Lesson- Sand Investigation

Grade- Third
Time- 30-40 minutes
Date- 11/17/11

Goals/Objectives-
O $tudents will be able to identiIy what they know about sand prior to the lesson
O $tudents will be able to make observations during their investigation oI the sand
samples provided
O $tudents will be able to generate questions about sand based on their observations
O $tudents will be able to discuss what they have learned throughout the lesson
about sand
O $tudents will be able to discuss and work collaboratively in a small learning
group

$tandards-
O -12 Framework
o ore Idea: E$$1.: The History oI Planet Earth How do people
reconstruct and date events in Earths planetary history?
O enchmarks
o The Physical $etting: Processes that $hape the Earth, Grades 3-5, 4/E1,
4/E2

Materials and preparation-
O chart
O 4 copies oI chart
O Marker
O 2 diIIerent bags oI sand samples
O 4 magniIying glasses
O 4 worksheets Ior observations and questions- (see appendix Ior worksheet)
O One copy oI 'Gary`s $and Journal
O Pencils Ior each student
O 4 clipboards
O 2 pieces oI plain chart paper

lassroom arrangement and management issues-
O This lesson will take place in our regular classroom because the rest oI the class
will be at $tudy Island in the computer lab
O $tudents will sit at the team table that is directly in Iront oI the board so every
child is easily able to see the whiteboard
O I will assign the seats with the purpose oI creating pairs oI students with diIIering
abilities The desks will start out empty. AIter I explain the instructions Ior the
investigation I will pass out the clipboards and pencils so students are not
distracted by them while I tell them the instructions. I will then place a large piece
oI plain chart paper over the desks to prevent any sand Irom Ialling through the
cracks oI the desk as well as provide a clean surIace Ior the students to do their
investigation on. I will then pass out the magniIying glasses and then Iinally I will
pass out the two sand samples to each pair oI students.
O Management concerns include that students do not Iollow instructions that are
given. To anticipate this possible issue I will provide all instructions prior to
handing out any materials so students do not get distracted by the materials. In
addition I will post a chart with the instructions Ior the investigation on the board
so students can reIer back to them throughout the lesson.

Plan-
O Hook (5 minutes)
o I will ask students what they have been learning about in their science
class all quarter
o I will then ask iI they know how sand is related to this topic explain iI
they do not come up with the answer that sand is made up oI rocks and
minerals that have been broken down by natural processes
o This will segue into introducing the chart will remind students
what we use a chart Ior and remind them oI the instances in class
when we have used them such as during the Amish lesson and during
shared reading about schools around the world
o Have students share what they know about sand and I will record the
student responses under the ' column
O ody oI the esson (25 minutes)
o Investigation
Explain that today we will be doing an investigation oI sand using
two samples that I will give them
eIore I can hand out any oI the materials I will explain what they
are going to do
O As pairs they will work together to come up with 5
observations about their sand sample and record their
observations on the chart
AIter they have Iinished making their observations call the groups
together
Have each pair share their observations have each pair share one
observation then ask the next group to share one so it is going back
and Iorth
O Allow Ior students to discuss their observations allow the
other pair to chime in iI they have something to say, allow
Ior natural discussion to occur
O I will ask leading questions about the students`
observations that Iocus the observations on the speciIic
topics oI sand shape, size and color which will be discussed
later in the lesson
AIter we have shared the observations say 'Hmm, I deIinitely have
some questions about sand Irom these observations model one
question I have that is related to either sand shape, size or color
based on the observations discussed to show students the types oI
questions I am looking Ior. Then elicit questions Irom the students
and record their responses on the chart. Again, allow Ior
natural discussions to occur, do not shut down any relevant side
conversations that may occur, this natural discussion is important.
o #ead-Aloud oI Gary`s $and Journal
I will introduce the text non-Iiction text about a scientist named
Gary who studies sand
I will explain that as we have learned in literacy it is okay not to
read every page oI a non-Iiction text
I will read pages 6-13 (The $ize oI $and, The $hape oI $and and
the olor oI $and) to students
As I read I will pause whenever we come across an answer to one
oI our questions and put a check next to the question on our
chart
In addition, I will pause to clariIy any challenging words and
deIine them as we read the text
Again, I will allow Ior student comments and discussion to occur
as the read aloud occurs however, I will make sure to get students
back on track iI the discussions and comments get oII topic
O losure (5-10 minutes)
o AIter completing read aloud go back to the questions on and see iI
we have addressed all oI the questions we wanted answered
Have students discuss what they have learned about sand through
this lesson and I will record their response on the chart under
the ' column

Assessment oI the goals/objectives listed above-
O Assess students` ability to articulate what they know, what questions they have
about the topic and what they learned through examining the responses on the
chart and through their discussions throughout the lesson
O Assess students` ability to make observations by reading and listening to them
explain their observations

Anticipating students` responses and your possible responses-
O Management issues- I do not anticipate any major management issues with the
group that has been selected as they all are students who are hard workers and do
not oIten get oII task easily. However, to counteract any issues I will try to make
my directions clear and articulate my expectations
O #esponse to content- II students do not seem to be Iocusing their observations on
some oI the topics that will be discussed during the read-aloud (shape, size and
color), I will during the sharing oI their observations use leading questions based
on their observations.
Accommodations-
O For students who may Iind the material too challenging- $ince this is a small
group setting I will be able to go around to the two pairs and scaIIold and support
any students who are struggling with the task
O For students who Iinish early- II one pair Iinishes their observations beIore
another pair, I will encourage them to make more observations as we wait Ior the
other pair to complete their 5 observations








































Appendix-

Name:
Date:

Sand Investigation Jbservations

1)

2)

3)

4)