Grade 1 Science Earth Unit (1.E.

2)
Decision 1: What will students learn in this unit?
Standards Addressed:
1. Science: 1.E.2.1, 1.E.2.2
2. Reading Informational Text: RI.1.10, RI.1.5, RI.1.1
3. Math: 1.MD.4, 1MD.2, 1MD.1, 1.OA.2
4. Writing: W.1.2, W.1.6
5. Technology: W.1.6
6. Other: SL.1.1, SL1.2, SL 1.3

What do I want my students to KNOW, UNDERSTAND and be able to DO at the end of this
unit?

Know Understand Do
Students know Earth materials Understand the physical List the properties of rocks,
include solid rocks, soil, and water properties that make them useful minerals, soil, and water.
which all have observable in different ways.
Explain how water, rocks, and
properties. Students know from
minerals are Earth materials.
prior experiences that earth
material may be described by their Classify objects based on their
physical properties. Students know properties.
that earth materials that retain their Explain how rock and water
shape regardless of the container support plant and animal life.
they occupy are classified as
solids. Students know that different Describe how some Earth
properties that sustain plant and materials solve human problems.
animal life. Students know that Discuss how soil has different
some Earth materials have properties based on the soil of a
properties that make them useful in particular location.
solving human problems.
Name and describe the properties
Students know that soils have of soil.
different properties based on where
they are located on the earth.
Students know that some soils
retain more water, nutrients and
provide better structural support
than others and therefore enhance
the growth and development of
certain plants.

Decision 1 – What will students learn in this unit?

Decision 2: Assessment
Plan for how students will indicate learning and understanding of the concepts in the unit.
How will you assess learning?

Possibilities/options:
Pre-assessment
Short answer tests or quizzes
Student logs, journals and informal writing
Lab activities
Formal writing assignments
Informal or formal student Interviews, conferences, observations etc.

Teacher will use teacher made log, journals, and informal writing. At the end of the unit,
we will use a teacher made formal writing assignment along with a foldable. Informal
questions, ticket out the door, and discussion questions.

Describe the performance, product, or project that will be the culminating activity
for the unit.
The student’s assignment for the Culminating Activity includes:

Unit essential question or “I Can” statement for the culminating activity.

A thorough description of the activity including steps or task analysis in
completing the culminating activity.
A copy(ies) of the rubric(s) you will use to assess the culminating activity or any
other aspects of the unit.
_____________________________________________________________________________

Decision 2 – Assessment
 Science Unit on Rocks and Soil
Week Number Lesson Ideas
1 Introduce types of soil (i.e., clay, gravel, sand, potting soil).
Essential Standard Make a bubble map describing each type of soil.
1.E.2.2 Compare and contrast attributes of each whole group.
Make predictions. Which do you think will hold water? Which do you think
2 seeds will grow in?
Essential Standard Put each type of soil in a clear container. Put water in to observe if and how
1.E.2.2 quickly water is absorbed in each.
In separate fresh containers of each type of soil, plant bean seeds.
Make observations of seeds planted and write observations in science
notebook.
Introduce solids and liquids. Discuss attributes of each. Work conversation
toward them making the observation that a solid stays the same shape no
3 matter the container, but a liquid changes shape based on the container it is in.
Essential Standard You can use ice and water. Also put food coloring into the water to show that
1.E.2.1 even if the liquid is colored, it still has the same properties.
Do a picture splash of solids and liquids with magazine pictures (one solid and
one liquid from each child).
Send home a note about the child gathering their own “rock collection” at
home, and bringing in during week five.
Make observations of seeds planted and write observations in science
4 notebook.
Essential Standard Make “Oobleck.” Read Bartholomew and the Oobleck if time allows. Discuss
1.E.2.1 the properties of the Oobleck.
Answer the summarizer question. Is Oobleck a solid or a liquid and why?
Make observations of seeds planted and write observations in science
notebook.
Introduce the concept of “rocks” and “minerals.” Talk about the attributes of
both.
5 Playdough rock activity. Make a prediction about what will happen when you
Essential Standard combine different colors of Playdough in science notebooks. Combine a pinch
1.E.2.1 of red, blue, and yellow to represent the minerals that make up a rock. When
the child mixes them, the ball turns blackish gray to demonstrate how minerals
are combined to make up a rock.
Record experiment process on a flow map in science notebooks.
Gather personal “rock collections” for next week’s lesson.
Read the Reading A-Z book, Rock Hunting, together as a class.
Finish the last page in science notebooks by writing two things learned about
rocks and minerals.
6 Have a gallery walk of personal rock collections.
Essential Standard
Put a box of the teacher’s rock collection on each table for the small group to
1.E.2.1
observe.
If time permits, give each student a piece of black construction paper to rub
rocks on to see if they make marks on the paper.

