Module Overview PDF

Grade 2
overview
Pebbles, Sand, and Silt
Content goals
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, natural
resources, and fossils. They will come to know rocks by many
names and in a variety of sizes. Pebbles, sand, and silt are the same
material—just different in size.
FOSS EXPECTS STUDENTS TO
• Develop a curiosity and interest in the natural world
around them.
• Observe, describe, and sort earth materials based on
properties.
• Observe the colorful minerals in granite using a hand lens
and learn that rocks are made of minerals.
Overview CONTENTS
• Separate earth materials by size, using different techniques.
FOSS and California Standards 2
• Observe the similarities and differences in the materials in
a river rock mixture: silt, sand, gravel, and small and large
pebbles.
• Learn that smaller rocks come from the breakdown of
larger rocks.
• Explore places where earth materials are found and ways
that earth materials are used.
• Compare the ingredients in different soils.
• Compare the properties of soil, including texture, color, and
ability to retain water.
• Learn about fossils and what they tell us about the past.
• Organize and communicate observations through drawing
and writing.
• Write or draw a sequence of steps for an investigation.
• Construct bar graphs to record data.
• Use metric tools to weigh rocks and measure volumes of
water.
Content Goals
1
Pebbles, Sand, and Silt
Module Matrix
4
Science Background
6
FOSS Components
10
FOSS Teacher Guide
Organization
12
FOSS Investigation
Organization
13
Science for Young Children
14
Assessing Progress
16
FOSS for All Students
17
Safety in the Classroom
19
Connecting the Experience
20
Organizing the Classroom
22
Scheduling the Module
24
FOSS K–5 Scope and Sequence 26
• Acquire the vocabulary associated with earth materials.
MAGNETISM
AND ELECTRICITY
Pebbles, Sand,
and Silt
Pebbles, Sand, and Silt overview
FOSS and California Standards
The Pebbles, Sand, and Silt Module supports the following Earth
Sciences Content Standards for grade 2.*
ES3
“The focus of
earth sciences in
grade two is on
the composition,
processes, and
materials of
Earth’s crust.”†
Earth is made of materials that have distinct properties and provide resources for human activities. As a basis for understanding this concept:
ES3a
Students know how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals.
ES3b
Students know smaller rocks come from the breakage and weathering of larger rocks.
ES3c
Students know that soil is made partly from weathered rock and partly from organic materials and that soils differ in their color, texture, capacity to retain water, and ability to support the growth of many kinds of plants.
ES3d
Students know that fossils provide evidence about the plants and animals that lived long ago and that scientists learn about the past history of Earth by studying fossils.
ES3e
Students know rock, water, plants, and soil provide many resources, including food, fuel, and building materials, that humans use.
*Science Content Standards for California Public Schools: Kindergarten
through Grade Twelve (Sacramento: California Department of
Education, 2000).
†Science Framework for California Public Schools, Kindergarten
through Grade Twelve (Sacramento: California Department of
Education, 2003), page 41.
Earth
Materials
full
option
science system
The Pebbles, Sand, and Silt Module supports the following
Investigation and Experimentation Content Standards for grade 2.*
Investigation and Experimentation
I&E4 Scientific progress is made by asking meaningful questions
and conducting careful investigations. As a basis for
understanding this concept and addressing the content in
the other three strands, students should develop their own
questions and perform investigations. Students will:
I&E4a Make predictions based on observed patterns and not random guessing.
I&E4b Measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units.
I&E4c Compare and sort common objects according to two or more physical attributes (e.g., color, shape, texture, size, weight).
I&E4d Write or draw descriptions of a sequence of steps, events, and observations.
I&E4e Construct bar graphs to record data, using appropriately labeled axes.
I&E4f Use magnifiers or microscopes to observe and draw descriptions of small objects or small features of objects.
I&E4g Follow oral instructions for a scientific investigation.
*Science Content Standards for California Public Schools: Kindergarten
through Grade Twelve (Sacramento: California Department of
Education, 2000).
MAGNETISM
AND ELECTRICITY
Pebbles, Sand,
and Silt
Pebbles, Sand, and Silt Module Matrix
Synopsis
1. first rocks
Students are introduced to the
mineral portion of Earth. They
investigate several kinds of rocks
and begin to understand the
properties of rocks and describe
rocks based on their physical
properties. Students rub rocks,
wash rocks, sort rocks, and describe
rocks. They also begin to organize a
class rock collection. Through two
readings, students learn about the
properties of rocks and the colorful
minerals they contain.
