Lesson by Lesson Guide

Pebbles, Sand and Silt

Lesson by Lesson Guide

Pebbles, Sand, and Silt

(FOSS)


Table of Contents

NC Essential Standards and Clarifying Objectives ..................................................... 3

Essential Question for the Unit ..................................................................................... 3

Unit Pre-Assessment ...................................................................................................... 3

Lesson 1 – Investigation 1, Part 1: Three Rocks .......................................................... 4

Lesson 2 – Investigation 1, Part 2: Washing Three Rocks ........................................... 6

Lesson 3 – Investigation 1, Part 3: First Sorting .......................................................... 8

Lesson 4 – Investigation 1, Part 4: Sorting Games .................................................... 10

Lesson 5 – Investigation 1, Part 5: Start a Rock Collection ....................................... 11

Lesson 6 – Investigation 2, Part 1: Screening River Rocks ........................................ 12

Lesson 7 – Investigation 2, Part 2: River Rocks By Size ............................................ 14

Lesson 8 – Investigation 2, Part 3: Sand and Silt ....................................................... 16

Lesson 9 – Investigation 2, Part 4: Exploring Clay .................................................... 18

Lesson 10 – Investigation 3, Part 1: Rocks in Use ...................................................... 20

Lesson 11- Investigation 3, Part 2: Looking at Sandpaper ........................................ 22

Lesson 12 – Investigation 3, Part 3: Sand Sculptures ................................................ 24

Lesson 13 – Investigation 3, Part 4: Clay Beads ......................................................... 25

Lesson 14 – Investigation 3, Part 5: Making Bricks ................................................... 27

Lesson 15 – Investigation 4, Part 1: Homemade Soil ................................................. 29

Lesson 16 – Investigation 4, Part 2: Soil Search ......................................................... 31

Lesson 17 – Investigation 4, Part 3: Studying Local Soil ........................................... 33


NC Essential Standards and Clarifying Objectives

1.E.2 Understand the physical properties of Earth materials that make

them useful in different ways.

1.E.2.1 Summarize the physical properties of Earth materials including

rocks, minerals, soils and water that make them useful in different ways.

1.E.2.2 Compare the properties of soil samples from different places relating

to their capacity to retain water, nourish and support the growth of certain

plants.

Essential Question for the Unit What are the properties of Earth materials?

Unit Pre-Assessment “Is It a Rock? (Version 1)” is available in Uncovering Student Ideas in

Science Volume 2 (Blue cover), by Page Keeley et al. The probe is designed

to see if students recognize that rocks come in many different shapes and

sizes.


Lesson 1 – Investigation 1, Part 1: Three Rocks Students investigate and sort a set of six rocks. They gather information about the rocks

by matching the rock samples and rubbing them together.

Clarifying Objectives

1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals,

soils and water that make them useful in different ways.

Focus Question How are rocks different?

What happens when rocks rub together?

Activity Guiding Questions

Teach students how to care for a hand

lens, so that they do not scratch the lens.

Distribute rock sets to small groups

and a hand lens to each student. Allow time for students to observe and sort

the rocks.

Lead discussions throughout the

common experience. Add student-generated describing

words to a Word Bank (words that

describe the rocks) and Content Charts (what the students learned from the

investigation).

Suggest and demonstrate rubbing the rocks over black and white

paper. Distribute black and white

paper to students.

Direct students to collect rock dust on one plate then transfer the dust to a

vial.

Gather students to discuss their observations.

What happens when you rub two rocks

together What should we call the stuff that

comes off the rocks?

Was there one rock that had more dust than the others Does the dust look the

same on the white and black paper?

Science Content Words Use these words when teaching the lesson:

-basalt

-tuff

-scoria

-Earth materials

-rock


Integration Hints - Share Stone Soup by Ann McGovern as a read aloud or in a listening center.

- Place a variety of rocks in a center for students to observe with hand lenses.

Students should draw the rocks and list the properties of them.

Science Notebook Helper Students respond to the focus question with a prediction. Draw rocks and describe.

Students may use a piece of scotch tape to collect a sample of the rock dust to be placed

in science notebook.

Assessment Opportunities Teacher observation; The Teacher Guide provides a checklist of student understanding

and participation in investigations which might be helpful in tracking the progress of

students throughout this unit.


