Subject/Course __Science/Math/ELA__ Grade(s) __1st___ Author(s) Carrie Casey Last updated___11/8/2016__ Quarter Taught _2_

CURRICULUM UNIT PLAN

Unit Title: Rocks and Minerals

STAGE 1 DESIRED RESULTS

STANDARD(S) (Establish Learning Goals) :
Math 1.3.1. Describe characteristics of basic shapes. Use basic shapes to compose and decompose other objects in various contexts.
ELA 1.8.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in
small and larger groups.
ELA 1.10.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Science 1.1.1.1. Scientists work as individuals and in groups to investigate the natural world, emphasizing evidence and communicating
with others.
Science 1.1.3.2. Men and women throughout the history of all cultures, including MN American Indian tribes and communities, have
been involved in engineering design and scientific inquiry.
Science 1.3.1.3. Earth materials include solid rocks, sand, soil and water. These materials have different observable physical properties
that make them useful.

BENCHMARK(S) (Understandings): ESSENTIAL QUESTIONS:

Benchmark number and text
Students will understand that
(Science 1.1.1.1.1.) When asked, How do you know? Describe observations that you have that can help you
students support their answer with observations identify a particular rock. What property words describe a
(Science 1.1.1.1.2.) Recognize that describing things as particular rock? Can you categorize or classify rocks using
accurately as possible is important in science because it these observations and property words?
enables people to compare their observations with those
of others. Using your observations what is the difference between sand
(Science 1.1.3.2.1.) Group or classify rocks in terms of and soil?Which substrate has humus? What is our evidence to
color, shape and size prove it has humus? Evaluate which substrate would be
(Science 1.3.1.3.2.) Describe similarities and better to plant a plant in? Provide evidence for your answer.
differences between soil and rocks
(Science 1.3.1.3.3.) Identify and describe large and Using observations, analyze whether an item is made of Earth
small objects made of Earth materials materials. Provide reasons for your answer.
(Science 1.1.3.2.1.) Recognize that tools are used by
people, including scientists and engineers, to gather Is an item two or three dimensional? Provide reasons for your
information and solve problems. conclusions.
(Math 1.3.1.1.) Describe characteristics of two and three
dimensional objects Share one thing you heard from someone else in your
(ELA 1.8.1.1.a.) Follow agreed upon rules for discussion.
discussions
(ELA 1.8.1.1.b.) Build on others talk in conversations Describe what makes a tool a tool. How are tools used?
by responding to the comments of others through
multiple exchanges How did the Native Americans choose earth materials for
(ELA 1.8.1.1.c.) Ask questions to clear up any their tools and weapons? How did the Native Americans use
confusion about the topics and texts under discussion different earth materials to survive?
(ELA 1.8.1.1.d.) Listen to others ideas and identify
others points of view
(ELA 1.8.5.5.) Add drawings or other visual displays to
descriptions when appropriate to clarify ideas, thoughts
and feelings.
(ELA 1.10.2.2.c.) Use commas in dates and to separate
single words in a series.

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Subject/Course __Science/Math/ELA__ Grade(s) __1st___ Author(s) Carrie Casey Last updated___11/8/2016__ Quarter Taught _2_

Science LEARNING TARGETS

I can use my observations to describe the difference Students will be able to:
between a living and nonliving thing.
I can use descriptive words to provide details of my
observations.
I can explain my thinking through drawings,
writing, tables or graphs, and/or discussions.
I can use compare and contrast words to describe
how my observations compare with those of others.
I can use descriptive words to provide details of my
observations.
I can explain my thinking through drawings,
writing, tables or graphs, and/or discussions.
I can use tools to gather information and to solve
problems.
I can explain why tools are important for science
and engineers and give examples of tools they use.
I can describe how Minnesota American Indian
tribes used tools to gather information and solve
problems.
I can use compare and contrast words to describe
how soil and rocks are alike and different.
I can describe objects made of earth materials.
Math
I can describe the attributes of two dimensional
shapes.
I can describe the attributes of three dimensional
shapes.
ELA
I can participate in discussions in small or large
groups, with first graders or adults.
I can discuss grade 1 topics and texts.
I can follow the discussion rules.
I can grow the conversation by adding onto
what someone else said more than one time.
I can grow the conversation by talking about
what someone else said more than one time.
I can ask questions to help me understand the
topic of the conversation.
I can listen to other people and talk about what
they think or how they feel.
I can make my thoughts, ideas, and feelings
clearer by adding drawing or visuals to my
descriptions.
I can use commas with lists of single words.

