January+3rd

[|Gr. 1 TEKS Introduction]
 * __TEKS Science Concepts__**


 * 1.7 Earth and space. The student knows that the natural world includes rocks, soil, and water that can be observed in cycles, patterns, and systems. The student is expected to: **

1.7A Observe, compare, describe, and sort components of soil by size, texture, and color.

1.7B Identify and describe a variety of natural sources of water, including streams, lakes, and oceans.

1.7C Gather evidence of how rocks, soil, and water help to make useful products.


 * Day One: **

Review previous soil concepts. Do a vocabulary exercise. Review soil vocabulary cards attached here: __ Create a "splash down" chart. On chart put a vocab card for "observe" and have students list what they observed. Put up "compare" and "describe" and "sort" (size texture and color) and have students complete as well.

Ask these essential questions:


 * What physical properties can we use to describe, compare and sort soil?
 * What evidence can we gather that tells us how rocks, soil and water are useful to use?

You may also incorporate another soil book if desired (listed under December 5th).

Have students bring in a small sample of soil from home...letter here: (or go outside and collect soil, weather permitting). Students will observe their samlpe using magnifying lenses and record their findings on the following observation sheet. Discuss whole group, what they noticed about heir soil verses other's soils (emphasize size, texture and color). Have studetns discuss why they think the soils are different.
 * Day Two:**
 * Digging Up Soil Observation Sheet**

Conduct an experiment in which students are engaged by observing and examining different types of soil. Ask students what physical properties can be used to compare and sort these types of dirt? Discuss how they are alike and how they are different, Each student will get to examine the soils one at a time. Label one sample cup "S", another one "O", "I", and "L". Students will record the physical properties of each letter as they go through and conduct each observation. After they record their findings they can use glue to trace to spell out the word "SOIL", sprinkle each corresponding sample onto the half page of cardstock. Sent to print services:
 * Day Three**
 * Lab Day 1:45** - Sign up for Tuesday __Wednesday__ MR/TM __Thursday__ LA___ Friday___



__**Day Four:**__ Create on butcher paper a chart showing the following layers: Sand on top of topsoil on top of clay. Have a small sample of each type of layer and pass around whole group. Have students describe each layer and write observations on your chart. Empahsis size, texture and color. Discuss what they observe about each layer, how they are alike and how are they different. Finally, engage student to create their own model. As you build this model, discuss how each layer is similar to the layer on the chart that you are representing. Teachers: Crushed Graham Crackers = Sand. Crushed Oreos= Topsoil. Chocolate Pudding = Clay. Teachers are responsible for having supplies prepared ahead of time. Here is donation letter to send home.