· web viewsuggested center activities: spelling city, foss suggested websites, word wall...

Science Unit 2- Plan

Unit Length: 9 weeks

Grade 1Pebbles, Sand, and Silt

Table of Contents

Conceptual Flow Page 3

Unit Overview Page 5

Preconception and Misconceptions Page 6

New Jersey Common Core Standards in Science Page 7

Next Generation State Standards Page 8

Common Core State Standards Page 9

Investigation 1 Page 10




Materials Sheet Page 19

Unit Resources Page

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Concept Map

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UNIT OVERVIEWPebbles, Sand and Silt Guide

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SummaryStudents study the properties of rocks and soil. They group and seriate rocks on the basis of single, observable properties, learning simple ways by which earth materials can be organized.Enduring Understanding: Essential Questions: Overarching

● Earth materials are useful in different ways. Earth’s materials come in a variety of different forms, sizes, textures, etc and can be compared and classified based on their properties.

● Asking questions about the world helps us learn.● Tools help scientists make better observations.● Objects can be sorted by properties.●

● What are earth materials and how do we use them?● How do scientists learn about pebbles, sand, silt and

other earth materials?● Why is it important to learn about earth materials?● What types of materials are found naturally on● Earth, and where do they come from?● How do people describe and classify Earth’s materials?

Knowledge: Skills:Student will Know….

● Rocks and soils are earth materials.● Rocks can be sorted by size, color, and shape.● Many building materials come from the earth.● A scientist uses many tools when conducting an

investigation

Students will be able to…

● Ask and answer questions● Use simple tools to make observations● Make reasonable explanations using observations● Separate earth materials by size using different

techniques● Observe, describe, and sort earth materials based on

properties● Observe and discuss the similarities and differences in

the materials in a river rock mixture● Identify places where earth materials are found and ways

that earth materials are used● Compare the ingredients in different soils● Use the vocabulary associated with earth materials● Describe, sort, compare and classify Earth’s materials

based on their properties (for example: shape and size)● Separate a simple mixture of Earth’s materials based on

size and/or shape● Follow rules of conversation ‐ taking turns, staying on

topic, focus attention on speaker Explains, inquires, and compares

Evidence of Understanding:Pre- AssessmentNotebook and Journal EntriesPerformance AssessmentsReading PromptStudent Observation/Anecdotal Notes

HomeworkCheckpoint AssessmentsI-Check AssessmentsUnit Assessment

Preconception /Misconceptionspebbles, sand, and silt

● All dirt is the same● Students define soil as dirt and have a difficult time reconciling the two terms.● There is confusion as the soil is made and the humus is added; students frequently see this as the “dirt” going

into the mix.● Soil must have always been in its present form.

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● The formation of soil was alternative view that soil has “always been there ever since the Earth was formed”. Students often think of only the brown, loamy type soil found in the flower bed as true soil. Soil is, however, the whole top layer of the earth and is composed of various particle sizes both organic and inorganic.

● Students often think soil is alive. While living things live in soil and organic soil is composed of once‐ living things they need to understand that soil itself is not alive.

● Students may think soil type is determined by color. Soil type is actually determined based on particle size. Color is dependent upon the rock type from which the soil is formed over time.

List other that you discover in your class:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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New Jersey Common Core Standards

5.1 Science Practices

All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.

Strand A Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Who, what, when, where, why, and how questions form the basis for young learners’ investigations during sensory explorations, experimentation, and focused inquiry

5.1.4.A.1 Fundamental scientific concepts and principles and the links between them are more useful than discrete facts.

5.1.4.A.2 Outcomes of investigations are used to build and refine questions, models, and explanations.

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Strand B Generate Scientific Evidence Through Active Investigations: Observations and investigations form young learners’ understandings of science concepts.