STAGE 2 ASSESSMENT EVIDENCE

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Subject/Course __Science/Math/ELA__ Grade(s) __1st___ Author(s) Carrie Casey Last updated___11/8/2016__ Quarter Taught _2_

Assessments/Performance Tasks: Other Evidence:

Common Formative/Summative Assessments

Reflections are qualified and quantified within their science

notebooks:

When provided a mixed group of rocks, students are able to

accurately classify rocks into smaller groups according to
shape, color and size AND be able to describe/justify their
reasoning/properties for groups.

Students can list properties of sand and soil. They can give
evidence for which substrate is better for plants.

List and explain how Native Americans used Earth tools.

Key Criteria/Rubrics:

STAGE 3 LEARNING PLAN

Summary of Learning Activities:

Science Focus Lesson: Activity: Hard as a Rock:

Benchmark: 1.3.1.3.1: Group or Classify rocks in terms of color, shape, and size.
Materials: poster paper or blank smart board page,
cotton ball and rock, 2 column chart labeled hard and soft, post it notes.
Learning Target: I can tell the difference between hard and soft.
I DO: Share the difference between hard and soft: giving an example of each (sidewalk hard- pillow
soft).
We DO: Think Pair Share: Something that is hard and something that is soft.
You DO: Send students off to draw something that is hard and something that is soft one on each
post it note.

Students will add their pictures to the two column chart, and sit in a circle.

Once everyone is in a circle, pass the rock one way and a cotton ball the other way. Pass the items
around the circle for a set period of time - set to music if you want. When the time is up- the student
with the cotton ball shares their soft item and the student with the rock shares their hard item from
the chart.

Wrap Up- Explain that the words hard and soft are called property/attributes in science- in reading
and writing we call them adjectives.

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Subject/Course __Science/Math/ELA__ Grade(s) __1st___ Author(s) Carrie Casey Last updated___11/8/2016__ Quarter Taught _2_

Day 2
Science : describing rocks
1.3.1.3.1: Group or Classify rocks in terms of color, shape, and size.
Learning Target: I can describe rocks using property words.
Materials: One Rock: hopefully you can find one that is interesting to look at, and touch- in order to
generate a lot of property words. If you cant - use more than one different looking rocks.
Activity: Rock Pass :
I DO: Remind students that yesterday we learned about property words. What words did we study?
Today the challenge is to use name additional property words to describe a rock.
Model by taking a few seconds to observe the rock using your sense of SIGHT and sense of TOUCH.
Share one property word and pass the rock to the student next to you.
WE DO: Pass the rock around the circle . As students get the rock, they should try to name a property
word to describe the rock. (if they are struggling, use the words color, shape, and size, texture to
generate new words)
Extension: Take one property word mentioned in the circle. List additional things in nature that could
be described in that way. Continue with other words mentioned in the circle.

Day 3
Science
1.3.1.3.1: Group or Classify rocks in terms of color, shape, and size.
Materials: poster paper or blank smart board page.
Activity: Rock Hunt.
Learning Target: I can classify rocks in terms of color, shape, and size.
Take students outside to find one rock each. Their rock should fit inside their hand.

Once back inside, students should look closely at their rock.

As a class, make a list of property/attributes words that can be used to describe all of the rocks.
Keep rocks at school for tomorrow. Keep list of property words for future lessons.

Possible attributes: shiny, smooth, large/small crystals, sparkly, dull, rough, hard, dark, light, flat,
bumpy, glossy, etc)

*You will need a variety of rocks to sort on day 8. Encourage your students to do a rock hunt at
home and bring them in before day 8. Dont worry - you can send them all home on Day 8.

Day 4

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Subject/Course __Science/Math/ELA__ Grade(s) __1st___ Author(s) Carrie Casey Last updated___11/8/2016__ Quarter Taught _2_

Science
1.3.1.3.1: Group or Classify rocks in terms of color, shape, and size.
Learning Target: I can describe my rock in terms of color, shape and size.

Make/review the list of attributes/property words from yesterday. (shiny, smooth, large/small
crystals, sparkly, dull, rough, hard, dark, light, flat, bumpy, glossy, etc)

Students make a bubble map with their own rock in the middle. They can do this in their notebook.

Keep rocks for tomorrow.

