired or dried.

Silt: particles smaller than sand (.0625 mm). Texture is silky, rather than gritty.

Humus: the decomposed organic component of soil providing its’ dark brown or black coloration

Basically, soil comes from rocks. It has additional materials combined with the tiny rock particles, differing by location. Rocks are best understood by looking at a very simple description of the rock cycle. All rocks originally begin as igneous or fire formed rocks. Igneous are the only original rocks, the other two types being formed by transformation from igneous to sedimentary and/or metamorphic. Igneous rocks are formed from molten liquid materials beneath the earth surface. Magma is the name for the molten materials that cool while beneath the Earth’s surface and lava is the name for molten materials that cool while above the surface. Through weathering, erosion, and other natural and human effects on igneous and/or metamorphic rock small particles are transported and mix with bones, shells, and other organic and inorganic matter. Under pressure these particles are formed into sedimentary rock. Metamorphic rock is rock that has changed from one form to another due to extreme pressure or temperature. Rocks’ properties are used in their classification. A geologist is a scientist who studies the history of the earth and its life especially as recorded in rocks.

A more detailed description of the rock cycle is available at

.

or ,

As rocks of various types break down the particles mix with decaying matter and other particles in their environment to form soil. Soil is considered the upper layer of the earth’s crust that supports plant growth. A scientist who studies soil is a pedologist. The study of soil is pedology. Soil is made up of air, water, sand, silt, clay, and humus. Humus is made up of decaying matter, providing nutrients for plant life. Soil has layers or horizons, which are coded alphabetically. The O horizon is the uppermost, being composed of decaying matter such as twigs, leaves, and dead insects. The A horizon is what most of us know as topsoil, the B horizon the subsoil. The C horizon consists of rocks and then finally the R horizon of bedrock. Other layers are coded and may be researched further at

Information for teachers is available at the following website:

Students will use a science notebook to record information. Student notebooks can be made with blank sheets of paper, a store bought notebook or what ever the teacher prefers. The teacher explains each step of the “Thinking Like a Scientist” poster to students (refer to Unit 1: Plants) and have students draw the images from the poster in their science notebook. Throughout the year, students refer back to the poster and drawings to determinewhether they were thinking like scientists.

What is a science notebook?

Science notebooks help students write and draw about their inquiry-based science experiences; developing both science concepts and literacy. Science notebooks reflect with great reliability what students do in science class. Since notebooks are generated during the process of instruction, the characteristics of students’ entries vary from entry to entry as they reflect the diversity of activities in a science class.

In their notebooks, then, students may:

• Describe problems they tried to solve;
• List the procedures they used;
• Document observations made;
• Note conclusions they arrived at; and
• Record their reflections.

Notebooks are viewed mainly as a written account of what students do and learn from their science experiences.

Why use a science notebook?

A science notebook encourages children to make records using words and drawings in age-appropriate ways. Students are able to impose their ways of seeing and thinking about the science phenomena, constructing or reconstructing the phenomena through their own lens of experience. This not only promotes their literacy skills, but also important scientific process skills such as:

• Observing and describing;
• Making scientific drawings;
• Drawing to scale; and
• Making graphs.

How do science notebooks help teachers teach more effectively?

Science notebooks are not only beneficial to students, but to teachers as well. They can be an excellent place to:

• Track children’s observations, data and record keeping, graphing, and their use of words and drawings to convey information.
• Evaluate student progress over time.
• Gain insight into children’s ideas, strengths, and difficulties, as they continue to grow and develop their scientific literacy skills

The following three-point rubric may be adapted to your county’s grading scale to evaluate students’ work during these lessons.

• 3 points: Students are highly engaged in class discussions; were able to demonstrate a clear understanding of the vocabulary; give correct examples appropriate to the lesson

• 2 points: Students participate in class discussions; were able to demonstrate a basic understanding of the vocabulary; give mostly correct examples; drew pictures that were somewhat appropriate to the lesson.

• 1 point: Students participate minimally in class discussions; unable to demonstrate a basic understanding of the vocabulary; could not give examples of lesson. Pictures were incomplete and/or did not clearly identify lesson objectives.

X. Global Content

NC SCS Grade

Lesson 1: How are soil samples different?

Objectives:

2.01 Describe and sort a variety of earth materials based on their properties: color, hardness, shape, and size

3.05 Observe mixtures including: solids with solids, liquids with liquids, and solids with liquids

Concepts students will learn:Students will learn the characteristics (color, hardness, shape, and size) of three types of soil, sand, clay, humus or potting soil

Process Skills:Observing, Communicating, Recording

Materials:

• Index sample cards (teacher made), 3 per group
• White paper, large enough to cover desks
• Magnifiers
• Craft sticks or tongue depressors
• Styrofoam trays or paper plates
• Plastic spoon, one per group
• Three cups of dry soil per group: clay, sand, humus (potting soil)
• Science notebooks

Teacher preparation: Collect samples of clay, sand, and humus. Spread layer of glue on an index card, sprinkle with the soil sample, and make a 3-card collection for each discovery group. Prepare a few days ahead so that glue is sure to be dry.

