PDF Science Kindergarten Unit 04 Exemplar Lesson 03: Exploring ...

Kindergarten Science Unit: 04

Lesson: 03 Suggested Duration: 5 days

Science Kindergarten Unit 04 Exemplar Lesson 03: Exploring How Soil and Water are Useful

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students' needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child's teacher. (For your convenience, please find linked the TEA Commissioner's List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis Students will explore soil samples to learn what soil is made of and then they will explore how soil is useful. They will continue their exploration of water by learning about ways water is useful. TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at .

K.7 Earth and space. The student knows that the natural world includes earth materials. The student is expected to:

K.7C Give examples of ways rocks, soil, and water are useful.

Scientific Process TEKS

K.2 Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to:

K.2A Ask questions about organisms, objects, and events observed in the natural world. K.2C Collect data and make observations using simple equipment such as hand lenses,

primary balances, and non-standard measurement tools. K.2E Communicate observations with others about simple descriptive investigations.

GETTING READY FOR INSTRUCTION

Performance Indicators

Kindergarten Science Unit 04 PI 03

Create two illustrations: one showing two to three ways that water is useful and one showing at least two ways that soil is useful. Use words to communicate how the water and soil are useful; a word bank should be provided.

Standard(s): K.2D , K.7C ELPS ELPS.c.1C , ELPS.c.3D

Key Understandings

Soil is useful.

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-- In what ways is soil useful to people? -- What other organisms benefit from having soil?

Water is useful.

-- In what ways is water useful for people? -- What other organisms benefit from having water?

Vocabulary of Instruction

Kindergarten Science Unit: 04

Lesson: 03 Suggested Duration: 5 days

useful water soil people

organisms observe sort support

use routine illustration

Materials

bags (resealable plastic, see Advance Preparation, 1 per pair of students) book (about how soil is useful, per class) book (about how water is useful, per class) camera (standard or digital, per class) ? Optional chart (with words for labels of illustrations, per class) crayons or colored pencils (1 set per student or pair of students) hand lenses (1 per student) paper (plain, 2 sheets per student) plates (paper, 1 per 2 students ) safety goggles (1 pair per student) samples (of foods or beverages that take water to prepare, see Advance Preparation, per class) samples (soil mixture, see Advance Preparation, per pair of students) soap (small bar, per class) toothpicks (1 per student) tray (to put samples on, see Advance Preparation, per class) - Optional

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.

Teacher Resource: Performance Indicator Instructions KEY

Resources

None Identified

Advance Preparation

1. Prepare soil for soil sample: (for a class of about 30 students) about 2 ? cups top soil, about ? cup sand/gravel mix, and about 1 cup peat or compost. Add a few crushed leaves, small twigs, and pill bugs (and earthworms if available). Mix well, and then divide into the resealable, plastic bags for student use.

2. For the Engage: soil sample (see directions above) about ? cup in a resealable, plastic bag (1 bag per pair of students); toothpicks (1 per student); paper plate (1 per pair of students); and hand lenses (1 per student).

3. For the Explain/Elaborate: foods or beverages that take water to prepare, such as macaroni and cheese, gelatin dessert, packet of hot chocolate, a tea bag, packet of instant beverage mix, and a tray to put these items on. Also, for the Explain/Elaborate: small bar of soap.

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4. Prepare attachment(s) as necessary.

Kindergarten Science Unit: 04

Lesson: 03 Suggested Duration: 5 days

Background Information

Prior to this lesson, students have learned to describe matter by physical properties. During this lesson, students will apply that knowledge to help them discover properties and uses of earth materials, specifically water and soil. After this lesson, students will continue to use their knowledge and skills to learn beyond the Earth as they progress to studies in Space science.

INSTRUCTIONAL PROCEDURES

Instructional Procedures ENGAGE ? Taking a Look at Soil

Notes for Teacher NOTE: 1 Day = 30 minutes Suggested Day 1

1. Students will work in pairs to explore a soil sample. (Optional: groups of 3)

Materials:

2. Say:

Today, you are going to make observations about a sample of soil. You will use a toothpick as a sorting tool and hand lens to look very closely at any organisms or `bits' you may find in the sample.

3. Provide a paper plate and about ? cup of soil that is rich in organic matter for each pair of students along with one toothpick, a pair of safety goggles, and a hand lens per student.