Lesson 2 – Investigation 1, Part 2: Washing Three Rocks Students wash their samples to see how the rocks change when they are wet and what

happens to the wash water.




Focus Question What happens when you wash the rocks in water?


Review properties of dry rocks,

from Lesson 1.

Explain the process of washing

rocks to students. Begin by placing

each of the rocks in water, one at

the time, observing closely, then

removing the rock from water and

placing it on a paper towel.

Prompt students to share new

describing words as the rocks are

drying.

Add student-generated describing

words to the Word Wall.

Wrap up the class discussion by

revealing the rock names and add

the names to the word wall.

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 after

you put the rocks in?

Is there anything you can see now

that you couldn’t see when the

rocks were dry?

Science Content Words

Student sheet (available as a blackline master) labeled “Rock Words” has great

describing words: crystal, rough, rock, smooth, stone, dull, sharp, shiny, light, soft, dark,

flat, small, chalky, large, diamond, pointed, mud, hard, round

Integration Hints - Share Stone Soup by Ann McGovern as a read aloud or in a listening center.

- Place a variety of rocks in a center for students to observe with hand lenses.

Students should draw the rocks and list the properties of them.

Science Notebook Helper Students add date, focus question, and write a prediction. Students draw/ write about the

investigation.


Assessment Opportunities - Check for observation skills. Are students holding a hand lens correctly?

- Are students including good descriptions and using new vocabulary when

observing and adding entries to their science notebooks?


Lesson 3 – Investigation 1, Part 3: First Sorting Students are introduced to river rocks. They listen to the story “Peter and the Rocks” and

use ideas from the story and Lesson 2 to sort their river rocks.




Focus Question How are some rocks the same?

Activity Guiding Questions Explain that each pair of students will

get a bag of rocks.

Circulate the classroom and monitor the groups as they divide and sort the

rocks.

Encourage students to sort by one property at a time.

Ask students how water might be

useful during this investigation.

Suggest that students use a cup half full of water for wetting the rocks and

observing one rock at a time.

Ask students to work with their partners to sort the rocks again now

that they are wet.

Guide students to clean up at the end of

the investigation. Lead a discussion to discuss what they

observed, the different ways they

sorted the rocks, and any changes they noticed when they placed the rocks in

water.

Add new words to word wall and new concepts to the content chart.

What ways did you sort the rocks?

What new ways did you sort your

rocks?

Science Content Words Use words acquired through previous lessons. Students may add describing words to the

Rock Word sheet or the Word Wall.

Integration Hints Read aloud Sylvester and the Magic Pebble by William Steig, or share it in the listening center.

As an extension, students can write a short story about their own imaginary magic pebble.


Science Notebook Helper Students add date, focus question, and prediction. Students can draw/write about the

investigation.

Assessment Opportunities Teacher observations and science notebook entries. Are students sorting beyond color?


Lesson 4 – Investigation 1, Part 4: Sorting Games Students use sorting mats to play sorting games with the river rocks.

*The sorting mats are available as blackline masters in the Teacher Guide. You might

consider laminating the mats for durability and future use.




Focus Question How many ways can you sort river rocks?

Activity Guiding Questions Introduce the two-sided sorting mats to

the students.

Introduce and demonstrate the rock

sorting games listed in Investigation 1,

part 4 of the Foss Teacher’s Guide. Circulate the classroom and ask

students to explain how they have

sorted the rocks. Add new words to the word wall and

new concepts to the content chart.

What ways did you sort the rocks? What new ways did you sort your

rocks?

Science Content Words Use science words acquired in previous lessons. Include words that the children use to

describe their rocks.

Integration Hints - Read aloud Sylvester and the Magic Pebble by William Steig, or share it in the

listening center. As an extension, students can write a short story about their own

imaginary magic pebble - Students can create a Geologist Tool Kit – directions are found at the end of the

Investigation 1 Folio of the Teacher Guide.

Science Notebook Helper

Students add date and focus question. Students record different ways they sorted the

rocks.

Assessment Opportunities: Teacher observation. Check for sorting skills.


Lesson 5 – Investigation 1, Part 5: Start a Rock Collection Students start to organize a classroom rock collection.

