First Grade Earth and Environmental Science Earth Systems, Structures, and Processes Essential Standard: 1.E.2 Understand the physical properties of Earth materials that make them useful in different ways. RBT Tag: B2 Time

First Grade Earth and Environmental Science

Earth Systems, Structures, and Processes

Essential Standard:

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

RBT Tag:

_B2

Time

(No. of Days)

Clarifying

Objectives

Essential

Vocabulary

Task Analysis

(Unpacking

Simplified)

Learning Activities/Assessments

Resources

10-13

Days

1.E.2.1 Summarize the physical properties of earth materials, including rocks, minerals, soils and water that make them useful in different ways. Earth materials Rocks Minerals Soil Water 1.E.2.1

Interpret earth materials including solid rocks, soil and water, which all have different observable properties.

Recognize from prior experiences that earth materials (matter) may be described by their physical properties (e.g., color, size, shape, weight, texture, flexibility, attraction to magnets, floating or sinking in water).

Conclude that earth materials that keep their shape regardless of the container they are in are classified as solids. Conclude that water is an Earth material that takes the shape of the container it occupies and is classified as a liquid.

1.E.2.1

Solids can be demonstrated in many different ways. Explain to students how solids take up space. To make the lesson even more enjoyable, bring in Jell-O snacks as an example of solids. Then ask your students to explain what makes Jell-O a solid. Ask students what else is solid, and they should be able to point out many things in the room. 
Have a pitcher of water on the table, with cups of various shapes and sizes as well. Pour the pitcher of water into the cups, explaining how liquids are the step between solids and gasses and do not hold a definite shape, but conform to containing objects. In order to help students understand the connection between solids and liquids, show them ice, and then allow it to melt. Students will see a solid turn into a liquid before their eyes. Once students have seen this, ask them why liquids have to be in containers. 1st Grade Lesson Plans for Properties of Matter | eHow.com http://www.ehow.com/way_5486218_st-

lesson-plans-properties-matter.html#ixzz1yQuBY3YP (Classroom Talk) (Scaffolding)

Explain that earth materials have different properties that maintain plant and animal life. Comprehend that some Earth materials have properties that make them useful in solving human problems.

Read the book Bartholomew and the Oobleck through oral discussion. This discussion will include questions such as, “What do you think Oobleck is? A solid? A liquid? Can you think of words that might describe a solid (‘hard’) or a liquid (‘wet’)? Can you think of words that might describe ‘Oobleck’? Do you think it is sticky, cold, hot, frozen?” etc. The teacher will then introduce the next activity by saying, “Today, we will make our own Oobleck by mixing solids and liquids. Then we will write about what we made.” In the second activity, the students will make their own Oobleck by working together in small groups of four or five. The teacher will have set up four or five areas for each group to work. This activity can be done on mats or tables. Each area will have a plastic cup, tablespoon, a bowl of corn starch, green food coloring, and access to water. Each material will be labeled. The teacher will also show the chart paper with four simple directions listed:

 Mix four tablespoons of corn starch with two tablespoons of water.

 Add a drop of green food coloring and mix. Feel it. Talk about it. Use senses to describe what it feels like (sticky, soft, gooey, warm, cool) and looks like (light green, dark green)

Clean up but save the cup of Oobleck. (Collaborative Group Work) (Questioning) (Scaffolding) (Writing to Learn)

http://forces.si.edu/main/pdf/PreK-1-WebofLife.pdf

http://pbskids.org/eekoworld//pare ntsteachers/pdfs/lesson1_1.pdf http://skywalker.cochise.edu/wellerr /students/geology-teach/teach.htm http://www.kidsgeo.com/geology-for-kids/0013-waterr-in-soil.php http://tlc.howstuffworks.com/family /science-projects-for-kids-soil-experiments1.htm

http://school.discoveryeducation.co m/schooladventures/soil/down_dirt y.html

Use a KWL chart to assess the students’ prior knowledge about sand and clay. Sort students into groups. Give them the following materials:

 white paper or newsprint  samples of clay, sand, and humus  hand lens

 notebooks

Let them explore these soil samples and write about them in their science notebooks. Encourage students to use as many of their five senses as possible. Let them make a mess, smearing it, sprinkling it… (To include math in this lesson use a balance scale. Put a lump of clay, no bigger than a golf ball, on one side. Then, add sand to the other and see how much you need to balance the scale.) Ideas of documentation for students to use in their science notebooks include:

 Venn diagram  labeled drawing

 listing an observaton for each sense used (sight, smell, sound, touch)

 sentences that describe what they observed

Allow students to add this information to their Science notebooks. (Write to Learn) (Collaborative Group Work) (Scaffolding) (Classroom Talk)

One rock per student, collected by the student, storage space for each rock. 1 small cup of water

Introduce the idea of a classroom rock and mineral collection. Send a note home with students informing parents about the collection. As the students bring in their rocks allow time for each student to share their find with the class. Ask the student questions about the color, texture, size, weight and classification of their rocks and allow other classmates to ask questions. Provide the water to the student sharing so he or she may dip their rock into the water to better bring out colors and finer detail.

(Classroom Talk) (Scaffolding)

Use following online activity.

http://www.bbc.co.uk/schools/scienceclip s/ages/7_8/rocks_soils.shtml Explain to children that they are going to carry out a virtual experiment to investigate the properties of rocks. Show children how to click and drag a rock into the tester, and how to perform the four different tests on it: Does it wear well? Does it split? Is it permeable? Does it float? Before clicking on each of the tests, ask children to predict how the rock will fare. Were they right? Divide children into groups with a computer for each group. Ask the groups to perform all four tests on each of the rocks.