2. river rocks
Students investigate a river rock
mixture of earth materials of
different sizes. They separate
the rocks, using a series of three
screens to identify five sizes of
rocks: large pebbles, small pebbles,
large gravel, small gravel, and
sand. They add water to a vial
of sand to discover silt and clay.
Students learn how sand is formed
by reading the Story of Sand.
3. using rocks
Students learn how people use earth
materials to construct objects. They
make rubbings from sandpaper,
sculptures from sand, decorative
jewelry from clay, and bricks from
clay soil. Students find places where
people have used earth materials
in building materials. They also
read two articles about how rocks
move, and how people use large
rocks, gravel, sand, and clay to build
things.
4. soil explorations
Students put together and take
apart soils. They are introduced to
humus as an ingredient in soil. They
compare homemade and local soils
for texture, water retention capacity,
color, and components. Through
a video, students learn about
what fossils tell us about Earth’s
past. Through readings, students
learn more about soil, why soil is
important for plants, and a famous
dinosaur fossil.
CA science content standards
ES3a
Students know how to compare the physical properties of different kinds of rocks and know
that rock is composed of different combinations of minerals.
ES3b
Students know smaller rocks come from the breakage and weathering of larger rocks.
I&E4c Compare and sort common objects according to two or more physical attributes (e.g., color,
shape, texture, size, weight).
I&E4f Use magnifiers or microscopes to observe and draw descriptions of small objects or small
features of objects.
I&E4g Follow oral instructions for a scientific investigation.
ES3b
Students know smaller rocks come from the breakage and weathering of larger rocks.
I&E4b Measure length, weight, temperature, and liquid volume with appropriate tools and express
those measurements in standard metric system units.
I&E4d Write or draw descriptions of a sequence of steps, events, and observations.
I&E4e Construct bar graphs to record data, using appropriately labeled axes.
I&E4f Use magnifiers or microscopes to observe and draw descriptions of small objects or small
features of objects.
I&E4g Follow oral instructions for a scientific investigation.
ES3b
Students know smaller rocks come from the breakage and weathering of larger rocks.
ES3e
Students know rock, water, plants, and soil provide many resources, including food, fuel,
and building materials, that humans use.
I&E4f Use magnifiers or microscopes to observe and draw descriptions of small objects or small
features of objects.
I&E4g Follow oral instructions for a scientific investigation.
ES3c
Students know that soil is made partly from weathered rock and partly from organic
materials and that soils differ in their color, texture, capacity to retain water, and ability to
support the growth of many kinds of plants.
ES3d
Students know that fossils provide evidence about the plants and animals that lived long
ago and that scientists learn about the past history of Earth by studying fossils.
ES3e
Students know rock, water, plants, and soil provide many resources, including food, fuel,
and building materials, that humans use.
I&E4a Make predictions based on observed patterns and not random guessing.
I&E4b Measure length, weight, temperature, and liquid volume with appropriate tools and express
those measurements in standard metric system units.
I&E4d Write or draw descriptions of a sequence of steps, events, and observations.
I&E4g Follow oral instructions for a scientific investigation.
full option science system
Concepts
•Rocks have a variety of properties including color, hardness, shape,
texture, and size.
•Rocks can be sorted by their
properties.
•Rocks are all around us.
•Rocks are the solid material of the
earth.
Reading and Writing
•FOSS Science Resources: Pebbles,
Sand, and Silt, “Exploring Rocks”
and “Colorful Rocks”
• Science Notebook: Students
draw and write their
observations about rocks.
Assessment
Teacher Observation/Notebook Sheet
•Observes and records properties
of rocks.
•Compares and sorts rocks.
•Rocks are made of minerals.
Teacher Observation/Notebook Sheet
•Rocks can be categorized by size.
•Screens and water can be used to sort the sizes of earth materials.
•Five sizes of rocks, from smallest to largest, are clay, silt, sand, gravel, and pebbles.
•FOSS Science Resources: Pebbles,
Sand, and Silt, “The Story of Sand”
• Observes and seriates rocks based
on the property of size and uses
appropriate vocabulary.
•Science Notebook: Students draw
and write about the results of
sorting river rock mixture, using
screens and water.
•Uses a balance to weigh rocks and
record in grams.
•Describes the appropriate
sequence of steps to weigh an
object.
•Observes and compares results of
earth materials in water.
•Earth materials are natural
resources.
•The properties of different earth
materials make each suitable for
specific uses.
•Earth materials can be used in a
variety of constructions.
• Soil is a mixture of earth materials.
• Soils vary from place to place.
• Soils have properties of color and
texture.
• Soils differ in their abilities to
support plants and retain water.
• Soils can be composed of humus and
different amounts and sizes of rocks.