4. Instruct students to put their safety goggles on. Review any other safety precautions students should follow.

5. Demonstrate how to carefully empty the soil onto the paper plate. Instruct students to empty their soil onto the paper plates.

Say:

As you are observing your soil sample, sort the objects you find into categories. Use different parts of the paper plate for each category. Use the toothpick to help move the soil and the hand lens to observe carefully.

samples (soil mixture, see Advance Preparation, per pair of students) bags (resealable plastic, see Advance Preparation, 1 per pair of students) toothpicks (1 per student) plates (paper, 1 per 2 students ) hand lenses (1 per student) safety goggles (1 pair per student)

Safety Note:

Students are highly encouraged to wear safety goggles during this investigation to prevent eye injuries from soil particles.

Instructional Notes: The teacher may want to have students

Divide the plate into sections before emptying the soil. This would provide a clear section for sorting.

6. Allow time for students investigate the objects (or organisms) they find in their sample.

7. When students have completed their observations, discuss their findings.

Ask:

What kinds of objects did you find in your soil sample? Answers may vary, but might include twigs, `bits', insects, very small rocks. Was anything living? Answers will vary. What were other observations your group made? Answers will vary.

Science Notebooks:

A sample chart is below.

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8. Record student responses in the class science notebook.

Kindergarten Science Unit: 04

Lesson: 03 Suggested Duration: 5 days

EXPLORE ? How is Soil Used? How is Soil Useful?

Suggested Day 2

1. Take an exploration walk around the school grounds, library, office, or classroom, and look for places where soil can be found. Some places students may see soil: in potted plants, under the grass, in planting beds around the school, under the foundation of the school buildings, or in a school or neighborhood garden (if there is one).

Materials:

camera (standard or digital, per class) ? Optional book (about how soil is useful, per class)

2. Discuss with students how soil is being used and how soil is useful in each place that you find it. Students may not have had many experiences with soil, so the discussion may need to be teacher-led.

3. Record this information on a piece of paper, and/or take pictures with a standard or digital camera.

Instructional Notes: For clarification purposes, two definitions are provided below. The Student expectation says to give examples of how water and soil are "useful".

4. Return to the classroom and create a class experience chart. Record students' descriptions of where the class walked, what they saw, how soil was useful, and what student discovered. Refer to your notes if students don't remember what they did or get confused about the sequence.

Used: employed for a purpose, utilized Useful: having a practical value; helping to do or achieve something

5. Read a story about how soil is useful.

6. While reading the book on soil, ask guiding questions such as:

A class chart could look like this: some answers that students might give are in red.

- What is soil?

- Why do we need soil?

- In what ways is soil useful to people?

- What other organisms benefit from having soil?

EXPLORE ? How is Water Used?

1. Ask:

Suggested Day 3

Science Notebooks:

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Did you use any water today? Allow students to respond.

Kindergarten Science Unit: 04

Lesson: 03 Suggested Duration: 5 days

List or chart students' grouping of the ways water is used.

2. List or chart student responses.

3. Review the list, and then Ask:

What are some others ways that water is used? Think about your daily routines at home or at school. Allow students to respond.

Instructional Note:

4. Add these uses to the class chart.

5. Brainstorm together how the uses could be grouped. (See Instructional Notes for a sample chart.) Facilitate students' discussion on what the groups might be. Allow some time for students to discuss and decide.

EXPLAIN/ELABORATE ? How is Water Useful?

Suggested Day 4

1. Have a tray prepared with several items, such as an unopened box of macaroni and cheese, a box of gelatin dessert (such as JellOTM), a packet of hot chocolate or a tea bag, and/or a packet of instant beverage mix (such as KoolAidTM).

2. Show students the tray of foods. Tell them that you can't wait to have something good to eat. Open the box of macaroni and cheese, and put a noodle in your mouth. (Optional:Make a "yucky" face.) Say:

This doesn't taste very good!

Materials:

samples (of foods or beverages that take water to prepare, see Advance Preparation, per class) tray (to put samples on, see Advance Preparation, per class) - Optional soap (small bar, per class) book (about how water is useful, per class)

Ask:

What is wrong with this food? Allow students to respond. Students should give a response that indicates the food needs to be cooked or `mixed with water'.

Check For Understanding

3. Pick up the bar of soap. Pretend to wash your hands with it. Put the soap down, and look at your hands. Say:

My hands do not look like they are getting any cleaner?

Ask:

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