Transcript pebbles, sand, and silt

PEBBLES, SAND, AND SILT
BACKGROUND
• Observing rocks and beginning to sort
them into groups are the initial steps
for students to take in the role of
geologists.
• Observing is a fundamental process in
geology.
Pebbles, Sand, and Silt
Summative Assessment
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Investigation 1: First Rocks
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5.
Three Rocks
Washing Three Rocks
First Sorting
Sorting Games
Start a Rock Collection
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Part 1: Three Rocks
• Focus questions
How are rocks different?
What happens when rocks rub together?
Pebbles, Sand, and Silt
Part 1: Three Rocks
• Vocabulary
– Rock
– Dust
– Geologist
• Respond to focus question
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Part 2: Washing Three Rocks
• Focus question
What happens when rocks are washed?
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Part 2: Washing Three Rocks
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Part 2: Washing Three Rocks
• Find a Rock
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ROCK NAMES
• Basalt is the gray, smooth
rock. It was once the hot liquid
lava that came out of a
volcano.
• Tuff is the light, soft rock. It has
ash in it from the fires of the
volcano.
• Scoria is the reddish bubbly
rock. It was once the bubbly
top of the lava.
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Part 2: Washing Three Rocks
• Vocabulary
– Basalt
– Tuff
– Scoria
• Respond to focus question
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Part 3: First Sorting
• Focus question
How are some rocks the same?
Pebbles, Sand, and Silt
Pebbles, Sand, and Silt
Part 3: First Sorting
• Vocabulary
– Rough
– Smooth
– Pointed
– Large
– Small
– Crystal
– Dull
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Part 4: Sorting Games
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Pebbles, Sand, and Silt
Pebbles, Sand, and Silt
Concept Development
• Vocabulary
– Any new descriptive words
• Respond to focus question
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Part 5: Start a Rock Collection
• Focus question
What rocks can we find around us?
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Part 5: Start a Rock Collection
• If you wanted to find some rocks to
collect, where would you look?
Where to Look for Rocks
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FOSS Science Stories
Exploring Rocks
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EXTENSIONS
• Language Arts
– Geologist Tool Kits
• Math Problem A
• Math Problem B
• Art
– Make rock people or
pets
• Games
– Rock checkers
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Investigation 2: River Rocks
1.
2.
3.
4.
Screening River Rocks
River Rocks by Size
Sand and Silt
Exploring Clay
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Investigation 2: River Rocks
• Background
– The solid, liquid, and gaseous materials that
make up Earth and its atmosphere are know
collectively as earth materials.
– Rock that has broken away from the
continuos layer of bedrock is found in
particles that range from minuscule to the
gigantic.
– Geologists classify rock particles by size.
Pebbles, Sand, and Silt
Size Ranges Used by FOSS
• Clay - <0.004 mm
• Pebble - 4 - 64 mm
• Silt - 0.004 - 0.062 mm
• Cobble - 64 - 256 mm
• Sand - 0.062 - 2 mm
• Boulder - >256 mm
• Gravel - 2 - 4 mm
Pebbles, Sand, and Silt
Part 1: River Rocks
• Focus question
How can rocks by sorted by size?
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DISCUSS RESULTS
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Pebbles, Sand, and Silt
Concept Development
• Vocabulary
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Earth material
Screen
Separate
Size
Sand
Gravel
Pebble
• Respond to focus question
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Part 2: River Rocks by Size
• Focus question
How else can rocks be sorted by size?
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Part 2: River Rocks by Size
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Concept Development
• Vocabulary
– Cobbles
– Boulder
• Respond to focus question
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Part 3: Sand and Silt
• Look at the vials with sand
• Look at it carefully and describe how it looks,
feels, and sounds
• Place the sand on a paper plate to do your
observations
– Use a spoon to move sand around
• Plate shaking (5 minutes)
– Shake the plate gently back and forth on the table.
– Place a pinch of sand in the vial and use the hand
lenses to make observations.
Pebbles, Sand, and Silt
DISCUSS OBSERVATIONS
• Describe what you noticed about the
sand.
– Are the sand particles all the same size?
– What do the sand particles look like?
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DISCUSS OBSERVATIONS
• What do you think might happen if you
mix sand and water?
• Use the paper plate as a funnel to put the
sand back in the vial.
• Fill the vial with water.
• Watch what happens to the water and
sand.
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QUESTIONS
• What happened to the water that was poured
on the sand?
• What happened to the sand?
– Place the cap on the vial and shake it.
– What happened to the water and sand after you
shook the vial?
• Is the water clear now?
– Why not?
• Let them settle overnight.
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DRAWING SHEETS
• Draw what you see on the vials (p. 8).
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Vials were set up earlier.
What do you see in the vials?
How many layers do you see?
Where is the sand?
What do you see on top of the sand?