5.1.4.B.2 Tools and technology are used to gather, analyze, and communicate results.5.1.4.B.3 Evidence is used to construct and defend arguments5.1.4.B.4 Reasoning is used to support scientific conclusions.Stand C Reflect on Scientific Knowledge: Interacting with peers and adults to share questions and

explorations about the natural world builds young learners’ scientific knowledge.5.1.4.C.1 Scientific understanding changes over time as new evidence and updated arguments emerge.5.1.4.C.2 Revisions of predictions and explanations occur when new arguments emerge that account more

completely for available evidence.Strand D Participate Productively in Science: Science practices include drawing or “writing” on observation

clipboards, making rubbings, or charting the growth of plants.5.1.4.D.1 Science has unique norms for participation. These include adopting a critical stance, demonstrating a

willingness to ask questions and seek help, and developing a sense of trust and skepticism.5.1.4.D.2 In order to determine which arguments and explanations are most persuasive, communities of learners

work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., scientific argumentation and representation).

5.1.4.D.3 Instruments of measurement can be used to safely gather accurate information for making scientific comparisons of objects and events.

5.2 Physical Science:

All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.

Strand A Properties of Matter : All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia.

5.2.2.A.1 Living and nonliving things are made of parts and can be described in terms of the materials of which they are made and their physical properties.

5.2.4.A.1 Some objects are composed of a single substance; others are composed of more than one substance.

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Next Generation Science StandardsPerformance Expectations

2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.[Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.]2-PS1-3 Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. [Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.]

NGSS Science and Engineering PracticesPlanning and Carrying Out Investigations: To answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

● Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (2-PS1-1)

Analyzing and Interpreting Data: Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

● Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. (2-PS1-2)

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K-2 builds on prior experiences and progresses to the use of evidence and ideas in constructing phenomena and designing solutions. (2-PS1-3)

Disciplinary Core IdeasPS1.A

● Different kinds of matter exist and many of them can be either solid or liquid, depending o temperature. Matter can be described and classified by its observable properties. (2-PS1-1)

● Different properties are suited to different purposes. (2-PS1-2) (2-PS1-3)● A great variety of objects can be built up from a small set of pieces. (2-PS1-3)

Cross Cutting ConceptsPatterns. Patterns in the natural and human designed world can be observed.(2-PS1-1)Cause and Effect, Mechanism and Explanation: Simple tests can be designed to gather evidence to support or refute student ideas about causes. (2-PS1-2)Energy and Matter: Objects may break into smaller pieces and can be put together into larger pieces or may change shapes. (2-PS1-3)

Influence of Engineering, Technology, and Science on Society and the Natural World.Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived fro the natural world. (2-PS1-2)

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Common Core State Standards

CCSS: English Language ArtsReading Informational Text

RI.2.10 By the end of the year read and comprehend informational texts, including science and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range

CCSS: Writing-W.1.8 With guidance and support from adults, recall information from the experiences to gather information

from provided sources to answer a question.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop

points and provide a concluding statement or section.CCSS: Speaking and Listening:

SL.1.5. Add drawing or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and large groups

CCSS: Mathematics2.MD.10 Measurement and data: Represent and interpret data: Draw a picture graph and a bar graph (with single

unit scale) to represent a data set with up to four categories.

Before beginning unit administer pretest.

Check that all materials are available, usable, and ready

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Investigation 1First Rocks

SummaryStudents observe several different kinds of rocks. They compare properties of different rocks and sort rocks in different ways. Students observe rocks interacting with each other and with water.

Core Conceptual Ideas➢ Rocks are solid material of the Earth➢ Rocks have a variety of properties, including color, hardness, shape and size.➢ Rocks can be sorted by their properties.➢ Rocks are all around us.

New VocabularyBasalt, Collection, Crystal, Different, Dull, Dust, Flat, Geologist, Group, Large, Museum, Pointed, Rock, Rough, Same,

Scoria, Small, Smooth, Sort,

Part 1 - “Three Rocks”Summary

Students investigate and sort a set of six rocks. They gather information about the rocks by matching the rock samples and rubbing them together.

Understandings➢ Rocks have a variety of properties.➢ When rocks rub together, some (softer) rocks may be chipped or scratched, or make rock dust.

Focus Questions➢ How are rocks different?➢ What happens when rocks are rubbed together?

