Grade 1 Science Earth Unit (1.E.2)

Decision 1 – What will students learn in this unit?

Decision 1: What will students learn in this unit?

Standards Addressed:

1. Science: 1.E.2.1, 1.E.2.2

2. Reading Informational Text: RI.1.10, RI.1.5, RI.1.1

3. Math: 1.MD.4, 1MD.2, 1MD.1, 1.OA.2

4. Writing: W.1.2, W.1.6

5. Technology: W.1.6

6. Other: SL.1.1, SL1.2, SL 1.3

What do I want my students to KNOW, UNDERSTAND and be able to DO at the end of this

unit?

Know Understand Do

Students know Earth materials

include solid rocks, soil, and water

which all have observable

properties. Students know from

prior experiences that earth

material may be described by their

physical properties. Students know

that earth materials that retain their

shape regardless of the container

they occupy are classified as

solids. Students know that different

properties that sustain plant and

animal life. Students know that

some Earth materials have

properties that make them useful in

solving human problems.

Students know that soils have

different properties based on where

they are located on the earth.

Students know that some soils

retain more water, nutrients and

provide better structural support

than others and therefore enhance

the growth and development of

certain plants.

Understand the physical

properties that make them useful

in different ways.

List the properties of rocks,

minerals, soil, and water.

Explain how water, rocks, and

minerals are Earth materials.

Classify objects based on their

properties.

Explain how rock and water

support plant and animal life.

Describe how some Earth

materials solve human problems.

Discuss how soil has different

properties based on the soil of a

particular location.

Name and describe the properties

of soil.

Decision 2 – Assessment

Decision 2: Assessment

Plan for how students will indicate learning and understanding of the concepts in the unit.

How will you assess learning?

Possibilities/options:

Pre-assessment

Short answer tests or quizzes

Student logs, journals and informal writing

Lab activities

Formal writing assignments

Informal or formal student Interviews, conferences, observations etc.

Teacher will use teacher made log, journals, and informal writing. At the end of the unit,

we will use a teacher made formal writing assignment along with a foldable. Informal

questions, ticket out the door, and discussion questions.

Describe the performance, product, or project that will be the culminating activity

for the unit.

The student’s assignment for the Culminating Activity includes:

Unit essential question or “I Can” statement for the culminating activity.

A thorough description of the activity including steps or task analysis in

completing the culminating activity.

A copy(ies) of the rubric(s) you will use to assess the culminating activity or any

other aspects of the unit.

_____________________________________________________________________________

Decision 2 – Assessment

Science Unit on Rocks and Soil

Week Number Lesson Ideas

1 Essential Standard

1.E.2.2

Introduce types of soil (i.e., clay, gravel, sand, potting soil).

Make a bubble map describing each type of soil.

Compare and contrast attributes of each whole group.

2

Essential Standard

1.E.2.2

Make predictions. Which do you think will hold water? Which do you think

seeds will grow in?

Put each type of soil in a clear container. Put water in to observe if and how

quickly water is absorbed in each.

In separate fresh containers of each type of soil, plant bean seeds.

3 Essential Standard

1.E.2.1

Make observations of seeds planted and write observations in science

notebook.

Introduce solids and liquids. Discuss attributes of each. Work conversation

toward them making the observation that a solid stays the same shape no

matter the container, but a liquid changes shape based on the container it is in.

You can use ice and water. Also put food coloring into the water to show that

even if the liquid is colored, it still has the same properties.

Do a picture splash of solids and liquids with magazine pictures (one solid and

one liquid from each child).

Send home a note about the child gathering their own “rock collection” at

home, and bringing in during week five.

4 Essential Standard

1.E.2.1

Make observations of seeds planted and write observations in science

notebook.

Make “Oobleck.” Read Bartholomew and the Oobleck if time allows. Discuss

the properties of the Oobleck.

Answer the summarizer question. Is Oobleck a solid or a liquid and why?