*Plan to take students outside so they can collect a few rocks from the school grounds or

ask children to bring a few rocks from home.




Focus Question What rocks can we find around us?

Activity Guiding Questions Record students’ ideas on a chart

labeled “Where to Look for Rocks". Guide students on a field trip around

the school yard to collect rocks/ or

bring several rocks from home. Show students where to display the

rocks they bring to the class.

Direct students to investigate the

different properties of the rocks found.

Where might we display rocks that

we bring to the classroom?

How might we organize the rock

display?

What are the properties of the rocks

you collected or brought from

home?

Science Content Words Use words from previous lessons and be sure to incorporate any new words students use

to describe rocks.

Integration Hints - Make a pet rock.

- Share “Exploring Rocks” and “Colorful Rocks” from FOSS Science Stories:

Pebbles, Sand, and Silt.

Science Notebook Helper Students include date, focus question, and prediction. Students record different rocks

found on walk or rocks brought from home.

Assessment Opportunities

Teacher observation and science notebook entries. Are students describing rocks by

properties such as color, shape, size, and texture?


Lesson 6 – Investigation 2, Part 1: Screening River Rocks Students separate a river rock mixture, using a set of three screens. At the end of the

separation, students discover they have five sizes of Earth materials: large pebbles, small

pebbles, large gravel, small gravel, and sand.

* Before doing this lesson, you might have students practice folding a paper plate (that is

holding large math manipulatives) in half and funneling/pouring the contents back into

the math tubs.




Focus Question How can river rocks be sorted by size?


Distribute materials to each pair of

students.

Direct students to divide the

mixture between two paper plates

and observe.

Demonstrate how to fold a paper

plate in half to funnel the rock

mixture into the cup.

Demonstrate the screening process

then distribute the large-mesh

screen.

Allow time for students to screen.

Lead a discussion about the

screening process then introduce

the medium and small-mesh

screens.

Distribute the medium and small-

mesh screens and allow time for

students to engage in the screen

process.

Prompt students to use all three

screens again.

Introduce the names for rock sizes,

add new words to the word wall,

and new content to the content

chart.

How could we separate our rock

mixture?

How could we use this screen to

separate the rock mixture?

What happened to the rock mixture

that was too large to go through the screen?

Where do the rocks go that are smaller

than the screen holes?

Here are two new screens – one with

medium holes and one with little holes. Can you use these screens to separate

the rock mixture into more sizes?

How many sizes of rock do we have

now?

Which screens did the smallest pieces

go through?

Which screens did the largest rocks go

through?

Were there any rocks that did not pass

through any of the screens?

Can you separate those large rocks into

two groups by hand?


Science Content Words: Use these words when teaching the lesson:

-Sand

-small gravel

-large gravel

-small pebbles

-large pebbles

-boulders

-cobble

-mixture

-screen

Integration Hints

Students can write a how-to explaining how to sort rocks by size.


Students include date, focus question, and a prediction. Students record investigation

using pictures/words.

Assessment Opportunities - Teacher observation

- Science notebook entries – Are students using science content words as they label

the various sizes of Earth materials?


Lesson 7 – Investigation 2, Part 2: River Rocks By Size Students use a sorting mat to reinforce the idea of grouping rocks based on size.

*The sorting mat is available as a blackline master in the Teacher Guide.




Focus Question How else can rocks be sorted by size?


Demonstrate how to use the "Sand,

Gravel, and Pebbles" sheet to

identify rock sizes.

Direct students to choose a rock

particle from the earth material

mixture, and then check to see if it

fits in the space on the recording

sheet.

Next, ask students to glue (optional)

or draw the particle in the

appropriate box.

Circulate the classroom and

challenge students to identify rock

sizes you pull out of their cups.

Challenge students to divide the

pebbles into large and small pebbles

and the gravel group into large and

small gravel. Prompt students to

divide the circles into two halves

and label them.

Lead class discussion about the

investigation and add new words to

word wall and new content to the

content chart.

How was using the squares like using

the screens for separating the rock

sizes?


-Sand

-gravel

-pebble

-particle


Science Notebook Helper - Students include the date, focus question, and a prediction.

- Limit the number of particles students may use to glue in their notebook.

Recording sheet may be glued or stapled into the science notebook.

