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Science - 2nd Grade
Standard 2 Objective 1
In this lesson, students access their prior knowledge of sorting with a card sort and a book before being asked to apply their understanding of sorting to rocks. This will help students understand the concepts of hardness, texture, layering, and particle size as they relate to rocks.
Daves Down-to-Earth Rock Shop, by Stuart J. Murphy; ISBN 0064467295
Lets Go Rock Collecting, by Roma Gans; ISBN 0064451704
Rocks and Minerals, by DK Publishing; ISBN 0789497604
Smithsonian Handbooks: Rocks & Minerals, by Chris Pellant; ISBN 0789491060
Children are excited to learn about rocks, especially when the learning is hands-on! Take this opportunity to have students collect and bring in rocks. The lessons will be more engaging if the students have been responsible for collecting the rocks.
In this lesson, students access their prior knowledge of sorting with a card sort and a book before being asked to apply their understanding of sorting to rocks. This will help the students prepare to think critically and remind them that there are many different ways to sort the same set of objects.
To be successful, the students will need to understand the concepts of hardness, texture, layering, and particle size as they relate to rocks. The literature shared in this lesson, and the rock adjective game will both help to facilitate this understanding.
1. Demonstrate a positive learning attitude.
5. Understand and use basic concepts and skills.
Invitation to Learn
The teacher gives each student or team of students a deck of cards. Students are invited to sort their cards. Once finished they are asked to share with the class how they have sorted their cards. The teacher emphasizes that there are many different ways to sort the cards correctly.
Curriculum Extensions/Adaptations/ Integration
Hänze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction. 17(1), 29-41.
Researchers compared student achievement in classrooms with cooperative learning instruction and traditional direct instruction. The method of instruction was found to interact with students self- concept; students with low academic self-concept profited more from cooperative learning instruction than from direct instruction because they experienced a feeling of greater competency.
Mintz. E. & Calhoun, J. (2004). Project Notebook: Science notebooks emerge. Science and Children. 42(3), 30-34.
Teachers from South Carolina, attempting to meet the needs of their diverse student population, create a program implementing science notebooks. They believed that science could be used as a vehicle for increasing student achievement across the curriculum. Science notebooks, used in conjunction with an inquiry-based science curriculum, emerged as the natural vehicle for helping to create an effective science program.