• Fossils are the remains of plants and
animals that lived a long time ago.
Pebbles, Sand, and Silt
•FOSS Science Resources: Pebbles,
Sand, and Silt, “Rocks Move” and
“Making Things with Rocks”
Notebook Sheet
• Observes uses for earth materials
and describes these uses.
•Science Notebook: Students write
about the uses of earth materials.
•FOSS Science Resources: Pebbles,
Sand, and Silt, “What Is in Soil?”
”Testing Soil,” and “Fossils”
•Science Notebook: Students
describe soil samples, using
drawings and words. Students
write a sequence of steps in an
investigation.
Teacher Observation/Notebook Sheet
• Accurately observes and records
observations.
•Applies methods and tools to
study properties of soil.
•Writes the sequence of steps in an
investigation.
•Uses measurement tools.
End-of-Module Assessment
safety in the classroom
Young children must be allowed to demonstrate that they can act
responsibly with materials, but they must be given guidelines for
safe and appropriate use of materials. Work with students to develop
those guidelines so they participate in making behavior rules and
understand the rationale for the rules. Encourage responsible actions
toward other students. Look for the safety-note icon in the Getting
Ready section, which will alert you to safety concerns throughout the
module.
General classroom safety rules to share with students include
1. Listen carefully to your teachers’s instructions. Follow all
directions. Ask questions if you don’t know what to do.
2. Tell your teacher if you have any allergies.
3. Never put any materials in your mouth. Do not taste anything
unless your teacher tells you to do so.
4. Never smell any unknown material. If your teacher asks you to
smell something, wave your hand over the material to draw the
smell toward your nose.
5. Do not touch your face, mouth, ears, nose, or eyes while working
with chemicals, plants, or animals.
6. Always protect your eyes. Wear safety goggles when necessary.
Tell your teacher if you wear contact lenses.
7. Always wash your hands with soap and warm water after
handling chemicals, plants, or animals.
8. Never mix any chemicals unless your teacher tells you to do so.
9. Report all spills, accidents, and injuries to your teacher.
10. Treat animals with respect, caution, and consideration.
11. Clean up your work space after each investigation.
12. Act responsibly during science investigations.
These safety rules are on the FOSS safety poster.
Materials Safety Data Sheets (MSDS) for materials used in the FOSS
program can be found on the Delta Education website. If you have
questions regarding any MSDS, call Delta Education toll free at 800258-1302 (Monday–Friday 8 a.m. to 6 p.m. EST).
MAGNETISM
AND ELECTRICITY
Pebbles, Sand,
and Silt
19
Pebbles, Sand, and Silt overview
scheduling the module
The Getting Ready section for each part of the investigation
helps you prepare. It provides information on scheduling the
investigations and introduces the tools and techniques used in the
investigation. Be prepared—read the Getting Ready section first.
The first item in the Getting Ready section gives an estimated
amount of time the part should take. Parts generally take one class
session of 40–50 minutes.
Plan ahead for the scheduling of the parts. Below is a teaching
schedule for the module. The investigations are numbered, and we
suggest that they be conducted in that order, as the concepts build
upon each other from investigation to investigation. A minimum
of 9 weeks should be devoted to this module. Take your time and
explore the subject thoroughly.
9 Week Teaching Schedule for Guiding the Investigations
Week First Rocks
1
2
3 sessions
3 sessions
1 session
River rocks
using rocks
soil explorations
24
3
4
4 sessions
3 sessions
5
4 sessions
6
4 sessions
7
8
9
1 session
4 sessions
4 sessions
4 sessions
Earth
Materials
full
option
science system
Pebbles, Sand, and Silt overview
Scope and Sequence for
FOSS California 2007 Edition
Grade
Physical Sciences
Life Sciences
Earth Sciences
5
Mixtures and Solutions
Living Systems
Water Planet
4
Magnetism and Electricity
Environments
Solid Earth
3
Matter and Energy
Structures of Life
Sun, Moon, and Stars
2
Balance and Motion
Insects and Plants
Pebbles, Sand, and Silt
1
Solids and Liquids
Air and Weather
Plants and Animals
Air and Weather
Animals Two by Two
Trees
Wood and Paper
Trees
K
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1-800-258-1302
26
Wood and Paper
The FOSS program was developed with
the support of National Science
Foundation grants Nos. MDR-8751727
and MDR-9150097. However, any
opinions, findings, conclusions, statements, and recommendations expressed
herein are those of the authors and do
not necessarily reflect the views of NSF.
Developed by
Full Option
Science System
Lawrence Hall of Science
University of California
Berkeley, CA 94720
510-642-8941
Earth
Materials
full
option
science system