Assessment Opportunities Student sheet/ Teacher Observation – Are students able to correctly sort the sizes of Earth

materials?


Lesson 8 – Investigation 2, Part 3: Sand and Silt Students take a close look at sand and separate sand particles from silt particles, which

are smaller than the sand, by mixing the sand with water and allowing the particles to

settle. They observe that the sand settles to the bottom and the silt layer forms on top of

the sand.

*The vials containing the sand and water mixture will need to be left undisturbed for

about a day before students observe the layers. Provide some time the next day for

observation.




Focus Questions What is sand?

What is silt?


Prompt students to observe the sand

carefully and describe how the sand

looks, feels, and sounds.

After exploring the sand for about 5

minutes, demonstrate how to use a

paper plate to hold the sand while it

is gently shaken back and forth.

Circulate the classroom and point

out how the sand is separating.

Direct students to place a pinch of

sand in the vial and observe the

particles with a hand lens.

Have students return to the carpet

and describe what they noticed

about the sand.

Add new words to the word wall.

Have students predict what might

happen if sand and water are mixed.

Demonstrate using the paper plate

as a funnel to return the sand to the

vials.

Direct students to add water to the

sand in the vial and observe, then

shake.

Let it stand overnight and observe

the mixture tomorrow.

Are the sand particles all the same

size?

What do the sand particles look

like?

What happened to the water that

was poured on the sand?

I filled the vial to the top with

water. What happened to the water

level?

What happened to the sand and

water when you shook the vial?

Was the water clear after you shook

the vial? Why not?

The next day

What do you see in the vials? How

many layers do you see?

Where is the sand?

What do you see on top of the

sand?

Is there an earth material that is

smaller than sand? What is it?

What did you do to find the silt?


The next day, direct students to

observe the settled sand and the

layer of silt that has formed on top

of the sand.

Introduce silt, have the students

label the layers, and feel the silt.

Science Content Words -Sand

-silt

-particle

Integration Hints - Share “The Story of Sand” from FOSS Science Stories: Pebbles, Sand, and Silt.

- Share aloud Tommie dePoala’s Quicksand.


Students include date, focus question, and a prediction. Students record observations

from the investigation using pictures and words.

Assessment Opportunities Students correctly label the layers they observe in the vial. Label the layers: sand, silt,

water, and air.


Lesson 9 – Investigation 2, Part 4: Exploring Clay Students investigate the properties of very small rock particles, clay.

*The vials containing the clay and water mixture will need to be left undisturbed




Focus Question Is there an earth material smaller than silt?


Distribute materials and allow

students to explore the clay for

about 5 minutes.

Have children return to the rug and

ask questions about their

observations of the earth material.

Confirm that the earth material is

clay.

Demonstrate dividing the clay. The

larger ball will sit in the open

plastic cup overnight and the

smaller ball will be placed in a vial

with water.

Ask students what they think will

happen when if they put the small

ball of clay in a vial with water.

Demonstrate the procedure of

putting clay and water in the vial.

Let the vials sit overnight.

The next day have students

observe the dry clay and the vials of

clay and water.

Lead a class discussion comparing

the investigations with sand and

clay.

Add new words to the word wall

and new concepts to the content

chart.

What is this material called?

What is special about this material?

What can you do with it?

What’s happening to your hands as

you work with this material?

Which is the smallest size of rock

we’ve worked with so far?

What’s happening to the clay?

Is the water changing?

The next day

What was the same in both vials?

What was different in the two vials?

Science Content Words -clay


Integration Hints Math extensions available in the Teacher Guide: Graph rock data, Student Sheet # 16.

and Shop for Rocks #17.

Music: place gravel, sand, and pebbles in opaque vials such as film canisters or plastic

eggs. Compare the sounds that they make when they are shaken.

Social Studies: Visit a rock quarry.


Students add date, focus question, and a prediction. Students can draw/write about the

investigation. Students draw layers and label. Are students using science content words as

they label their drawings or explaining their investigation?

Assessment Opportunities - A Bottle Drawing assessment is available in the Teacher Guide. Students would

need the experience observing the vial of sand and water to be successful with the

assessment opportunity.

- Are students using science content words as they label their drawings or

explaining their investigation?


