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The students will be able to sort rocks based upon color, hardness, texture, layering and particle size.
(P) When science investigation is done the way it was done before, we expect to get a very
(N) Sometimes people arent sure what will happen because they dont know everything that might be having an effect.
(C) In doing science, it is often helpful to work with a team and to share findings with others. All team members should reach their own individual conclusions, however, about what the findings mean.
Invitation to Learn:
Provide the students with either a rock or a picture of a rock, and have them write about that they see. This can either be done in a paragraph or as a list. Once students are finished writing, have them compare their information with the neighbor. This information can then be used as a bulletin board being displayed throughout the unit of study.
Ask students, What is sand? Give students the opportunity to look at sand through hand lenses and notice that sand is itty‐bitty rocks. Discuss some of the attributes that students know rocks have. Have some rocks on hand for students to look at.
Lesson and Activity Time Schedule
Activity Connected to Lesson:
Woods, Robin, (1994). "A close‐up look at how children learn science." Educational Leadership. Feb.1994, 33‐35.
Building on her desire to understand how children learn science, the author designed a science lesson that uses the Conceptual Change idea. It was that the students will revise their theories of the natural world once they see and learn new evidence based on their investigations.
Kirch, S. (2007). "Re/Production of science process skills and a scientific ethos in an early childhood classroom." Cultural Studies of Science Education 2, 785845. SpringerLink.
Kirch examines early elementary students' learning of and engagement in science process skills and the establishment of a scientific ethos in the classroom, including questioning, forming, and critiquing hypotheses and identifying evidence, abilities sometimes considered to be beyond the capabilities of young learners. Kirch concludes with an essay on concerns about students' understanding of their engagement in science processes and the significance of the scientific ethos they generate.