Unit+4+Soil,+Rocks,+&+Water

=Unit 4: Rocks, Soil, and Water=


 * __TEKS__**
 * 1.7A ** Observe, compare, describe, and sortcomponents 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 ** Gatherevidence of how rocks, soil, and water help to make useful products.

=Assessment:= Record pre-assessment and post-assessment data into common assessment chart.



=‍Unit Vocabulary:= ==

= =

Student Expectation
The student is expected to observe, compare, describe, and sort components of soil by size, texture, and color; AND gather evidence of how rocks, soil, and water help to make useful products.

Key Concepts

 * **Key Concept 1:** Different types of rocks and soil differ in their observable properties.
 * **Key Concept 2:** Soil can be sorted based on particle size, texture and color.
 * **Key Concept 3:** We can see examples in daily life of how we use products made from rocks, soil, and water.

Fundamental 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 us?

December 3-7th
=Day 1 & 2:= =Teacher Overview: Rocks, Soil, and Water:= ==

- Begin by reading a book about rocks and dirt, here are some suggestions: [|Dirt: Jump Into Science] [|Dirt: The Scoop on Soil (Amazing Science (Picture Window))] [|Let's Go Rock Collecting] [|From Rock to Road (Start to Finish (Lerner Paperback))] __If you find a Rock__ by Peggy Christian

- Using a globe or a map, take time to discuss with the class the various colors on the surface of the Earth. Review that most of the Earth's surface is water and how vital this is to our survival and existence. Discuss what uses water has and introduce the students to the concept of a RESOURCE and what this means. Have students brainstorm about what other resources may be on the planet besides water. What about the brown and green areas on the globe? What does that represent? What do you think is under the water? Discuss and introduce class to the concept that the Earth is a round ball of rock. Though the interior of the Earth may be molten liquid magma, and the surface of the Earth may covered with plants, water, ice, buildings or soil, underneath it all is rock. Rock is a very important resource for human welfare. In its natural state it was probably the material for the first home, the first tool, and the first weapon. Rock is still very important today in the construction of homes, large buildings, roads, sidewalks, and parking lots. Even many very small objects in our homes are uses for rocks. Talcum powder comes from talc, a sedimentary rock. Most of the metal we use today, from aluminum foil in the kitchen to massive steel towers, is a refined form of rock we have removed from the earth.

- Create a T-chart with all the things you can think of that uses rock and have students create a collage, list or poster of these findings in their journals.

__- Go on a dirt observation.__ Have students take their science journals outside (or inside with dirt samples at tables) to make scientific observations about the physical properties of dirt. Have students record their findings and discuss what they found. Remind students to use proper science safety when conducting this observation and which senses are appropriate for making these observation (obviously sense of taste is not ok). If you want to enhance the experiment, have students use magnifying lenses from the science lab to view the dirt. What is the texture and color? Do you think there are different types of dirt? Have students record findings and make predictions about if there are other kinds of dirt in the world.


 * Day 3 and 4:**

Conduct an experiment in which students are engaged by observing and examining three 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, recording findings in their science journal or create table posters.


 * Dirt Discovery Experiment!**

This is a fun way to further examine soil and dirt and all its various properties and characteristics. Since this may be a bit messy I would probably do it whole group and then have table rotate observations samples and record their findings in their science journals. Detailed Dirt Discovery Experiment here:

__ December 10th-December 20th __

 * 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.