Lesson 10 – Investigation 3, Part 1: Rocks in Use Students learn how people use rocks as natural resources to construct objects and to

make useful materials. They start by looking outside the school building for places where

Earth materials can be found naturally or as building materials.

*Plan to take students outside to explore how Earth materials are used around the school.




Focus Question How do people use earth materials?


Tell students we are going around

the schoolyard/playground to look

for as many places as possible

where we can find these materials.

Discuss students’ observations

while walking. Prompt students to

observe, identify, and compare the

sizes of rocks they see.

Return to the classroom and go

through the list of rock sizes on the

board.

Invite students to share where they

found each material. Record the

places where students discovered

the materials.



chart.

Guide students to see examples of

pebbles, gravel, sand, silt, and clay

around the school grounds.

Science Content Words -Asphalt

-cement

-concrete

-brick

-glass

-shale

-stone


Integration Hints - Share “Rocks Move” from FOSS Science Stories: Pebbles, Sand, and Silt.

- Invite students to search around their homes for ways Earth materials are used

there: sidewalks, bricks, clay pots, clay cookware, etc.

Science Notebook Helper - Students add date, focus question, and a prediction. Students can draw/write about

their exploration of the school grounds.

- Consider taking digital photos of Earth materials in use for students to include in

their science notebooks.

Assessment Opportunities Teacher observation and science notebook entries – Are students describing the

properties of Earth materials they observe? Are they using science content words to

describe the Earth material or its size?


Lesson 11- Investigation 3, Part 2: Looking at Sandpaper Students observe sandpaper and compare it to sand. They make and compare rubbings of

three grades of sandpaper, noticing different size particles.




Focus Question What are the properties of sandpaper?


Allow students to observe sand on

paper plates using hand lenses and

loupes.

Distribute one piece of each grade

of sandpaper to each student.

Encourage students to rub their

fingers gently over the paper and

the hand lens to get a closer view.

Explain that each piece of

sandpaper has different textures.

Demonstrate how to make a

rubbing of each piece of sandpaper.

Have students label the rubbings.

Have students challenge each other

to identify the type of sandpaper

with their eyes close.

Prompt students to gently rub two

pieces of sandpaper together over

white paper to see what comes off.

Encourage students to view the

particles with a magnifier.



chart.

What is sand made of?

Is sand smaller or larger than

gravel?

Is sand smaller or larger than silt or

clay?

How is sand like clay? How is it

different?

What is different about each paper?

What is sandpaper made from?

Why do you think people use

coarse, medium, or fine

sandpapers?


-Texture

-Fine

-medium

-coarse

-sandpaper


Integration Hints Art: Students make sandpaper rubbings or use sandpaper to sand some wood to make it

smooth.



investigation. Students might want to add sandpaper rubbings to their notebooks as a way

to collect data from this investigation.

Assessment Opportunities Teacher observations and science notebook entries – Are students noticing the various

size of sand particles?


Lesson 12 – Investigation 3, Part 3: Sand Sculptures Students mix sand with a cornstarch matrix to make durable sand sculptures.

*The matrix needs to be prepared in advance. It will keep up to a week refrigerated in a

sealed container. Don’t use the unwashed sand in this kit for this lesson. You will need

washed sand, such as play sand available at garden supply or home improvement stores.

Prepare a place for students

Clarifying Objective



Focus Question What are different ways sand can be used?


Distribute materials and add a

spoonful of matrix on top of the

sand on each plate.

Model for the class how to mix the

sand and the matrix completely.

Invite students to begin molding

and making sculptures.

Direct students to add their names

to the paper plate and carefully

move their sculptures to the drying

location.

What is sand made of?

Is sand smaller or larger than

gravel?

Is sand smaller or larger than silt or

clay?

How is sand like clay? How is it

different?

Science Content Words -Matrix

-sculpture

Integration Hints - Art Lesson: Color sand with food coloring and students can make sand paintings.

- Read the book the Castle Builder and have students create sand sculptures out of

torn manilla paper.

- Check with the Art Specialist at your school – is he/she willing to cover this

lesson in an art class?

Science Notebook Helper Students add date, focus question, and prediction. Students can draw/write about the

investigation.