• The layer of material on top of the sand is
called silt. Silt is a particle of rock much
smaller than sand. It’s the rock size that mud is
made of.
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SILT
• Label the layers in your drawings.
• The layers should be called: sand, silt,
and water.
• What should the space between the top of the
water and the vial cap be labeled?
• Feel the silt.
– Pour off the water in the vials into a 1/4 container.
– Carefully, touch the top layer of silt. Try to pull some
out and rub it between your fingers.
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CLEAN UP
Take vials to clean up area.
Add a little water, shake and dump
the sand/water in basin.
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Part 4: Exploring Clay
• Get a cube.
• Look at this new earth material.
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What is this material called?
What is special about this material?
What can you do with it?
What is happening to your hands as you work with
this material?
– What is the smallest size of rock we’ve worked so
far?
• Clay is made of pieces of rock even smaller than silt.
• The dust in your hands is actually dry clay particles.
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Part 4: Exploring Clay
• Pinch off a small piece of clay, about 1 cm.
• Predict what do you think will happen if you put
the small ball of clay in a vial with water.
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Put the small ball of clay in the vial.
Pout water into the vial almost to the top.
Watch what happens to the clay in water for a minute or two.
Cap the vial and shake it to see what happens.
• What is happening to the clay?
• Is the water changing?
– Let it sit overnight
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Part 4: Exploring Clay
• If dry, observe and squash the clay balls for a
few minutes.
• How can you get the clay soft and pliable
again?
– Put ball in a plastic cup and add a little
water.
• Set aside, let it sit for a while.
• Observe pre set vials.
– Compare to shook vials.
– Draw the clay vial and label layers.
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QUESTIONS
• What was the same in both vials?
• What was different in both vials?
• Look at the vial with the ball of clay.
– What do you see?
• Save the clay.
• Clean up.
• Extensions.
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Investigation 3: Using Rocks
1. Rocks in Use
2. Looking at Sandpaper
3. Sand Sculptures
4. Clay Beads
5. Making Bricks
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Part 1: Rocks in Use
Field trip.
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Part 2: Looking at Sandpaper
• Review sand
• Important sand use: sandpaper
• Pick up sandpaper
– Use the hand lenses to observe the
sandpaper.
– Rub fingers gently over the paper.
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Part 2: Looking at Sandpaper
• Vocabulary.
– Three textures.
• coarse - largest pieces
• medium - middle-sized pieces
• fine - smallest sand
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Part 2: Looking at Sandpaper
• Place white paper over the sandpaper
• Rub with the side of a pencil or crayon to
record the sandpaper texture
• Label the rubbings
• Identify sandpaper with the eyes closed
• Rub sandpaper together
– Share observations
• Clean up
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Part 3: Sand Sculptures
• Review the properties of sand.
• Sand matrix (make it the night before)
– Matrix is a material that holds articles of
material together
• Use two vials of sand and add one
spoonful of matrix on top of the sand on a
paper plate
• Mold sand mixture
• Allow sculptures to dry
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Part 4: Clay Beads
• Review properties of clay
– Stick together when is molded.
– It hardens when it dries.
– We will use these properties to make
beads, then string the beads into
necklaces.
Pebbles, Sand, and Silt
Part 4: Clay Beads
• Techniques
– Get a 3 cm ball of clay
– Smooth with water if it cracks.
– Use a pencil or straw to carve shapes and lines
on the clay.
– Poke with a piece of straw and let dry.
– Should dry in 1-2 days.
– Paint your creations when clay is dry.
– Use a piece of yarn to make necklaces.
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Part 5: Making Bricks
Extensions
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Inv 4: Soil Explorations
1. Homemade Soil
2. Soil Search
3. Studying Local Soil
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Part 1: Homemade Soil
• Look at new material
– Describe the appearance, feel, and smell of
the material
– Humus (HUW mus)
• It’s mostly plant material that has decayed or
rotted
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Part 1: Homemade Soil
• Making new earth material
– Recipe: 2 cups of sand, 1 cup of
gravel, 1 cup small pebbles
– Add humus to the mixing
• The name for the mixture we just made is
soil. Soil is a combination of earth
materials. Soil covers almost all of the
Earth’s land surface
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SEPARATING SOIL
• Place a sample of soil in a paper plate.
– Observe.
– Try to separate by hand.
– By shaking.
• Discuss observations.
• Use screens to separate soil.
– Where you able to separate the soil with the
screens?
– Where did the humus end up?
• How can you separate the humus?
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START SOIL AND WATER
INVESTIGATION
Set up your own investigation.
Pick up materials from station.
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DISCUSS RESULTS
Clean up
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Part 2: Soil Search
Field Trip
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Part 3: Studying Local Soil
Design an investigation.
Compare to the homemade soil.
Pebbles, Sand, and Silt
EXTENSIONS
Pebbles, Sand, and Silt