Teacher Preparation Body Of Evidence Est. Time

➢ Send Letter to Parents Home (Teacher Master)

➢ Read TE “At A Glance”, “Background for the Teacher” &“Teaching “Children About Fisrt Rocks”

➢ Watch Video Demonstration of Inv. 1 Part 1

➢ Review“ Materials” “Getting Ready ”&“Guiding the Investigation”

➢ Prepare materials

➢ Pre- Assessment➢ Notebook Investigation Entry➢ Journal Entry➢ Student Observation/ Anecdotal Notes➢ Individual Work➢ Homework➢ Cross Curriculum Extensions➢ Informational Text

Data to be recorded in Genesis

1 session

Part 2 – “Washing Three Rocks”Students wash their samples to see how the rocks change when they are wet and what happened to the wash water.

UnderstandingsRocks have a variety of propertiesWhen rocks are washed in water, the colors or sparkling qualities are enhanced.

Focus QuestionsWhat happens when rocks are washed?

Teacher Preparation Body Of Evidence Est. Time➢ Watch Video Demo of Inv.1 Part 2➢ Review “Materials” and “Getting

Ready”

➢ Notebook Investigation Entry➢ Journal Entry➢ Student Observation/Anecdotal Notes➢ Homework

1 session

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Individual work➢ Cross Curriculum Extensions➢ Information Text

Suggested Center Activities: Spelling City; FOSS Digital Resources: eBook, Audio Stories; suggested websites; word wall activities; extension activities; and additional supporting Science activities.

Part 3– “First Sorting”Students are introduced to river rocks. They listen tote story Peter and the Rocks and use ideas from the story and Part 2 to sort their river rocks.

UnderstandingsRocks are sorted by their properties

Focus QuestionsHow are some rocks the same?


Ready”➢ Notebook Investigation Entry➢ Journal Entry➢ Student Observation/Anecdotal Notes➢ Content Chart Entries➢ Homework

Individual work➢ Cross Curriculum Extensions

Information Text

1 session

Part 4 – “Sorting Games”Students use sorting mats to play sorting games with the river rocks.

UnderstandingsRocks are sorted by their properties

Focus QuestionsHow many ways can rocks be sorted?

Teacher Preparation Body Of Evidence Est. Time➢ Watch Video Demo of Inv.1

Part 4➢ Review “Materials” and

“Getting Ready”

➢ Notebook Investigation Entry➢ Journal Entry➢ Student Observation/Anecdotal Notes➢ Homework

Individual work➢ Cross Curriculum Extensions➢ Information Text

1 session

Part 5– “Start a Rock Collection”Students start to organize a classroom rock collection..

UnderstandingsRocks are all around us.Rocks are the solid material of the earth.

Focus QuestionsWhat rocks can we find around us?



“Getting Ready”

➢ Notebook Investigation Entry➢ Journal Entry Read Science Stories “Exploring Rocks”

pg 2 and “Colorful Rocks” pg. 4➢ Student Observation/Anecdotal Notes

2 sessions

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➢ Homework Individual work

➢ Cross Curriculum Extensions➢ Information Text

Suggested Center Activities: Spelling City, Foss suggested websites, word wall activities, extensions, additional supporting Science Activities, Cross-Curricular Extensions: L.A.-Make a Geologist Tool Kit, Make a Rock Record Book, Set up a Rock Store, Make Stone Soup, Write about Magic Pebbles, Use Pattern Sentences; Math Problems; Art Extensions- Make Rock People or Pets, Assemble a Rock Aquarium; Science Extensions- Find Your Rock, Start a Personal Rock Collection; Game Extensions..

Investigation 2 “River Rocks”

SummaryStudents will explore a river rock mixture containing earth material particles of various sizes. They will use a screen to separate and group river rocks by particle size. They will investigate properties of pebbles, gravel, sand, silt, and clay particles. Students will explore the properties of dry and wet clay particles.

Concepts:Rocks can be categorized by sizeScreens and water can be used to sort the sizes of earth materialsRock sizes include clay, silt, sand, gravel, and pebbles.

New Vocabulary Investigation 2Earthy material, screen, separate, size, sand, gravel, pebble

Part 1: Screening River RocksSummary

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 materials: large pebbles, small pebbles, large gravel, small gravel, and sand

Understandings➢ Screens can be used to sort the sizes of earth materials➢ Rock sizes include sand, large pebbles, small pebbles, large gravel, and small gravel,

Focus Questions➢ How can rocks be sorted by size?

