Leia Vandersnick5/22/07ScienceLESSON PLAN TEMPLATE TITLE: First Rocks (FOSS: Pebbles, Sand, and Silt)CONTENT AREAS/ Key Concepts (What areas of science does this lesson cover?): Earth ScienceGRADE LEVEL: 1-2MATERIALS NEEDED: Day 1For each student- 1 set of rockso 2 pieces of dark basalto 2 pieces of reddish scoriao 2 pieces of light-colored tuff- 1 zip bag- 1 half sheet of black paper- 1 half sheet of white paperFor each group- 1 paper plate- 2 hand lensesFor the class- 1 set of rocks- 4 hand lenses- 2 loupes- 1 paper plate- 1 vial with cap- 1 sheet chart paper- Marking penDay 2For each pair of students- 2 sets of rocks in zip bags (from day 1 activity)- 1 plastic cup- 1 hand lens- 2 paper towels- 2 student sheets “Rock Records”- 1 student sheet “Rock Words”For the class- 1 Set of rocks- 1 Basin- 1 pitcher or 2 liter soda bottle- Paper towels- Water- “Rock Words” chart (from day 1)1Vandersnick5/22/07- Master copy of “Rock Records”- Master copy of “Rock Words”KEY CONCEPTS/Goals: Earth material, Property, RockEALR'S and GLE'S (Make the connections clear and specific)1.1.1 Understand simple properties of common natural and manufactured materials and objects(grade 2) sort common objects by multiple simple properties (e.g. texture and color; size and shape)1.1.5 Understand physical properties of Earth materials including rocks, soil, water and air (grade 3) Describe and sort rocks based on physical properties (e.g., color, shape,size, texture)2.1.5 Understand how to record and report investigations, results and explanations(grade 1,2) Describe and or draw the materials used in the investigation (e.g., numbers, shapes, colors)Learning Goals/Objectives: (What do you expect students to learn and be able to do from this lesson?) Students will- Observe several different kinds of rocks- Compare properties of different rocks.- Sort rocks in different ways.- Observe rocks with each other and with water.PROCEDURES: (Label each step in the process: Activating Prior Knowledge, Disequilibration, Elaboration, Crystallization) - Introduction/Pre-assessment (Do some activity to see what your students know.) o At rug, introduce with a bag of rocks. “What do I have in this bag?” and “What are these objects?”o Students should identify the objects as rockso Tell them “Each of you will get a bag of rocks like this. Empty the rocks outon the table, observe them, and figure out how many different kinds of rocks there are.”- Activity (Imagine that you were writing this for a substitute to teach. Be detailed and specific.) - Day 1: Three Rocks (30-40 minutes)o Pair studentso Distribute bags of rocks (either yourself or assign materials role to pairs of students); one hand lenso Allow 10 minutes for student observing and sorting of rockso Have students leave their rocks at their tables and return to the rug to discuss findings. How many different kinds of rocks did you find?2Vandersnick5/22/07 Probable answers: 2 dark gray rocks, 2 reddish or grayish rocks with holes, 2 light-colored rocks. Hold up one rock at a time, Ask for words to describe each rock. Record the words on a chart titled “Rock Words”o Rubbing, further investigation introduction Your next step is to rub the rocks together. To start, rub rocks that look the same together. Demonstrate by rubbing together one pair ofrocks over a sheet of black paper. Students will rub rocks over both black and white papers.o Students return to tables, distribute two papers (black and white) to each student. o Students rub rocks togethero Gather for discussion, back at rug “What happens to you rub two rocks together?” “What should we call the stuff that comes off the rocks?” “What happens when you rub two of the same kind of rocks together? Two different kinds?” What is the same about each of the rocks you rubbed? What is different? “Does the dust look the same on the white paper and on the black paper?”o Collect Rock Dust and Rocks Have materials student get paper plate, have each student dump his/her dust on the plate. Collect all plates, transfer the dust to a vial and show it to the students. Explain you’re going to save the dust for them to look at again. (another lesson in whole unit) Students should return rocks to zip bags. Materials role student should return the bags to the materials station of the classroom.- Day 2: Washing Three Rocks (30-40 minutes)o At rug, introduce day. We will be working with the rocks we used yesterday. But this time, we’ll see what happens to them when we place them in water.o Explain the Washing procedure Each par will get a bag of rocks, a cup of water, a hand lens. Put only one rock at a time in the water Observe the rock carefully Remove the rock from the water and place it on a paper towel.3Vandersnick5/22/07 Repeat the process with the other rocks.o Students return to their tables. Materials role goes to the opposite student from day 1’s role. Materials student pick up the materials.o *Half fill each pair’s cup with water Students will start to wash the rocks (10 minutes). Move from groupto group asking questions What happened to the rocks when you put them in water? What colors do you see in the rocks? Did the rocks change when you put them in water? How? What happened to the water (if anything) after you put the rocks in? Is there anything you can see now that you couldn’t see when the rocks were dry?o Clean up. Students place rocks on fresh, dry paper towels Ask materials person to pour the water into the basin and wipe up any spilled water.o Brainstorm Rock Words Call students back to the rug. Review questions from two bullets above (*) Ask students if they have any new words to describe rocks Add new words to the “Rock Words” chart from day 1.o Rock Record Sheets, introduce/instructions Show students the Rock Record worksheet. Tell should pick one of the three rocks and complete a Rock Record sheet for it. They can use the Rock Words list to help with the description. Then they should draw a picture of the rock on the sheet where space is provided (in box). If they finish early, work on a second rock record sheet.o Distribute the student “Rock Record” and “Rock Words” sheetso Students start recording. Move from group to group, facilitating new words and reviewing the students’ drawings.o Challenge:
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