Assessment Opportunities Anecdotal Notes, conferencing with students as they work.


Lesson 13 – Investigation 3, Part 4: Clay Beads Students use clay to make beads or something decorative, which they later paint and keep

as a memento of their investigation of clay.

*Be sure to use real Earth clay for this lesson, not modeling clay or dough clay. Straws

can be cut so each student has a third of a straw to create a hole in the clay bead. Check

with the Art Specialist at your school. Is he/she willing to cover this lesson in art class

and fire clay projects in a kiln?

Clarifying Objective



Focus Question What can be made with clay?


Discuss and demonstrate some clay

techniques with the students such as

dipping a finger in water to smooth out

cracks, poking a short piece of straw

through the clay and leaving it until the

clay dries, and using a pencil to carve

lines and designs on the clay.

Distribute materials to each student.

Have students write their names on a

piece of paper for a label and direct

them to take their bead and label to the

drying area in the classroom.

At the end of the activity, lead a class

discussion and add new words to the

word wall and new concepts to the

content chart.

A few days later (depending on

humidity), the clay should harden.

When the clay is dry, have students

paint their creations. Let the paint dry

overnight.

Next, have students thread a piece of

yarn through the finished project to

make a necklace.

How are the sand and clay sculptures

different?

Science Content Words -bead

-harden


Integration Hints Art Lesson- Students create different things out of clay. (This would be a great activity

for the art specialist to do with the students.)

Science Notebook Helper - Students add date, focus question, and prediction. Students can draw/write about

the investigation.

- Students may sketch different variations of how they will paint their finished

bead.

Assessment Opportunities Anecdotal Notes, conferencing with students as they work.


Lesson 14 – Investigation 3, Part 5: Making Bricks Students make adobe clay bricks with a mixture of clay soil, dry grass or weeds, and

water. After the bricks dry, they can be used to build a class wall.

*This investigation is messy! It is best done outdoors with the support of an assistant or

adult volunteers. Provide loaf pans (one for each pair of students) to create large bricks.

Consider scaling down the size of the brick and making mini bricks in ice cube trays.

You might consider using small, cardboard milk containers (from the cafeteria) that have

been rinsed and dried.




Focus Question How are bricks made?


Invite students to rub some clay soil

between their wet fingers. Explain

that the soil has a lot of clay.

Have students help prepare the mud

by mixing the mixture with their

hands.

When the mud is ready, distribute

loaf pans for students to mold their

bricks.

Direct students to move the pans to

a warm, dry location to “dry.”

A week later: The bricks will need

at least a week to dry thoroughly.

Have students stack their bricks

together in a wall or some other

construction.

Wrap up the investigation by

adding new words to the word wall


chart.

Why do you think we need material

with lots of clay for making bricks?

Why is clay a good material for

making bricks?

Science Content Words -brick

-adobe

-grass

-weeds


Integration Hints

- Share “Making Things with Rocks” from FOSS Science Stories: Pebbles, Sand,

and Silt.

- Research animal homes made out of earth materials.

- Students can write How To Make a Brick.



investigation. Consider taking photos of the step by step procedures for students to paste

in their notebooks.

Assessment Opportunities

Anecdotal Notes, conferencing with students as they work.


Lesson 15 – Investigation 4, Part 1: Homemade Soil Students put together and take apart soils. They are introduced to humus, an important

soil ingredient. They mix together homemade soil containing sand, gravel, pebbles, and

humus. They shake some of the soil on a paper plate and observe what happens. They use

screens to separate the homemade soil. They shake soil and water together in a vial and

draw their observations.

*This investigation should be spread out over two class sessions. Save the vials or take

pictures of them for comparison with vials of soil samples in Lesson 17!




1.E.2.2 Compare the properties of soil samples from different places relating to their

capacity to retain water, nourish and support the growth of certain plants.

Focus Question What’s in soil?

Activity Guiding Questions Distribute a bag of humus to each pair

of students. Direct students to observe

the contents.

Prompt students to describe the

appearance, texture, and smell of the

material. Tell them it is called humus.

Without using the word soil, tell

students you have a recipe for an earth

material that includes humus. Hold up

each ingredient and add it to the basin.

Invite each student to add some of their

humus to the mixture. Stir.