Other reading resources: The Mountain that Loved a Bird, by Alice McLerran
Technology resources: FOSS Website for interactive activities, vocabulary, and pictures.

Decision 2 – Assessment
 Decision 2: Assessments – Rubric Reminders:

Scale

Criteria 1 2 3 4
(Proficient)

Soil and Other Missing or incomplete Majority of pictures Four clearly defined Four clearly defined
Earth Materials pictures. clearly defined. pictures for each Earth pictures for each Earth
p.1 in Journal material. material.
Most of class
Missing or incomplete
Class generated generated description Complete description Complete description of
copied description.
(whole group) copied. of each class each class generated
page generated description. description.
What does each number or adjective in your scale mean?

All of the above with

extra detail in picture and
additional independently
added description.

Soil and Earth Few, if any, of the Majority of page Two predictions have Two predictions have
Materials p. 2 in answers completed filled in and majority been made and four been made and four
Journal and completed of answers correct. “results”/ questions “results”/ questions
Indicators

correctly. answered correctly. answered correctly.

Part independent
and part whole All of the above with the
group predictions correct based
on prior knowledge.

Seed Observations Missing or incomplete Majority of pictures Clearly defined Clearly defined pictures
p. 3 in Journal pictures. clearly defined. pictures that match that match what is seen
what is seen in each in each cup.
Independent
cup.
All of the above with a
picture representation
that shows clear size
comparison.

Oobleck Opinion not given or Opinion given with Clear explanation of Clear explanation of
Experiment p. 4 in unclear. one supporting detail. opinion and with two opinion with three or
Journal supporting details. more supporting details.
No supporting details.
Independent

Playdough Rock Unclear or incorrect At least two correct Three correct pictures Three correct pictures
and Mineral pictures with unclear pictures with less with three correct with three correct
Experiment p. 5 in and/or out of order detailed explanation statements in correct statements in correct
Journal explanation. with at least two of order of events. order of events.
the three events in
Independent/Small All of the above with
correct order.
Group/Whole additional detail and a
Group (teacher’s well explained answer.
discretion)

Decision 2 – Assessment: Rubric Reminders

 Scale

Criteria 1 2 3 4
(Proficient)

Rock and Incomplete or less Less than two Two complete More than two complete
Minerals p. 6 in than one complete complete sentences sentences with factual sentences with factual
Journal sentence and/or not all and/or not all information about information about rocks
information factual information factual rocks and minerals. and minerals.
Independent
about rocks and about rocks and
minerals. minerals.

Decision 2 – Assessment: Rubric Reminders

Decision 3: Student Learning Map
Key Learning Targets:
1.E.2 Understand the physical properties of Earth materials that make them useful in different ways.

Concept: 1.E.2.1 Concept: 1.E.2.2 Concept:

Summarize the physical
properties of earth materials,
including rocks, minerals, soils
and water that make them useful
in different ways.
Compare the properties of soil
samples from different places
relating their capacity to retain
water, nourish and support the
growth of certain plants.

Lesson EQ(s): Lesson EQ(s): Lesson EQ(s):

What are the properties of rocks, How can I explain that soil has
minerals, soil, and water? different properties based on the
soil of a particular location?
What classifies water, rocks, and
minerals as Earth materials? What are the properties of soil?
How do I classify objects based
on their properties?
How do rocks and water support
plant and animal life?
How do Earth materials solve
human problems?

Vocabulary: Vocabulary: Vocabulary:

minerals plant soil clay
rocks texture properties gravel
soil animal life location sand
water human
properties earth

Decision 3 – Student Learning Map

Decision 4: Launch Activities
Hooks and Links
Develops student interest and links prior knowledge. Provides the Student Learning
Map and the key vocabulary to students.
Guiding Questions:
1. How are you going to get students engaged?
2. How are you going to develop student interest and link their prior knowledge?
3. How are you going to start the Student Learning Map of the unit with students?
4. How are you going to preview key vocabulary with students?

The students will go outside with a partner, spoon, and a bag. The students will go out and
collect what they think are earth materials. Back in the classroom, the students will discuss what
they found, sort, and label items.

The teacher will show the four earth materials and discuss what they all have in common. The
class will talk about where they might find the materials.

Decision 4 – Launch Activities

Decision 5: Acquisition Lesson One
Language Objective(s), where appropriate:
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with
peers and adults in small and larger groups.
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.1 Ask and answer questions about key details in a text.

Lesson Essential Question(s) or “I Can” Statement(s):

I can classify objects based on their properties.
I can name and describe the properties of soil.