Teacher Preparation Body Of Evidence Est. Time

➢ Read TE“At A Glance”, “Background for the Teacher”&“Teaching Children About River Rocks”

➢ Watch Video Demonstration of Inv. 2 Part 1➢ Review

“ Materials” “Getting Ready” &“Guiding the Investigation”


➢ Notebook Investigation Entry➢ Journal Entry➢ Student Observation/Anecdotal Notes➢ Journal Entry➢ Homework (Suggestions)➢ Cross Curriculum Extensions➢ Information Text

1 session

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Part 2 - River Rocks by SizeStudents use a student sheet to reinforce the idea of grouping rocks based on size.

UnderstandingsRocks can be categorized visually by sizeRock sizes include sand, small gravel, large gravel, small pebbles, \and large pebbles

Focus QuestionsWhat is the material in this vial?


Ready”

➢ Notebook Investigation Entry➢ Journal Entry➢ Student Observation/Anecdotal Notes➢ Homework (Suggestions)➢ Cross Curriculum Extensions Interdisciplinary Extensions

1 session

Part 3- Sand and SiltStudents take a close look at sand and separate sand particles from silt particles which are smaller than sand by mixing the sand with water and allowing the particles to settle. They observe the sand settles to the bottom and the silt forms a layer on the top.

Understandings Sand often contains smaller particles called silt Water can be used to sort the sizes of earth materials

Focus QuestionsIs there an earth material smaller than sand?


Ready”

➢ Notebook Investigation Entry➢ Read Student Text “The “Story of Sand:” pg.6➢ Journal Entry➢ Student Observation/Anecdotal

Notes➢ Homework (Suggestions)➢ Cross Curriculum Extensions Interdisciplinary

Extensions

1 session

Part 4- Exploring ClayStudents investigate the properties of very small rock particles, clay..

UnderstandingsClay particles are very small, even smaller than silt.

Focus QuestionsIs there an earth material smaller than silt?


Ready”

➢ Notebook Investigation Entry➢ Journal Entry➢ Student Observation/Anecdotal Notes➢ Homework (Suggestions)➢ Cross Curriculum Extensions Interdisciplinary

Extensions

2 sessions

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Suggested Center Activities: Spelling City, Foss suggested websites, word wall activities, extensions, Cross-Curricular Extensions: L.A.- Write the Journey of Your Rock; Math- Problem A: Graph Rock Data, Problem B: Shop for rocks; Music- Create Rock Music; Social Studies- Visit a Quarry; Science- Make Large River Rock Shake-up Bottles, Set Up a Screening Station, Set up a Series of River Rock Vials at a Center; Set up a sand exploration center, Look for clay soils.Culminating Activity: Continue to work on projects.

Investigation 3 Using Rocks

SummaryStudents will explore places where earth materials are naturally found and ways that earth materials are used. They will observe and compare different grades of sandpaper and use sand to make sculptures and clay to make beads, jewelry, and bricks. Students will search for earth materials outside the classroom.

Concepts➢ Earth materials are natural resources➢ The properties of different earth materials make each suitable for specific uses➢ Earth materials are commonly used in the construction of buildings and streets.

New Vocabulary Investigation 3Brick, sidewalk, asphalt, mortar, build, concrete

Part 1: Rocks in UseSummary

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.

Understandings➢ Earth materials are natural resources➢ The properties of different earth materials make each suitable for specific uses➢ Earth materials are commonly used in the construction of buildings and streets.

Focus Questions➢ How do people use earth materials?