Day 5
Science
1.3.1.3.1: Group or Classify rocks in terms of color, shape, and size.
Materials:
Attribute list from day 1
Rocks
Bubble maps from day 2
Activity: If You Have a Rock That. (from EcoTime- Jeffers Foundation)
Learning target: I can classify rocks in terms of color, shape and size.
Give students time to review their bubble map from yesterday. They should pick one attribute from
their bubble map that best describes their rock.

Students should sit in a circle with their rock.

One student stands in the middle of the circle, he/she is the leader.

The activity starts when the leader says: If you have a rock that is. inserting an attribute from the
class list. The students sitting in the circle stand up if their rock matches the attribute. They must
then move to another place to sit that is vacated by someone else who has the same attribute. The
leader also must find a place to sit in the circle. The last person standing is the new leader to stand
in the middle and call a new attribute.

Discussion questions:
1. Are there rocks that have one unique attribute?
2. Are there any rocks that have many attributes?
3. Which one has the most attributes?

Variation: The leader picks two attributes to describe a rock.

Day 6
Science
1.3.1.3.1: Group or Classify rocks in terms of color, shape, and size.
Learning target: I can compare rocks in terms of color, shape and size.
Students will work in pairs to complete a Double Bubble Map using two different rocks. They can do
this in their science notebook.

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Subject/Course __Science/Math/ELA__ Grade(s) __1st___ Author(s) Carrie Casey Last updated___11/8/2016__ Quarter Taught _2_

Share similarities and differences with classmates.

Science
1.3.1.3.1: Group or Classify rocks in terms of color, shape, and size.
Materials: You will need to make word card sets (students will be working in pairs- so enough sets for
each group) using the class list of property words. Each group will use the same list, so use this w
ord
card template, and have the students cut the words apart.
Learning target: I can classify rocks in terms of color, shape and size.

I DO: Explain rocks can be sorted into groups based on their color, shape and size. (we also sort shapes
this way in math.)
Refer to the property words- some of our words are words that fit into these categories. Give an
example of each.
YOU DO: Using the word cards, you will classify your words into color words, shape, words, size words.
(be prepared if you have words that dont fit into those categories- you can discuss these as a group-
thats what scientists do.

WE DO: come back together and make a new property list using the headings discussed, adding the
words under color, shape, size, etc.
(if writing takes too long, you could provide them with cut and paste word cards.)

Science
1.3.1.3.1: Group or Classify rocks in terms of color, shape, and size.
Materials: The rocks they have collected from home.
Learning target: I can classify rocks in terms of color, shape and size.

I DO: Explain rocks can be sorted into groups based on their color, shape and size. (we also sort shapes
this way in math.)
YOU DO: Using the headings color, shape and size (and any additional ideas from yesterday), sort
individual rock collections. (If a student didnt bring in rocks, they can work with a partner.)

Wrap Up:
Did every rock fit into a category? Have students share examples and experience.
Can one rock fit more than one category? Have students share examples and experience.
How do we know if we put our rock in the right category? IF TIME.THINK PAIR SHARE, (Lead them to
this final idea.There can be more than one right answer in this activity, but as scientists use evidence
to support our claims.)

Day 9
Learning target: I can tell the difference between sand and soil.

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Subject/Course __Science/Math/ELA__ Grade(s) __1st___ Author(s) Carrie Casey Last updated___11/8/2016__ Quarter Taught _2_

Materials : sand , soil, petri dishes, magnifying glasses, microscopes, science notebooks.

I DO: Explain there are differences between sand and soil. Some of these differences can be seen
with your eye, more differences can be seen with a magnifying glass and even more with a
microscope.

YOU DO: Students observe sand and soil with their eyes, a magnifying glass and a microscope.

We DO: Discuss the differences using a double bubble.

Day 10
I DO;: review the differences from yesterdays double bubble chart. Tell them now we are going to
observe them as we add water.

YOU DO; :
Observe the two substrates with water and discuss how the react differently with water , using their
eyes, magnifying glass and microscope.

WE DO; add to the double bubble chart

Day 11

I DO: review the double bubble chart

YOU DO: Do a think-pair-share to brainstorm what happened when water was added.

WE DO: Discuss why reacted diff. With water and lead them to the word humus or organic material in
the soil.

Day 12
WE DO: Discuss which substrate would be best for planting

YOU DO: Record reasons for their choice of substrate for planting in their notebooks.

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Subject/Course __Science/Math/ELA__ Grade(s) __1st___ Author(s) Carrie Casey Last updated___11/8/2016__ Quarter Taught _2_

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)