Activating Strategies: (Learners Mentally Active)

Place a bowl of clay, gravel, sand and potting soil on each groups’ table.
Ask the question, “What are these things?” “Where could you find these?”
Vocabulary: Geologist (we are all going to study rocks, people who study rocks are called geologists),
texture, soil, rocks, water
Acceleration/Previewing: (key vocabulary) clay, gravel, sand, soil, material

Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided

Practice; Distributed Summarizing; Graphic Organizers)
Make a bubble map describing each type of materials in small groups or pairs.
Compare and contrast attributes of each as a whole group.
Students complete the first page of their Rocks and Minerals Notebook.
*See rubric for rating student work.
Teacher reads aloud an informational text from the lesson resources.
With teacher aid and the use of a t-chart, students find support for the key points the author makes in the
text.
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)

Summarizing Strategies: Learners Summarize and Answer Essential Questions

Draw and label the different Earth materials you explored today in your journal (SL.1.5. Add drawings or
other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.)
*Complete a math extension page from the lesson resources link.

Lesson Resources
www.wida.us (ELP Standard 4: The Language of Science, Formative Framework). This document
includes the differentiated language objectives for ESL/EC.
Read alouds:
If you Found a Rock by Peggy Christian
It Could Be a Rock by Allen Fowler
Soil by Alice K. Flanagan
Soil by Adele D. Richardson
Water by Frank Asch
Math Extension Link: http://lhsfoss.org/fossweb/teachers/parents/pdfs/PebblesHOMEENG.pdf

Decision 5 – Acquisition Lesson Planning

Decision 5: Acquisition Lesson Two
Language Objective(s), where appropriate:
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with
peers and adults in small and larger groups.

Lesson Essential Question(s) or “I Can” Statement(s):

I can explain how rocks and water support plant and animal life.

Activating Strategies: (Learners Mentally Active)

Set up the room: Put each material in a container that will hold water.
Vocabulary: absorb, human, environment, animal life
Review classifications of materials from previous lesson.
Make a prediction: Which soil do you think will hold water the best? In which material will seeds grow the
best?
Acceleration/Previewing: (key vocabulary)

Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided

Practice; Distributed Summarizing; Graphic Organizers)
After recording predictions in their Rocks and Minerals Notebook, put ½ cup of water in each container and
observe if and how quickly water is absorbed in each.
In separate, fresh containers of each type of material, plant bean seeds.
Create a circle map while discussing how weather and human influence can change an environment over time.
*Rubric for Rocks and Minerals Notebook

Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)

Summarizing Strategies: Learners Summarize and Answer Essential Questions

Ticket out the door: In which material do you predict the bean seed will grow?
*Complete a math extension page (Math Extension Link:
http://lhsfoss.org/fossweb/teachers/parents/pdfs/PebblesHOMEENG.pdf )

Decision 5 – Acquisition Lesson Planning

Decision 5: Acquisition Lesson Three
Language Objective(s), where appropriate:
1.MD.C.4 Organize, represent and interpret data with up to three categories; ask and answer questions about
the total number of data points, how many in each category, and how many more or less are in one category
than in another.

Lesson Essential Question(s) or “I Can” Statement(s):

I can determine if an Earth material will or will not take the shape of a container.

Activating Strategies: (Learners Mentally Active)

Make a circle map of what seeds need to grow.
Discuss vocabulary: solid, liquid, container
Acceleration/Previewing: (key vocabulary)

Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided

Practice; Distributed Summarizing; Graphic Organizers)
Make observations of seeds planted and write observations in their Rocks and Minerals Notebook.
Introduce solids and liquids. Discuss attributes of each. Work conversation towards the observation that a solid
stays the same shape no matter the container, but a liquid does change shape based on the container.
Place ice in a container and observe its shape. The shape did not change/conform to the shape of the container.
Pour water in another container and observe how the liquid took the shape of the container. Drop food coloring
into the water to show that even if the liquid is colored, it still has the same properties.
*Extension: Make Oobleck and fill out the appropriate page in Rock and Mineral Notebook
*Rubric for Oobleck
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)

Summarizing Strategies: Learners Summarize and Answer Essential Questions

Summarize by allowing children to make a picture splash of solids and liquids by using old
magazines.
*Complete a math extension page from the lesson resources link
Lesson Resources
Finding Earth Materials: http://www.fossweb.com/modulesK-2/PebblesSandandSilt/index.html
Math Extension Link: http://lhsfoss.org/fossweb/teachers/parents/pdfs/PebblesHOMEENG.pdf

Decision 5 – Acquisition Lesson Planning

Decision 5: Acquisition Lesson Four
Language Objective(s), where appropriate:
1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third
object.

Lesson Essential Question(s) or “I Can” Statement(s):

I can tell the properties of rocks, minerals, soil and water.