(Collaborative Group Work) (Classroom Talk) (Questioning) (Scaffolding)

(1.TT.1.1)

thirds full of water. Add enough soil until nearly full, cover tightly, and shake. Let kids observe their 'shakes' over the next few days as the soil particles settle into layers. The larger particles, like sand, will remain at the bottom while the smaller ones will be closer to the top.

A great way to explain each of the soil layers is to create edible soil for the kids, also known as dirt cups. Not only does this make learning about soil fun, but it's tasty too!

What you need:  Milk

 Instant vanilla and chocolate pudding

 Whipped topping,

 Chocolate sandwich cookies (1/2 crushed)

they created. (Collaborative Group Work) (Classroom Talk) (Writing To Learn)

Compare making soil to baking a batch of cookies. Explain that they are both a mixture of different ingredients in certain proportions. The final product is made by combining these ingredients according to a recipe. Tell the students that their first job is to gather the necessary soil

ingredients to have on hand. Go outdoors and divide the class into pairs. Assign each pair the task of finding some soil

ingredients (such as leaves, pine-cones, grasses, small sticks, etc.). Give each pair a small paper bag in which to collect the materials and remind them to collect mostly non-living things. Ask a student to gather soil ingredients from the other students and mix them thoroughly. Record these ingredients on a giant recipe card. After all the items have been placed in the bowl. Suggest that perhaps some ingredients were missing. Again compare making soil to baking, and make the analogy of baking chocolate chip cookies and leaving out the chips. Pull out the shopping bag and tell the students you might have some of the missing

in our lives and brainstorm ways to care for and save our soil (Collaborative Group Work, Questioning, Classroom Talk)

Show how plants and animals get energy, by telling other students which plants and animals are eaten by other animals. Explain that energy for life comes from the sun. Explain how all living things depend directly or indirectly on green plants for food. Use pictures and arrows to create a food web that includes the sun, green plants and animals.

http://forces.si.edu/main/pdf/PreK-1-WebofLife.pdf

(Scaffolding) (Collaborative Group Work) (Classroom Talk)

In this lesson students will participate in a scientific inquiry activity regarding the air they breathe inside and around their house. They will plan and conduct a simple investigation to gather information on air quality. Students will also help to reduce air pollution by shutting off lights, toys, machines and appliances and by reducing their travel in cars.

http://pbskids.org/eekoworld//parentstea chers/pdfs/lesson1_1.pdf

(Scaffolding) (Classroom Talk)

10-13

Days

analyze the ways plants and animals depend on each other. They will sing a food chain poem/song and make a class food chain book based on the poem. http://pbskids.org/eekoworld//parentstea chers/pdfs/lesson1_2.pdf

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.

1.E.2.2

Classify the different properties of soils based on where they are located on the earth.

Develop a model to prove that some soils retain more water, nutrients and provide better structural support than others and therefore enhance the growth and development of certain plants.

1.E.2.2

Materials Needed:

 Brown paper lunch bags  Large butcher paper  Magic markers

When students return with their rocks. Have some extra rocks available in case someone forgets. After the swap occurs have students sit in a circle with the rocks in the center and begin to brainstorm what they know about rocks. Organize this information by creating a word web of facts on the butcher paper.

 Rocks  Size  Color  Texture

 Things made from rock To help children in the brainstorming process ask them the following questions and record the results:

 Are all of the rocks the same color?

 Do all rocks feel the same?  Are all rocks the same size?  Can you think of something in

our school that is made from rock?

 How do you think rocks are made?

Next break students into groups of two to four. Each child takes three rocks from the class collection. As a group have the children sort and classify rocks.

Have students fill a one-quart plastic bag about 2/3 full of soil either from their yard at home or near the school. Tell them to find samples of soil from areas other than their yards so a wider range of soil types can be examined. Also have samples of sandy and clay soils for the purpose of demonstration. Tell the students to pour their sample onto a paper plate and look carefully at all of the material in the soil. Have the students answer the following questions:

 What is the color of the soil? (Dark brown, light brown, reddish-brown, etc.)

 How does it feel? (Gritty, sandy, smooth, etc.)

 What kinds of things can be seen in the sample? (Leaves, small twigs, rocks, etc.)

 What is the texture of the soil? Is it soft, or does the sample have hard clumps in it?

very sandy soil, the second a sample of fertile soil, and the third one a sample of hard, clay-like soil. Put one of the samples in a strainer and hold it over a pan. Pour water over the soil sample to see how well it absorbs the water. Water will not be absorbed as readily for the clay samples, and water will make the sandy sample unstable. Ask the students how this will affect a plant that tries to grow in this soil. Have them write down their observations and conclusion.

(Classroom Talk, Scaffolding)

(Collaborative Group Work) (Write To Learn)

Gain an understanding of the concept of gardening and its importance in the lives of some families in North Carolina. Learn how gardening can provide families with healthy foods all year round, through canning and other methods of

preservation. Learn to identify different types of fruits and vegetables that families grow in North Carolina. Become aware of the parts of a plant and the needs of all plants. Use the following link to gain access to the full lesson plan:

http://www.learnnc.org/lp/pages/4992?r ef=search