5

Essential Standard

1.E.2.1

Make observations of seeds planted and write observations in science

notebook.

Introduce the concept of “rocks” and “minerals.” Talk about the attributes of

both.

Playdough rock activity. Make a prediction about what will happen when you

combine different colors of Playdough in science notebooks. Combine a pinch

of red, blue, and yellow to represent the minerals that make up a rock. When

the child mixes them, the ball turns blackish gray to demonstrate how minerals

are combined to make up a rock.

Record experiment process on a flow map in science notebooks.

Gather personal “rock collections” for next week’s lesson.

6 Essential Standard

1.E.2.1

Read the Reading A-Z book, Rock Hunting, together as a class.

Finish the last page in science notebooks by writing two things learned about

rocks and minerals.

Have a gallery walk of personal rock collections.

Put a box of the teacher’s rock collection on each table for the small group to

observe.

If time permits, give each student a piece of black construction paper to rub

rocks on to see if they make marks on the paper.

Other reading resources: The Mountain that Loved a Bird, by Alice McLerran

Technology resources: FOSS Website for interactive activities, vocabulary, and pictures.

Decision 2 – Assessment: Rubric Reminders

Decision 2: Assessments – Rubric Reminders:

Scale

Criteria 1 2 3

(Proficient) 4

Ind

icato

rs

Wh

at d

oes

eac

h n

um

ber

or

adje

ctiv

e in

you

r sc

ale

mea

n?

Soil and Other

Earth Materials

p.1 in Journal

Class generated

(whole group)

page

Missing or incomplete

pictures.

Missing or incomplete

copied description.

Majority of pictures

clearly defined.

Most of class

generated description

copied.

Four clearly defined

pictures for each Earth

material.

Complete description

of each class

generated description.

Four clearly defined

pictures for each Earth

material.

Complete description of

each class generated

description.

All of the above with

extra detail in picture and

additional independently

added description.

Soil and Earth

Materials p. 2 in

Journal

Part independent

and part whole

group

Few, if any, of the

answers completed

and completed

correctly.

Majority of page

filled in and majority

of answers correct.

Two predictions have

been made and four

“results”/ questions

answered correctly.

Two predictions have

been made and four

“results”/ questions

answered correctly.

All of the above with the

predictions correct based

on prior knowledge.

Seed Observations

p. 3 in Journal

Independent

Missing or incomplete

pictures.

Majority of pictures

clearly defined.

Clearly defined

pictures that match

what is seen in each

cup.

Clearly defined pictures

that match what is seen

in each cup.

All of the above with a

picture representation

that shows clear size

comparison.

Oobleck

Experiment p. 4 in

Journal

Independent

Opinion not given or

unclear.

No supporting details.

Opinion given with

one supporting detail.

Clear explanation of

opinion and with two

supporting details.

Clear explanation of

opinion with three or

more supporting details.

Playdough Rock

and Mineral

Experiment p. 5 in

Journal

Independent/Small

Group/Whole

Group (teacher’s

discretion)

Unclear or incorrect

pictures with unclear

and/or out of order

explanation.

At least two correct

pictures with less

detailed explanation

with at least two of

the three events in

correct order.

Three correct pictures

with three correct

statements in correct

order of events.

Three correct pictures

with three correct

statements in correct

order of events.

All of the above with

additional detail and a

well explained answer.

Decision 2 – Assessment: Rubric Reminders

Scale

Criteria 1 2 3

(Proficient) 4

Rock and

Minerals p. 6 in

Journal

Independent

Incomplete or less

than one complete

sentence and/or not all

information factual

about rocks and

minerals.

Less than two

complete sentences

and/or not all

information factual

about rocks and

minerals.

Two complete

sentences with factual

information about

rocks and minerals.

More than two complete

sentences with factual

information about rocks

and minerals.

Decision 3 – Student Learning Map

Decision 3: Student Learning Map

Key Learning Targets:

1.E.2 Understand the physical properties of Earth materials that make them useful in different ways.

Concept: 1.E.2.1

Summarize the physical

properties of earth materials,

including rocks, minerals, soils

and water that make them useful

in different ways.

Concept: 1.E.2.2

Compare the properties of soil

samples from different places

relating their capacity to retain

water, nourish and support the

growth of certain plants.

Concept:

Lesson EQ(s):

What are the properties of rocks,

minerals, soil, and water?

What classifies water, rocks, and

minerals as Earth materials?

How do I classify objects based

on their properties?

How do rocks and water support

plant and animal life?

How do Earth materials solve

human problems?

Lesson EQ(s):

How can I explain that soil has

different properties based on the

soil of a particular location?

What are the properties of soil?

Lesson EQ(s):

Vocabulary:

minerals plant

rocks texture

soil animal life

water human

properties earth

Vocabulary:

soil clay

properties gravel

location sand

Vocabulary:

Decision 4 – Launch Activities

Decision 4: Launch Activities

Hooks and Links

Develops student interest and links prior knowledge. Provides the Student Learning

Map and the key vocabulary to students.

Guiding Questions:

1. How are you going to get students engaged?

2. How are you going to develop student interest and link their prior knowledge?

3. How are you going to start the Student Learning Map of the unit with students?

4. How are you going to preview key vocabulary with students?

The students will go outside with a partner, spoon, and a bag. The students will go out and

collect what they think are earth materials. Back in the classroom, the students will discuss what

they found, sort, and label items.

The teacher will show the four earth materials and discuss what they all have in common. The

class will talk about where they might find the materials.

Decision 5 – Acquisition Lesson Planning

Decision 5: Acquisition Lesson One

Language Objective(s), where appropriate: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with

peers and adults in small and larger groups.

RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.1.1 Ask and answer questions about key details in a text.

Lesson Essential Question(s) or “I Can” Statement(s):

I can classify objects based on their properties.

I can name and describe the properties of soil.

Activating Strategies: (Learners Mentally Active) Place a bowl of clay, gravel, sand and potting soil on each groups’ table.

Ask the question, “What are these things?” “Where could you find these?”

Vocabulary: Geologist (we are all going to study rocks, people who study rocks are called geologists),

texture, soil, rocks, water

Acceleration/Previewing: (key vocabulary) clay, gravel, sand, soil, material

Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided

Practice; Distributed Summarizing; Graphic Organizers) Make a bubble map describing each type of materials in small groups or pairs.

Compare and contrast attributes of each as a whole group.

Students complete the first page of their Rocks and Minerals Notebook.

*See rubric for rating student work.

Teacher reads aloud an informational text from the lesson resources.

With teacher aid and the use of a t-chart, students find support for the key points the author makes in the

text. Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)

Summarizing Strategies: Learners Summarize and Answer Essential Questions

Draw and label the different Earth materials you explored today in your journal (SL.1.5. Add drawings or

other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.)

*Complete a math extension page from the lesson resources link.

Lesson Resources www.wida.us (ELP Standard 4: The Language of Science, Formative Framework). This document

includes the differentiated language objectives for ESL/EC.

Read alouds:

If you Found a Rock by Peggy Christian

It Could Be a Rock by Allen Fowler

Soil by Alice K. Flanagan

Soil by Adele D. Richardson

Water by Frank Asch

Math Extension Link: http://lhsfoss.org/fossweb/teachers/parents/pdfs/PebblesHOMEENG.pdf

Decision 5 – Acquisition Lesson Planning

Decision 5: Acquisition Lesson Two

Language Objective(s), where appropriate: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with

peers and adults in small and larger groups.

Lesson Essential Question(s) or “I Can” Statement(s):

I can explain how rocks and water support plant and animal life.

Activating Strategies: (Learners Mentally Active) Set up the room: Put each material in a container that will hold water.

Vocabulary: absorb, human, environment, animal life

Review classifications of materials from previous lesson.

Make a prediction: Which soil do you think will hold water the best? In which material will seeds grow the

best?

Acceleration/Previewing: (key vocabulary)

Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided

Practice; Distributed Summarizing; Graphic Organizers) After recording predictions in their Rocks and Minerals Notebook, put ½ cup of water in each container and

observe if and how quickly water is absorbed in each.

In separate, fresh containers of each type of material, plant bean seeds.

Create a circle map while discussing how weather and human influence can change an environment over time.

*Rubric for Rocks and Minerals Notebook

Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)

Summarizing Strategies: Learners Summarize and Answer Essential Questions Ticket out the door: In which material do you predict the bean seed will grow?

*Complete a math extension page (Math Extension Link:

http://lhsfoss.org/fossweb/teachers/parents/pdfs/PebblesHOMEENG.pdf )

Decision 5 – Acquisition Lesson Planning

Decision 5: Acquisition Lesson Three

Language Objective(s), where appropriate: 1.MD.C.4 Organize, represent and interpret data with up to three categories; ask and answer questions about

the total number of data points, how many in each category, and how many more or less are in one category

than in another.

Lesson Essential Question(s) or “I Can” Statement(s):

I can determine if an Earth material will or will not take the shape of a container.

Activating Strategies: (Learners Mentally Active)

Make a circle map of what seeds need to grow.

Discuss vocabulary: solid, liquid, container

Acceleration/Previewing: (key vocabulary)

Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided

Practice; Distributed Summarizing; Graphic Organizers) Make observations of seeds planted and write observations in their Rocks and Minerals Notebook.

Introduce solids and liquids. Discuss attributes of each. Work conversation towards the observation that a solid

stays the same shape no matter the container, but a liquid does change shape based on the container.

Place ice in a container and observe its shape. The shape did not change/conform to the shape of the container.

Pour water in another container and observe how the liquid took the shape of the container. Drop food coloring

into the water to show that even if the liquid is colored, it still has the same properties.

*Extension: Make Oobleck and fill out the appropriate page in Rock and Mineral Notebook

*Rubric for Oobleck Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)

Summarizing Strategies: Learners Summarize and Answer Essential Questions

Summarize by allowing children to make a picture splash of solids and liquids by using old

magazines.

*Complete a math extension page from the lesson resources link

Lesson Resources

Finding Earth Materials: http://www.fossweb.com/modulesK-2/PebblesSandandSilt/index.html

Math Extension Link: http://lhsfoss.org/fossweb/teachers/parents/pdfs/PebblesHOMEENG.pdf

Decision 5 – Acquisition Lesson Planning

Decision 5: Acquisition Lesson Four

Language Objective(s), where appropriate: 1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third

object.

Lesson Essential Question(s) or “I Can” Statement(s):

I can tell the properties of rocks, minerals, soil and water.

Activating Strategies: (Learners Mentally Active)

Make observations of seeds planted and write observations in Rocks and Minerals Notebook.

Analyze the results by comparing length of plants.

Vocabulary: minerals, rocks vs. minerals, properties, luster, rough, smooth, shiny, sparkle, color, dull

Acceleration/Previewing: (key vocabulary)

Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided

Practice; Distributed Summarizing; Graphic Organizers)

Give each student a pinch of red, yellow and blue Playdough. Have students mix up the colors to make

a “rock.”

This shows how different minerals combine to create rocks.

Students fill out flow map in their Rocks and Minerals Notebook.

*Rubric for said page.

Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)

Summarizing Strategies: Learners Summarize and Answer Essential Questions Students fill out the last page of their Rocks and Minerals Notebook, telling what they have learned

from the unit.

*Complete math extension page.