Set up discovery areas for groups of 3-4 students by covering an area with white paper (butcher paper, bulletin board paper, poster board, etc), magnifying glasses, craft sticks or tongue depressor, plastic spoon and three plastic cups of soil (one clay, one sand, one humus). Provide each group with a sample card, made previously by teacher, for each type of soil.

Engage:

• Ask students to guess what a pedologist does.
• Define their job for this lesson: A pedologist is a scientist who studies soil.

Explore:

• Place one of the soil types on the each of the work areas and have students examine the soil with magnifiers.
• Have students list characteristics of each type of soil, paying close attention to size of particles, color, shape, and hardness. Ask: How big are the particles of sand? Of clay? What shape are the particles found in humus? Are they all the same? Do all the sand particles look the same? Continue to ask these questions verbally while children answer in their notebook or provide student with a list of questions they are to answer and include in their notebook.
• Demonstrate how to scrape soil into a pile using a craft stick or tongue depressor.
• Collect into white Styrofoam tray or paper plate.
• Set aside.
• Continue lesson with all three types of soil.

Explain:

• Discuss their findings and list discoveries on chart paper. List each type of soil with specific findings. Refer to the definitions.
• Students will record their discoveries in their notebooks.
• A triple Venn diagram could be used to record this information. Place a class generated diagram on the board for children to transfer to their science notebook.

Elaborate: Add a textural unit where children touch and manipulate each type of soil with their hands, discussing the textural characteristics of each type.

Evaluate:

• Observation
• Notebook review, see rubric

Lesson 2: How do various soils change when water is added?

Objectives:

2.02 Describe rocks and other earth materials in more than one way using student-made rules

2.05 Explore where useful earth materials are found and how they are used

3.05 Observe mixtures including: solids with solids, liquids with liquids, and solids with liquids

Concepts students will learn in this lesson: Students will learn the how water affects different types of soil.

Process Skills:Predicting, Observing, Measuring, Inferring, Communicating

Materials:

• Soil samples from lesson 1
• Water
• Craft sticks
• Science notebooks

Engage:

• What are some of the things you can do with mud?
• Has anyone made a mud pie?
• Which soil will be best for making mud pies? Why?

Explore:

• After observing all three samples, place a small amount of water on the soil samples, until the samples create a thick muddy consistency. Have students observe the changes.
• Again, let students manipulate the soil samples to study the textural characteristics after water is added.
• When soil sample is wet enough to change and retain its’ shape, have students create a small solid shape or form from their soil and set it aside to let dry.
• Predict how the forms will look tomorrow. You might continue to add water to teacher samples and make observations as additional amounts are added. The teacher sample should turn into a fluid mixture.
• Students will write observations and predictions in their notebook.

Explain:

• Following day, observe that sandy soil has fallen apart, humus is soft and crumbles, and clay retains its shape.
• Discuss how people would use this information. Save soil samples for lesson 3.

• Students will discuss and explain why each sample looks as it does after drying. These observations will also be recorded in notebook through drawing or writing.

Elaborate: Make a clay project in form of a bowl or useful form. Clay will start in the moist form and should be observed through the drying process.

Evaluate:

• Science notebooks
• Discussion
• Observation

Lesson 3: Making Observations

(This lesson works well when begun prior to recess, lunch, or time away from the room)

Objective:

2.03 Observe the various components that combine to make soil

2.04 Compare the components of soil samples from different places.

Concepts the student will learn during this lesson:Students will learn that soil is made up of various components.

Process Skills:Predicting, Observing, Inferring, Communicating

Materials:

• Clear plastic cups or containers
• Craft stick or pencil
• Water
• Soil from previous lesson
• Science notebooks

Engage: Today we are going to do scientific research on our soil samples.

Explore:

• Review the properties of each type of soil prior to beginning the exploration. Have student group label 3 clear cups: sand, clay, and humus.
• Students are to place about 2-3 tablespoons of each soil sample from previous day into the appropriate cup. Add about ½ cup water, and have students stir, let settle.
• Students in group will orally discuss what they think will happen. Group will orally present their prediction to the whole class. Leave the samples for at least 15 minutes. Observe through out the day.

Explain:

• Discuss ways to record, graph, list, etc. and choose the one you and the students feel is best.
• Begin observations and record on board throughout the day at various times.
• Have students record in their notebook.

Evaluate:

• Notebook, see rubric
• Observation
• Class discussion

Lesson 4: How do people use solid earth materials?

Objective:

2.05 Explore where useful earth materials are found and how they are used.

Concepts students will learn: Students will learn that solid earth materials have many uses such as concrete, brick, pottery, stone and walls.

Process Skills:

• Predicting, Observing, Measuring, Inferring, Communicating, Collecting

Materials:

• Magazines
• Glue
• Scissors
• Science notebooks

Engage: Discuss and brainstorm with whole class how solid earth materials are used (see concept).

Explore:

• Using graphic organizers list a material, such as rocks, and list uses for the specific material.
• Have students find pictures from magazines that can be added to these organizers to make a pictorial representation.

Explain: Students will add pictures to their notebooks and bring pictures from home to add.

Elaborate: Usesmall aluminum bread pans to make adobe bricks using various types of soil. Place bricks into a stacked formation where they can be affected by the weather. Observe over a period of at least a month the affects of weathering on the structures. Record observations. The following web sites provide instructions.