Introduce the word soil by telling

students the mixture just made is called

soil.

Explain how to separate soil by

shaking it on a paper plate, just like the

sand.

Circulate the classroom and ask

students to describe what happens

when they shake the soil.

Discuss their success at using the

shaking method to separate the soil.

Prompt students to think about other

Were you able to separate the soil with

the screens?

What parts of the soil could you

separate out with the screens?

Where did the humus end up? Why?

What do the large pieces of humus look

like? The small pieces?

What is humus made from?

What is soil?

What is the best way to separate the

parts of soil?


ways to separate the soil. Suggest

screens and review how to use them.

Call for attention, invite students to

carpet, and discuss what happened with

the screening.

Suggest adding water to aid soil

separation.

Distribute vials and caps. Direct

students to place the vials in the storage

location so the vial will be undisturbed

overnight.

The next day, review the homemade

soil and the methods used to separate

the soil.

Direct students to observe their vials

and record what they see.

Lead a class discussion for students to

share what they observed.

Add new words to the word wall and

new concepts to the content chart.

Science Content Words -humus

-soil

-decay

Integration Hints - Students write a how-to about making soil.

Science Notebook Helper Students add date, focus question, and a prediction. Students can draw/write about the

investigation.

Assessment Opportunities Observe student’s skills at using plates, screens, and vials for separating soil. Be sure

students refer to it as soil rather than dirt.


Lesson 16 – Investigation 4, Part 2: Soil Search Students go on a schoolyard field trip to collect soil sample. They try to find soil in as

many places as possible: next to sidewalks, near trees, and in landscaped areas.

*Try to find soil samples that vary in color and texture. You might give students a zip bag

with the assignment to return soil from home or a place near home. Plan to display the

soil samples in the classroom so students can see and touch them for observation.






Focus Question Are all soils the same?


Students go on a schoolyard field

trip to collect soil samples.

They try to find soil in as many

places as possible: next to

sidewalks, near trees, and in

landscaped areas.

Help students label the sample with

the location in which it was found.

Lead a discussion about the soil

samples and add new words and

content to class charts.

What color is your soil sample?

Were all the soil samples the same

color?

How does your soil feel?

Were all the soils the same texture?

What was growing around your soil

sample?

Do plants grow as well in all the

soils?

Which animals might you have

found when collecting a soil

sample? [earthworms, isopods,

ants]

Science Content Words -Clay

-humus

-soil

-sand

-rocks

-gravel

-silt


Integration Hints - Share “What’s In Soil?” from FOSS Science Stories: Pebbles, Sand, and Silt.

- Set up a screening and magnification station for students to further investigate soil

samples through screening and observe the samples with a hand lens.

Science Notebook Helper - Students add date, focus question, and a prediction. Students can draw/write about

the investigation. They may want to place a very small amount of their soil

samples under clear tape as an artifact.

- Consider taking photographs of students collecting soil samples in various places.

Assessment Opportunities Teacher observations and science notebook entries. Are students describing the properties

of soil? Are they using the word soil instead of dirt?


Lesson 17 – Investigation 4, Part 3: Studying Local Soil Students study their schoolyard (or home) soil samples. They shake some of the soil with

water in vials and draw the results. They compare the vials and drawings of their

samples with the vials and drawings of homemade soil.

*This investigation will need to be spread over two class sessions.






Focus Question How are the soil samples different?


Students study their schoolyard soil

samples.

They shake some of their soil with

water in vials and draw the results.

The next day: They compare the

vials and drawings of their

schoolyard samples with the vials

and drawings of their homemade

soil.

How are the soils different from

each other?

How are all the soils alike?

Science Content Words -alike

-different

-amount

Integration Hints - Share “Testing Soil” and “Fossils” from FOSS Science Stories: Pebbles, Sand,

and Silt.

- You might set up an observation station of planting some radish seeds in a cup of

sand and some in a cup of soil. Students can visit the observation station to record

the results and discuss their findings: Which Earth material better supports the

growth of radish seeds?

-

Science Notebook Helper Students add date, focus question, and a prediction. Students can draw/write about the

investigation.


Assessment Opportunities - Students draw and label their observations.

- Are students utilizing vocabulary they have acquired throughout the unit?

Lesson by Lesson Guide

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