Activating Strategies: (Learners Mentally Active)

Make observations of seeds planted and write observations in Rocks and Minerals Notebook.
Analyze the results by comparing length of plants.
Vocabulary: minerals, rocks vs. minerals, properties, luster, rough, smooth, shiny, sparkle, color, dull
Acceleration/Previewing: (key vocabulary)

Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided

Practice; Distributed Summarizing; Graphic Organizers)
Give each student a pinch of red, yellow and blue Playdough. Have students mix up the colors to make
a “rock.”
This shows how different minerals combine to create rocks.
Students fill out flow map in their Rocks and Minerals Notebook.
*Rubric for said page.
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)

Summarizing Strategies: Learners Summarize and Answer Essential Questions

Students fill out the last page of their Rocks and Minerals Notebook, telling what they have learned
from the unit.
*Complete math extension page.

Lesson Resources
Miguel’s Treasures by Macmillan/McGraw-Hill
The Magic School Bus Inside the Earth by Cole and Degen
If You Find a Rock by Peggy Christian
Let’s Go Rock Collecting by Roma Gans
Rocks by Michael Medearis
Math Extension Link: http://lhsfoss.org/fossweb/teachers/parents/pdfs/PebblesHOMEENG.pdf

Decision 5 – Acquisition Lesson Planning

Decision 6: Extending Thinking Activities
Include extending activities for several lessons in the essential units.

Cause/Effect Compare/Contrast Deduction

Justification Induction Analyzing Perspective
Error Analysis Abstracting Evaluation
Classifying Constructing Support Writing Prompt

Classifying Sorting maps

Error Analysis Why did seeds not grow in some of the earth materials? (Think-Pair-Share, or
Writing activity)
Compare/Contrast Water running through the different materials, looking at all of the different
materials.
Evaluation Use of the Rocks and Minerals Notebook
Writing Prompt Use of the Rocks and Minerals Notebook

Decision 6 - Extended Thinking Activities

Decision 7: Differentiating the Unit
What accommodations will you make in order to meet the varied interests, learning styles, and
ability levels of all students?

choice menus compacting grouping

seating visual, auditory, kinesthetic activities scaffolding
real world meaning interests

www.wida.us (ELP Standard 4: The Language of Science, Formative Framework) This

document includes the differentiated language objectives for ESL/EC.

Math Extension Link: http://lhsfoss.org/fossweb/teachers/parents/pdfs/PebblesHOMEENG.pdf

Rocks – From A-Z reading is a level C book.

Real world meaning: The students collecting material from the environment.

Chalk Talks, by Norma Shapiro

Rubric 4 from the assessment.

Magic School Bus Video – Inside the Earth

Bill Nye the Science Guy from Discovery Education

Realia rocks in the classroom

Field Trip:
Rock and Mineral Museum – Main Street Hendersonville
Vulcan Quarry
Elijah Mountain – Gem Mining (just past Laurel Park)
Hands On Museum – will come to the school for a cost of $5.00 per child.
(All of these field trips are local.)

Decision 7 – Differentiating the Unit

Decision 8: Unit Calendar
Determine the most viable sequence for the experiences, activities, and lesson and create a
timeline.

Each page in the template represents a week worth of instruction. This will allow
time for the seeds to grow. You will want to do this unit when it is warmer
weather.

Decision 8 – Unit Calendar

Decision 9: Resources and Research

Provide graphic organizers, links, book titles, websites, etc. that provide support for teaching this
unit.

Miguel’s Treasures by Macmillan/McGraw-Hill

The Magic School Bus Inside the Earth by Cole and Degen
If You Find a Rock by Peggy Christian
Let’s Go Rock Collecting by Roma Gans
Rocks by Michael Medearis

Math Extension Link: http://lhsfoss.org/fossweb/teachers/parents/pdfs/PebblesHOMEENG.

Finding Earth Materials: http://www.fossweb.com/modulesK-2/PebblesSandandSilt/index.html

www.wida.us (ELP Standard 4: The Language of Science, Formative Framework). This

document includes the differentiated language objectives for ESL/EC.

Read alouds:

If you Found a Rock by Peggy Christian

It Could Be a Rock by Allen Fowler
Soil by Alice K. Flanagan
Soil by Adele D. Richardson
Water by Frank Asch

Provide ideas about how to integrate Big 6 or Super 3 research framework.

Each time the students do an experiment the teacher will discuss the “Plan.” After the “Plan” is
created students will “Do” the activity. At the end of the lesson the class will “Review” as a class
what they have observed.

Decision 9 – Resources
Unit Designers:
Date: January 22, 2013

Name School
Karen Mertz Etowah
Leah Cook Etowah
Allison Barr Mills River
Michelle White Dana
Stephanie Justice Clear Creek
Jennifer Morris Atkinson
Taylor Fields Glenn Marlow
Anne Johnson Glenn Marlow
Cindy Price Hillandale
Laurie Henson Upward
Debbie Greene Fletcher

Unit Designers