Lesson Resources

Miguel’s Treasures by Macmillan/McGraw-Hill

The Magic School Bus Inside the Earth by Cole and Degen

If You Find a Rock by Peggy Christian

Let’s Go Rock Collecting by Roma Gans

Rocks by Michael Medearis

Math Extension Link: http://lhsfoss.org/fossweb/teachers/parents/pdfs/PebblesHOMEENG.pdf

Decision 6 - Extended Thinking Activities

Decision 6: Extending Thinking Activities

Include extending activities for several lessons in the essential units.

Cause/Effect Compare/Contrast Deduction

Justification Induction Analyzing Perspective

Error Analysis Abstracting Evaluation

Classifying Constructing Support Writing Prompt

Classifying Sorting maps

Error Analysis Why did seeds not grow in some of the earth materials? (Think-Pair-Share, or

Writing activity)

Compare/Contrast Water running through the different materials, looking at all of the different

materials.

Evaluation Use of the Rocks and Minerals Notebook

Writing Prompt Use of the Rocks and Minerals Notebook

Decision 7 – Differentiating the Unit

Decision 7: Differentiating the Unit

What accommodations will you make in order to meet the varied interests, learning styles, and

ability levels of all students?

choice menus compacting grouping

seating visual, auditory, kinesthetic activities scaffolding

real world meaning interests

www.wida.us (ELP Standard 4: The Language of Science, Formative Framework) This

document includes the differentiated language objectives for ESL/EC.

Math Extension Link: http://lhsfoss.org/fossweb/teachers/parents/pdfs/PebblesHOMEENG.pdf

Rocks – From A-Z reading is a level C book.

Real world meaning: The students collecting material from the environment.

Chalk Talks, by Norma Shapiro

Rubric 4 from the assessment.

Magic School Bus Video – Inside the Earth

Bill Nye the Science Guy from Discovery Education

Realia rocks in the classroom

Field Trip:

Rock and Mineral Museum – Main Street Hendersonville

Vulcan Quarry

Elijah Mountain – Gem Mining (just past Laurel Park)

Hands On Museum – will come to the school for a cost of $5.00 per child.

(All of these field trips are local.)

Decision 8 – Unit Calendar

Decision 8: Unit Calendar

Determine the most viable sequence for the experiences, activities, and lesson and create a

timeline.

Each page in the template represents a week worth of instruction. This will allow

time for the seeds to grow. You will want to do this unit when it is warmer

weather.

Decision 9 – Resources

Decision 9: Resources and Research

Provide graphic organizers, links, book titles, websites, etc. that provide support for teaching this

unit.

Miguel’s Treasures by Macmillan/McGraw-Hill

The Magic School Bus Inside the Earth by Cole and Degen

If You Find a Rock by Peggy Christian

Let’s Go Rock Collecting by Roma Gans

Rocks by Michael Medearis

Math Extension Link: http://lhsfoss.org/fossweb/teachers/parents/pdfs/PebblesHOMEENG.

Finding Earth Materials: http://www.fossweb.com/modulesK-2/PebblesSandandSilt/index.html

www.wida.us (ELP Standard 4: The Language of Science, Formative Framework). This

document includes the differentiated language objectives for ESL/EC.

Read alouds:

If you Found a Rock by Peggy Christian

It Could Be a Rock by Allen Fowler

Soil by Alice K. Flanagan

Soil by Adele D. Richardson

Water by Frank Asch

Provide ideas about how to integrate Big 6 or Super 3 research framework.

Each time the students do an experiment the teacher will discuss the “Plan.” After the “Plan” is

created students will “Do” the activity. At the end of the lesson the class will “Review” as a class

what they have observed.

Unit Designers

Unit Designers:

Date: January 22, 2013

Name School

Karen Mertz Etowah

Leah Cook Etowah

Allison Barr Mills River

Michelle White Dana

Stephanie Justice Clear Creek

Jennifer Morris Atkinson

Taylor Fields Glenn Marlow

Anne Johnson Glenn Marlow

Cindy Price Hillandale

Laurie Henson Upward

Debbie Greene Fletcher