overview Grade 2 Overview CONTENTS

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1 Grade 2 overview Pebbles, Sand, and Silt Content goals The Pebbles, Sand, and Silt Module consists of four sequential investigations, each designed to introduce concepts in earth science. The investigations provide experiences that heighten students awareness of rocks as earth materials, natural resources, and fossils. They will come to know rocks by many names and in a variety of sizes. Pebbles, sand, and silt are the same material just different in size. FOSS EXPECTS STUDENTS TO Develop a curiosity and interest in the natural world around them. Observe, describe, and sort earth materials based on properties. Observe the colorful minerals in granite using a hand lens and learn that rocks are made of minerals. Separate earth materials by size, using different techniques. Observe the similarities and differences in the materials in a river rock mixture: silt, sand, gravel, and small and large pebbles. Learn that smaller rocks come from the breakdown of larger rocks. Explore places where earth materials are found and ways that earth materials are used. Compare the ingredients in different soils. Compare the properties of soil, including texture, color, and ability to retain water. Learn about fossils and what they tell us about the past. Organize and communicate observations through drawing and writing. Write or draw a sequence of steps for an investigation. Construct bar graphs to record data. Use metric tools to weigh rocks and measure volumes of water. Acquire the vocabulary associated with earth materials. MAGNETISM Pebbles, Sand, AND ELECTRICITY and Silt Overview CONTENTS Content Goals 1 FOSS and California Standards 2 Pebbles, Sand, and Silt Module Matrix 4 Science Background 6 FOSS Components 10 FOSS Teacher Guide Organization 12 FOSS Investigation Organization 13 Science for Young Children 14 Assessing Progress 16 FOSS for All Students 17 Safety in the Classroom 19 Connecting the Experience 20 Organizing the Classroom 22 Scheduling the Module 24 FOSS K 5 Scope and Sequence 26

2 Pebbles, Sand, and Silt overview FOSS and California Standards The Pebbles, Sand, and Silt Module supports the following Earth Sciences Content Standards for grade 2.* The focus of earth sciences in grade two is on the composition, processes, and materials of Earth s crust. ES3 Earth is made of materials that have distinct properties and provide resources for human activities. As a basis for understanding this concept: ES3a Students know how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals. ES3b Students know smaller rocks come from the breakage and weathering of larger rocks. ES3c Students know that soil is made partly from weathered rock and partly from organic materials and that soils differ in their color, texture, capacity to retain water, and ability to support the growth of many kinds of plants. ES3d Students know that fossils provide evidence about the plants and animals that lived long ago and that scientists learn about the past history of Earth by studying fossils. ES3e Students know rock, water, plants, and soil provide many resources, including food, fuel, and building materials, that humans use. *Science Content Standards for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2000). Science Framework for California Public Schools, Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2003), page 41. full Earth option Materials science system

3 The Pebbles, Sand, and Silt Module supports the following Investigation and Experimentation Content Standards for grade 2.* Investigation and Experimentation I&E4 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: I&E4a Make predictions based on observed patterns and not random guessing. I&E4b Measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units. I&E4c Compare and sort common objects according to two or more physical attributes (e.g., color, shape, texture, size, weight). I&E4d Write or draw descriptions of a sequence of steps, events, and observations. I&E4e Construct bar graphs to record data, using appropriately labeled axes. I&E4f Use magnifiers or microscopes to observe and draw descriptions of small objects or small features of objects. *Science Content Standards for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2000). MAGNETISM Pebbles, Sand, AND ELECTRICITY and Silt

4 Pebbles, Sand, and Silt Module Matrix Synopsis CA science content standards 1. first rocks Students are introduced to the mineral portion of Earth. They investigate several kinds of rocks and begin to understand the properties of rocks and describe rocks based on their physical properties. Students rub rocks, wash rocks, sort rocks, and describe rocks. They also begin to organize a class rock collection. Through two readings, students learn about the properties of rocks and the colorful minerals they contain. 2. river rocks Students investigate a river rock mixture of earth materials of different sizes. They separate the rocks, using a series of three screens to identify five sizes of rocks: large pebbles, small pebbles, large gravel, small gravel, and sand. They add water to a vial of sand to discover silt and clay. Students learn how sand is formed by reading the Story of Sand. 3. using rocks Students learn how people use earth materials to construct objects. They make rubbings from sandpaper, sculptures from sand, decorative jewelry from clay, and bricks from clay soil. Students find places where people have used earth materials in building materials. They also read two articles about how rocks move, and how people use large rocks, gravel, sand, and clay to build things. 4. soil explorations Students put together and take apart soils. They are introduced to humus as an ingredient in soil. They compare homemade and local soils for texture, water retention capacity, color, and components. Through a video, students learn about what fossils tell us about Earth s past. Through readings, students learn more about soil, why soil is important for plants, and a famous dinosaur fossil. ES3a Students know how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals. ES3b Students know smaller rocks come from the breakage and weathering of larger rocks. I&E4c Compare and sort common objects according to two or more physical attributes (e.g., color, shape, texture, size, weight). I&E4f Use magnifiers or microscopes to observe and draw descriptions of small objects or small features of objects. ES3b Students know smaller rocks come from the breakage and weathering of larger rocks. I&E4b Measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units. I&E4d Write or draw descriptions of a sequence of steps, events, and observations. I&E4e Construct bar graphs to record data, using appropriately labeled axes. I&E4f Use magnifiers or microscopes to observe and draw descriptions of small objects or small features of objects. ES3b ES3e I&E4f Students know smaller rocks come from the breakage and weathering of larger rocks. Students know rock, water, plants, and soil provide many resources, including food, fuel, and building materials, that humans use. Use magnifiers or microscopes to observe and draw descriptions of small objects or small features of objects. ES3c Students know that soil is made partly from weathered rock and partly from organic materials and that soils differ in their color, texture, capacity to retain water, and ability to support the growth of many kinds of plants. ES3d Students know that fossils provide evidence about the plants and animals that lived long ago and that scientists learn about the past history of Earth by studying fossils. ES3e Students know rock, water, plants, and soil provide many resources, including food, fuel, and building materials, that humans use. I&E4a Make predictions based on observed patterns and not random guessing. I&E4b Measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units. I&E4d Write or draw descriptions of a sequence of steps, events, and observations. full option science system

5 Concepts Reading and Writing Assessment Rocks have a variety of properties including color, hardness, shape, texture, and size. Rocks can be sorted by their properties. Rocks are all around us. Rocks are the solid material of the earth. Rocks are made of minerals. FOSS Science Resources: Pebbles, Sand, and Silt, Exploring Rocks and Colorful Rocks Science Notebook: Students draw and write their observations about rocks. Teacher Observation/Notebook Sheet Observes and records properties of rocks. Compares and sorts rocks. Rocks can be categorized by size. Screens and water can be used to sort the sizes of earth materials. Five sizes of rocks, from smallest to largest, are clay, silt, sand, gravel, and pebbles. Earth materials are natural resources. The properties of different earth materials make each suitable for specific uses. Earth materials can be used in a variety of constructions. FOSS Science Resources: Pebbles, Sand, and Silt, The Story of Sand Science Notebook: Students draw and write about the results of sorting river rock mixture, using screens and water. FOSS Science Resources: Pebbles, Sand, and Silt, Rocks Move and Making Things with Rocks Science Notebook: Students write about the uses of earth materials. Teacher Observation/Notebook Sheet Observes and seriates rocks based on the property of size and uses appropriate vocabulary. Uses a balance to weigh rocks and record in grams. Describes the appropriate sequence of steps to weigh an object. Observes and compares results of earth materials in water. Notebook Sheet Observes uses for earth materials and describes these uses. Soil is a mixture of earth materials. Soils vary from place to place. Soils have properties of color and texture. Soils differ in their abilities to support plants and retain water. Soils can be composed of humus and different amounts and sizes of rocks. Fossils are the remains of plants and animals that lived a long time ago. Pebbles, Sand, and Silt FOSS Science Resources: Pebbles, Sand, and Silt, What Is in Soil? Testing Soil, and Fossils Science Notebook: Students describe soil samples, using drawings and words. Students write a sequence of steps in an investigation. Teacher Observation/Notebook Sheet Accurately observes and records observations. Applies methods and tools to study properties of soil. Writes the sequence of steps in an investigation. Uses measurement tools. End-of-Module Assessment

6 safety in the classroom Young children must be allowed to demonstrate that they can act responsibly with materials, but they must be given guidelines for safe and appropriate use of materials. Work with students to develop those guidelines so they participate in making behavior rules and understand the rationale for the rules. Encourage responsible actions toward other students. Look for the safety-note icon in the Getting Ready section, which will alert you to safety concerns throughout the module. General classroom safety rules to share with students include 1. Listen carefully to your teachers s instructions. Follow all directions. Ask questions if you don t know what to do. 2. Tell your teacher if you have any allergies. 3. Never put any materials in your mouth. Do not taste anything unless your teacher tells you to do so. 4. Never smell any unknown material. If your teacher asks you to smell something, wave your hand over the material to draw the smell toward your nose. 5. Do not touch your face, mouth, ears, nose, or eyes while working with chemicals, plants, or animals. 6. Always protect your eyes. Wear safety goggles when necessary. Tell your teacher if you wear contact lenses. 7. Always wash your hands with soap and warm water after handling chemicals, plants, or animals. 8. Never mix any chemicals unless your teacher tells you to do so. 9. Report all spills, accidents, and injuries to your teacher. 10. Treat animals with respect, caution, and consideration. 11. Clean up your work space after each investigation. 12. Act responsibly during science investigations. These safety rules are on the FOSS safety poster. Materials Safety Data Sheets (MSDS) for materials used in the FOSS program can be found on the Delta Education website. If you have questions regarding any MSDS, call Delta Education toll free at (Monday Friday 8 a.m. to 6 p.m. EST). MAGNETISM AND ELECTRICITY 19 Pebbles, Sand, and Silt

7 Pebbles, Sand, and Silt overview scheduling the module The Getting Ready section for each part of the investigation helps you prepare. It provides information on scheduling the investigations and introduces the tools and techniques used in the investigation. Be prepared read the Getting Ready section first. The first item in the Getting Ready section gives an estimated amount of time the part should take. Parts generally take one class session of minutes. Plan ahead for the scheduling of the parts. Below is a teaching schedule for the module. The investigations are numbered, and we suggest that they be conducted in that order, as the concepts build upon each other from investigation to investigation. A minimum of 9 weeks should be devoted to this module. Take your time and explore the subject thoroughly. 9 Week Teaching Schedule for Guiding the Investigations Week First Rocks 3 sessions 3 sessions River rocks 1 session 4 sessions 3 sessions using rocks soil explorations 4 sessions 4 sessions 1 session 4 sessions 4 sessions 4 sessions 24 full Earth option Materials science system

8 Pebbles, Sand, and Silt overview Scope and Sequence for FOSS California 2007 Edition Grade Physical Sciences Life Sciences Earth Sciences 5 Mixtures and Solutions Living Systems Water Planet 4 Magnetism and Electricity Environments Solid Earth 3 Matter and Energy Structures of Life Sun, Moon, and Stars 2 Balance and Motion Insects and Plants Pebbles, Sand, and Silt 1 Solids and Liquids Air and Weather Plants and Animals Air and Weather K Wood and Paper Animals Two by Two Trees Wood and Paper Trees 26 Published and distributed by P.O. Box Northwest Boulevard Nashua, NH The FOSS program was developed with the support of National Science Foundation grants Nos. MDR and MDR However, any opinions, findings, conclusions, statements, and recommendations expressed herein are those of the authors and do not necessarily reflect the views of NSF. Developed by Full Option Science System Lawrence Hall of Science University of California Berkeley, CA full Earth option Materials science system