Teacher Preparation Body Of Evidence Est. Time➢ Read TE

“At A Glance”, “-Background for the Teacher”&“Teaching Children About Using Rocks ”

➢ Watch Video Demonstration of Inv. 3 Part 1

➢ Review“ Materials” “Getting Ready” &“Guiding the Investigation”


● Notebook Investigation Entry● Journal Entry● Reading: FOSS Student text Rocks Move pgs. 8 -

9● Student Observation/Anecdotal Notes● Homework (Suggestions)● Cross Curriculum Extensions● Informational Text Reading

1 session

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Investigation 3: Part 2. Looking at SandpaperSummary

Students observe sandpaper and compare it to sand. They make and come rubbings of three grades of sandpaper.Understandings

➢ The properties of different earth materials make each suitable for specific uses.➢ different sizes of sand are used in sandpaper to change the surface of wood from rough to smooth,

Focus Question➢ What does sand do for sandpaper?Teacher Preparation Body Of Evidence Est. Time

➢ Watch Video Demo of Inv.3 Part 2

➢ Review “Materials” and “Getting Ready”

➢ Notebook Investigation Entry➢ Journal Entry➢ Student Observation/Anecdotal Notes➢ Homework➢ Cross Curriculum Extensions

1 session

Investigation 3: Part 3. Sand SculpturesSummary

Students mix sand with a cornstarch matrix to make durable sand sculptures.Understandings

➢ The properties of different earth materials make each material suitable for specific uses.➢ Earth materials are used to make sculptures.

Focus QuestionHow else can sand be used?



“Getting Ready”


1 session

Investigation 3: Part 4. Clay BeadsSummary

Students use clay to make beads or something decorative, which they paint and keep as a memento of their investigation of clay.

Understandings➢ The properties of different earth materials make each suitable for specific uses.➢ Earth materials are used to make jewelry and sculptures.

Focus QuestionWhat can be made with clay?

Teacher Preparation Body Of Evidence Est. Time➢ Watch Video Demo of

Inv.3 Part 4➢ Review “Materials” and

“Getting Ready”


2 sessions

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Investigation 3: Part 5 Making BricksSummary

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.

Understandings➢ The properties of different earth materials make each suitable for specific uses.➢ Earth materials are used to make jewelry and sculptures.

Focus QuestionWhat can be made with clay?



“Getting Ready”

➢ Notebook Investigation Entry➢ Journal Entry➢ Student Observation/Anecdotal Notes➢ Homework➢ Cross Curriculum Extensions➢ Reading: FOSS Student text Making Things with Rocks

pgs. 10 - 11

2 sessions

Suggested Center Activities: Spelling City, Foss suggested websites, word wall activities, extensions, additional Cross-Curricular Extensions: L.A,- Discuss earth materials as natural resources, Find out about Pottery, Make tracks and molds; Math- Problem A: Figure Out Supplies, Problem B- A Brick Wall, Make Clay Dice, Graph the rocks in Use; Social Studies- Look at construction materials; Art- Make sand paintings, Layer sand, gravel, and pebbles, Make sandpaper prints; Science- Research animals and earth materials, sand some wood.

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Investigation 4 Using Rocks

SummaryStudents make a mixture of earth materials to create soil. They use screens to separate the components in a soil mixture. Students observe and record their results of shaking soil and water in a vial. They find and collect samples of soil outside the classroom.

Concepts➢ Soil is a mixture of earth materials.➢ Humus is decayed material from plants and animals.➢ The ingredients of soil can be observed by mixing soil with water, shaking it, and letting it settle.➢ Soils vary from place to place.➢ Soils have properties of color and texture.➢ Soils differ in the ability to support plants..

New Vocabulary Investigation 3humus, soil, ingredient

Investigation 4 Part 1: Homemade SoilSummary

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 o 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.

Understandings➢ Soil is a mixture of earth materials.➢ Humus is decayed material from plants and animals.➢ The ingredients of soil can be observed by mixing soil with water, and letting it settle.

Focus Questions➢ What is dirt?

Teacher Preparation Body Of Evidence Est. Time● Read TE● “At A Glance”, “-Background

for the Teacher ”&“Teaching Children About Soil”

● Watch Video Demonstration of Inv. 4 Part 1

● Review “ Materials” “ Getting Ready” & “Guiding the investigation”

● Prepare materials

➢ Notebook Investigation Entry➢ Journal Entry➢ Student Observation/Anecdotal Notes➢ Homework➢ Cross Curriculum Extensions➢ Reading: FOSS Student text Making Things

with Rocks pgs. 10 - 11

3 sessions

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Investigation 4 Part 3: Studying local SoilSummary

Students study their schoolyard soil samples. They shake some of the soil with water in vials and draw the results. They compare the vials and drawings of their schoolyard samples with the vials and drawings of the homemade soil.