Give each student a plastic Ziploc baggie and take a tour around the school grounds on a "Rock Hunt." Have students collect 3 to 4 rocks that are different and put into their baggie. Return to the classroom and have students use magnifying lenses to observe their rocks. Have them sketch and record the characterisitcs of each rock in their Science Journal on their journal recording sheet:. (Sent to print services for team) Have students share in pairs and then choose few students to share their sketches and characteristic labels on the document camera. Be sure to point out good adjectives and words students used like "smooth, bumpy, texture, etc." On each table, have a charactistic listed (ex: shiny, rough, heavy, smooth, light, etc.) Students will sort their collection of rocks from yesterday among these characterisitcs. Discuss whole group while on a "Rock Safari" or gallery walk. Then, whole group, make a graph of the collections on chart paper or butcher paper. Discuss which one had the most? Which one had the least? Introduce the vocbulary "Resources" and how we can use natural resources to make products. Review the rock collection we sorted and graphed. Ask students to brainstorm what products they think we can make from these rocks and why. Discuss how we will be doing a lab to explore products that are made from rocks. The lab is intended for "stations" for the students to rotate through. To give students enough time to really explore, you may want to have this lab over 2 days during Science.
 * January 7th-11th **
 * Day One:**
 * Day Two:**
 * Day Three/Four:**

Lab:

Household items made from rocks:

 * =====Baby powder=====
 * =====Pencil=====
 * =====Magnets=====
 * =====Counter top sample=====
 * =====Glass=====
 * =====Chalk=====
 * =====Rock samples including talc, graphite, hematite, granite, quartz, and limestone=====
 * Optional recording sheet for Science Journal: [[file:tvefirstscience/What Products are made from Rocks.doc|What Products are made from Rocks.doc]]

Preparation

 * 1) Gather the items and rock samples (a rock kit can be used here containing the listed rocks) for each student group. You can also choose to set up stations for groups to visit each set of items and rotate through the stations.

Background for Teacher
Rocks are useful in many everyday products. Talc can be used to produce baby powder, graphite is used to put the center in a pencil, hematite is a magnetic rock and can be used to make magnets, graphite is used when building certain countertops, quartz is useful in glass making, and limestone is used to make chalk. Encourage students to touch each item and look at its color and properties to match each item with its constituent material.

Procedure

 * 1) Have the students handle the everyday items, and describe their use.
 * 2) Now introduce the idea that rocks have helped make these items.
 * 3) Have students match the items with the rock they think helps make up each everyday item.
 * 4) Students can then answer the questions in the ‘Show What You Know’ portion of the activity after discussing the items and rocks with their group. [[image:http://roundrockisd.stemscopes.com/system/slides/images/13535/normal/1.7AC_DP_Slide4.png?1321403359 width="432" height="324" caption="1.7ac_dp_slide1"]]

5. After reviewing responses lead into the Reflection questions.




 * Extra Activity:**
 * Have students use the writing paper to sketch and write about a product they would make using rocks.**
 * [[file:tvefirstscience/This Rocks! Worksheet[1].pdf|This Rocks! Worksheet[1].pdf]]**

__** January 14th-18th **__
 * Day One:**

Fundamental Questions

 * What are some natural sources of water?
 * What observable characteristics can we use to identify and describe natural sources of water?

Background for Teacher
Bodies of water on Earth have different properties that differentiate them from others. Streams are smaller bodies of moving water, while rivers are larger and in general have been more established. A lake is a standing body of water, but can be connected to other rivers or streams and ultimately connected to the ocean. In general, streams, lakes, and rivers are freshwater, although there are a few salt-water lakes around the world. The oceans are salty, and make up two thirds of the planet. Have students reflect on these properties and any other observable properties students can identify given the pictures given.

Procedure

 * 1) Begin by asking students about where they have seen water, and what it looked like.
 * 2) Display the slides of the bodies of water in the presentation, and have students name or describe each as a class.
 * 3) Students can then answer the questions in the ‘Think-Pair-Share’ portion of the activity.
 * 4) After reviewing responses lead into the Reflection questions.
 * 5) Introduce the Explore activity.

Slideshow for Bodies of Water from Stemscopes


 * Day Two:**
 * Conduct Explore Lab: Stemscopes link Teachers are rseponsiblef or collecting their own supplies for this lab.**
 * Day Three:**
 * Video with response and/or makeup day: Watch the KLRU video "A First Look of Water" [|Bodies of Water KLRU]**
 * Day Four:**
 * Social Studies Lesson**

Vocab Cards: