Rocks Part 3 First Sorting
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- Words: 922
- Pages: 4
GRADE LEVEL:
Second Grade
TIME ALLOTMENT:50 minutes SUBJECT AREA(S):
Science
LEARNING GOAL: Students are introduced to river rocks. They listen to the story of Peter and the Rocks and use ideas from the story and knowledge about rock properties from previous investigations to sort a set of river rocks. Students continue to develop their concepts of what a geologist is and does. CONTENT STANDARDS Recognize that water, rocks, soil, and living organisms are found on the earth’s surface. Identify characteristics shared by naturally occurring rocks and manmade concrete. (T/E 1.1)
WHEELOCK COLLEGE EDUCATOR STANDARDS 2. Understanding all children in their many dimensions 3.Knowledge of content and integrated curriculum 4.Educational practices that foster learning, development, and achievement in all of the nation’s children. 5. Assessment in a multi-racial, multicultural democracy 6. Reflective practice in diverse settings
UNDERSTANDINGS Students will understand that rocks can be sorted by their properties.
ESSENTIAL QUESTIONS How are some rocks the same? How are some rocks different? What does a geologist do?
ACTIVATE PRIOR KNOWLEDGE Review of content sheet of things we’ve learned so far. PREREQUISITE KNOWLEDGE Students will need to have words in their English vocabularies to describe their rocks (flat, round, dull, sharp, sparkly etc.) rocks. Provide assistance to students who have
trouble finding the words in English, but can think of an appropriate word in Spanish. Ask other students to help their classmates come up with the words in English OBJECTIVES 1.Students will be able to sort rocks by their properties, and will use what they have learned so far in the unit to guide their sorting decisons. 2. Students will continue to explore their concepts of what a geologist is.
DIFFERENTIATED INSTRUCTION Have copies of the read aloud for students to read along with.
MODIFICATIONS/ACCOMMODATIONS AND EXTENSIONS Give out copies of “What would a geologist do? (V.3)” sheet to student on IEP and others who would like it.
ASSESSMENT Anecdotal notes while students are sorting.
IMPLEMENTATION PROCEDURES Materials: 13 ziplock bags filled with 20 river rocks (pebbles) each 24 hand lenses 13 plastic cups Peter and the Rocks water •Gather students on the rug in a circle. Review what we have learned so far, referring to the word list and the content chart. •Introduce the story Peter and the Rocks, “We are going to read a book called Peter and the Rocks. This story is about a boy named Peter who likes rocks, and he collects them. One thing Peter likes to do is sort his rocks. Sometimes we sort things like laundry, by
putting it in piles according to who it belongs to, or sometimes we could sort crayons by putting the same colors together in different containers. Listen to find out ways that Peter sorts his rock collection.” •Read the story. •Discuss the ways that Peter sorted his rocks. •Say “When geologists get collections of rocks together, they need to come up with ways
of organizing those rocks. Geologists look for the properties that rocks may have in com mon with each other, which helps them to sort their rocks into groups. Today, your task as geologists is to sort a collection of rocks in as many ways as you can think of. Remember what you have learned about the properties rocks have. Also, think about what strategies Peter used to sort his rocks.” •Bring out teacher’s bag of river rocks. Show students some of the rocks and tell them, “Today I brought some different rocks for you to work with. They are the kind of rocks you might find on the bottom of a river. We’re going to call them river rocks” Add “river rocks” to the class list. •Explain that the children will be working in pairs, and that each pair will get a bag of
rocks. •Math Connection Tell the children that each bag contains 20 rocks. Ask the chil
dren if 20 is an even number. Ask them to tell you why. Hopefully, they will say something about “you can divide it into two equal groups.” Tell the students that each pair will have to share the river rocks by dividing them into two equal groups. Ask how many rocks will be in each group. •Send the children to their desks to begin sorting. Observe and make notes about the chil
dren’s discoveries and ideas. Allow 10 minutes. •If a student needs help getting started, suggest that he or she thinks about whether rocks can be sorted by color. •After about 10 minutes, get students attention. Ask how using water might make things
different right now. Tell them that each group is going to receive a cup of water, and paper towels. Distribute, and encourage to sort again after rocks are wet. •Allow for 10 more minutes of sorting. Then clean up, finding a place for the river rocks to dry before putting them back in their bags. •Call students back to the rug to discuss what happened, what they observed, and what
properties they sorted by, and what changes they noticed when they put the rocks into the water. Record the descriptive words students use for the rocks and the process on the class list. These may include:
•rough •smooth •pointed •large •small •dull
•sparkly •group
•same •different
•Add to the content chart •“What ways did you sort the rocks?”
•We sorted rocks by color, shape, size, and stripes, etc.
•Record any student questions this process may have raised. •Recruit a student to chose three river rocks and make labels for them to put them in the museum.