Understandings➢ Soils can be composed of humus and different amounts and sizes of rocks.

Focus Questions➢ How does soil differ from dirt?



“Getting Ready”

➢ Notebook Investigation Entry➢ Journal Entry➢ Student Observation/Anecdotal Notes➢ Homework➢ Cross Curriculum Extensions➢ Reading: FOSS Student text Fossils? pgs. 14-15

2 sessions

Suggested Center Activities: Spelling City, Foss suggested websites, word wall activities, extensions, additional Cross-Curricular Extensions: L.A.- Write directions for making soil, start a vial-drawing book; Math- Add up Rocks; Science- See what grows, Make an Earthworm habitat, Plant seeds in sand and soil, Set up a soil magnification station, Collect vacation soil samples.

Unit begins 11/30/2015. The Unit takes an estimated 20 sessions and there are 25 sessions scheduled. (5 additional science days built in)Session = 45 minutes

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Assessments:

The following items are to be tracked by the teacher and recorded in Genesis for administration and parents to view. Writing PromptsNotebook Investigation EntriesStudent ObservationsJournal EntriesAnecdotal NotesHomeworkSummative AssessmentsPre and Post Assessments

Body of Evidence

This guide is intended to support the collection of a Body of Evidence. A student’s Body of Evidence should, at a minimum, include work from the listed prompts and in-class investigations that demonstrate a student’s level of proficiency. The FOSS pre-assessment given at the beginning of the unit, and Grade 1 DISTRICT Earth Science Benchmark Assessment given at the end of the unit (Post-assessment) may also be included in the body of evidence.

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Materials Sheet

Be aware that the classroom teacher or school site must supply a few items.Here is a summary of supplies not included in the kit.

FOSS® Module

Pebbles, Sand, and Silt

Packing List

DRAWER 1 - PERMANENT EQUIPMENT

Quantity Item Description Inventory Checklist

5 Basins

1 Book, Peter and the Rocks

1 Bottle brush

36 pcs. Construction paper, black

72 Containers, plastic, 1/4-liter

50 Cups, plastic

32 Hand lenses, 3-power

2 Loupe magnifiers

70 Paper plates, white

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1 Poster, FOSS Safety

5 Sandpaper sheets, coarse, #50

5 Sandpaper sheets, fine, #150

5 Sandpaper sheets, medium, #80

16 Spoons, metal

36 Spoons, plastic

1 Whisk broom and dustpan

75 Zip bags, 1-liter

25 Zip bags, 4-liter

1 Teacher Guide

1 Teacher Preparation Video: DVD

• FOSS Science Stories: Pebbles, Sand, and Silt

(1 big book and student books)

DRAWER 1 - CONSUMABLE EQUIPMENT

8 pads Self-stick notes

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DRAWER 2 - PERMANENT EQUIPMENT

72 Basalt rocks (dark gray)

1 bag Pebbles, large 2.3 kg/bag

72 Scoria rocks (reddish)

16 Screen sets, 3 meshes/set

72 Tuff rocks (yellowish)

72 Vials, 12-dram, with caps

DRAWER 2 - CONSUMABLE EQUIPMENT

1 bag Clay, ceramic, 2.3 kg/bag

1 bag Clay, powdered, .45 kg/bag

1 bag Gravel, 2.3 kg./bag

1 bag Pebbles, small, 2 kg/bag

1 bag Potting soil, 2 kg/bag

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1 bag Sand, unwashed, 2.3 kg/bag

Unit Resources:Content books-

● FOSS Student Book with Unit● See Reading Extensions in TE● FOSS Reading Supplemental Books

FOSS Website: www.fossweb.com (additional resources and web sites found there)

Spelling City: www.spellingcity.com

United Streaming Videos http://www.discoveryeducation.com//?ref=streaming&returnUrl=http%3A%2F%2Fstreaming%2Ediscoveryeducation%2Ecom%2Findex%2Ecfm

Brainpop (see if your school has license for this)http://www.brainpopjr.com/

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