Second Grade
TIME ALLOTMENT:50 minutes SUBJECT AREA(S):
Science
LEARNING GOAL: Students are introduced to river rocks. They listen to the story of Peter and the Rocks and use ideas from the story and knowledge about rock properties from previous investigations to sort a set of river rocks. Students continue to develop their concepts of what a geologist is and does. CONTENT STANDARDS Recognize that water, rocks, soil, and living organisms are found on the earth’s surface. Identify characteristics shared by naturally occurring rocks and manmade concrete. (T/E 1.1)
WHEELOCK COLLEGE EDUCATOR STANDARDS 2. Understanding all children in their many dimensions 3.Knowledge of content and integrated curriculum 4.Educational practices that foster learning, development, and achievement in all of the nation’s children. 5. Assessment in a multi-racial, multicultural democracy 6. Reflective practice in diverse settings
UNDERSTANDINGS Students will understand that rocks can be sorted by their properties.
ESSENTIAL QUESTIONS How are some rocks the same? How are some rocks different? What does a geologist do?
ACTIVATE PRIOR KNOWLEDGE Review of content sheet of things we’ve learned so far. PREREQUISITE KNOWLEDGE Students will need to have words in their English vocabularies to describe their rocks (flat, round, dull, sharp, sparkly etc.) rocks. Provide assistance to students who have
trouble finding the words in English, but can think of an appropriate word in Spanish. Ask other students to help their classmates come up with the words in English OBJECTIVES 1.Students will be able to sort rocks by their properties, and will use what they have learned so far in the unit to guide their sorting decisons. 2. Students will continue to explore their concepts of what a geologist is.
DIFFERENTIATED INSTRUCTION Have copies of the read aloud for students to read along with.
MODIFICATIONS/ACCOMMODATIONS AND EXTENSIONS Give out copies of “What would a geologist do? (V.3)” sheet to student on IEP and others who would like it.
ASSESSMENT Anecdotal notes while students are sorting.
IMPLEMENTATION PROCEDURES Materials: 13 ziplock bags filled with 20 river rocks (pebbles) each 24 hand lenses 13 plastic cups Peter and the Rocks water •Gather students on the rug in a circle. Review what we have learned so far, referring to the word list and the content chart. •Introduce the story Peter and the Rocks, “We are going to read a book called Peter and the Rocks. This story is about a boy named Peter who likes rocks, and he collects them. One thing Peter likes to do is sort his rocks. Sometimes we sort things like laundry, by
putting it in piles according to who it belongs to, or sometimes we could sort crayons by putting the same colors together in different containers. Listen to find out ways that Peter sorts his rock collection.” •Read the story. •Discuss the ways that Peter sorted his rocks. •Say “When geologists get collections of rocks together, they need to come up with ways
of organizing those rocks. Geologists look for the properties that rocks may have in com mon with each other, which helps them to sort their rocks into groups. Today, your task as geologists is to sort a collection of rocks in as many ways as you can think of. Remember what you have learned about the properties rocks have. Also, think about what strategies Peter used to sort his rocks.” •Bring out teacher’s bag of river rocks. Show students some of the rocks and tell them, “Today I brought some different rocks for you to work with. They are the kind of rocks you might find on the bottom of a river. We’re going to call them river rocks” Add “river rocks” to the class list. •Explain that the children will be working in pairs, and that each pair will get a bag of
rocks. •Math Connection Tell the children that each bag contains 20 rocks. Ask the chil
dren if 20 is an even number. Ask them to tell you why. Hopefully, they will say something about “you can divide it into two equal groups.” Tell the students that each pair will have to share the river rocks by dividing them into two equal groups. Ask how many rocks will be in each group. •Send the children to their desks to begin sorting. Observe and make notes about the chil
dren’s discoveries and ideas. Allow 10 minutes. •If a student needs help getting started, suggest that he or she thinks about whether rocks can be sorted by color. •After about 10 minutes, get students attention. Ask how using water might make things
different right now. Tell them that each group is going to receive a cup of water, and paper towels. Distribute, and encourage to sort again after rocks are wet. •Allow for 10 more minutes of sorting. Then clean up, finding a place for the river rocks to dry before putting them back in their bags. •Call students back to the rug to discuss what happened, what they observed, and what
properties they sorted by, and what changes they noticed when they put the rocks into the water. Record the descriptive words students use for the rocks and the process on the class list. These may include:
•rough •smooth •pointed •large •small •dull
•sparkly •group
•same •different
•Add to the content chart •“What ways did you sort the rocks?”
•We sorted rocks by color, shape, size, and stripes, etc.
•Record any student questions this process may have raised. •Recruit a student to chose three river rocks and make labels for them to put them in the museum.
