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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE
approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework
Unit Four Organizer: A Pebble in My Pocket
(6weeks)
OVERVIEW Students in the early childhood classroom thrive on exploration. In this unit students are able to look at soil samples, different types of
rocks, and other materials that can be found on the Earth’s surface. Talking about how boulders turn to rocks, rocks to pebbles, and so on, allows
students to see how soil has many stories to tell. Students should be able to use all their senses (except taste) to compare and contrast rocks and soils
all around them.
STANDARDS ADDRESSED IN THIS UNIT
Focus Standards:
SKE2: Students will describe the physical attributes of rocks and soil.
a. Use senses to observe and group rocks by physical attributes such as large and small, heavy and light, rough and smooth, and dark and light.
b. Use senses to observe soil by physical attributes such as smell, texture, color, particle and grain size.
c. Recognize Earth materials like rocks, soils, water, air, etc.
KCS1: Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their
own efforts to understand how the world works.
a. Raise questions about the world around you and be willing to seek answers to some of the questions by making observations (using the 5
senses - except taste) and trying things out.
SKCS3: Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.
STANDARDS ADDRESSED IN THIS UNIT
Supporting Standards:
ELAKR1. The student demonstrates knowledge of concepts of print. The student:
a. Recognizes that print and pictures can inform, entertain, and persuade.
b. Demonstrates that print has meaning and represents spoken language in written form.
ELAKR5. The student acquires and uses grade-level words to communicate effectively. The student
a. Listens to a variety of texts and uses new vocabulary in oral language.
ELAKR6. The student gains meaning from orally presented text. The student
a. Listens to a variety of literary and informational texts and materials to gain knowledge and for pleasure.
ELAKW1. The students begin to understand the principle of writing.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Kindergarten Rocks & Soils
June 1, 2008 Page 1 of 6
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
LITERATURE SELECTIONS:
Source of Recommendation
School Library Journal
NSTA Recommends
NSTA Recommends
NSTA Recommends
GYSTC
Title
Let’s Go Rock Collecting
Rocks
Science Matter Series: Rocks
Rock Cycle
Soil: A Hands On, Minds On Approach
Author
Roma Gans
Sally Walker
Melanie Ostopowich
Melanie Ostopowich
T.S. Denison
ISBN
0064451704
0-82255-947-1
1-59036-252-7
1-59036-253-5
1-56822-945-3
ENDURING UNDERSTANDINGS
Rocks come in many shapes, sizes and colors
Rocks can be boulders, rocks, pebbles and grains of sand
Soils come in many colors and textures
Students can use their senses to sort rocks and soils based on physical attributes
ESSENTIAL QUESTIONS:
What kinds of natural items make up the surface of the Earth?
How are rocks different from one another? How are they alike?
How do soils differ from one another? How are they the same?
MISCONCEPTIONS
Rocks never change.
PROPER CONCEPTIONS
Rocks can be changed naturally by water or weather.
All rocks are made of the same thing.
There are different kinds of rocks often varying by location.
All soil is the same.
Soil has observable differences such as color and texture.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Kindergarten Rocks & Soils
June 1, 2008 Page 2 of 6
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
CONCEPTS:
Rocks occur in many different
sizes, shapes, colors, textures,
and weights.
Soils can be sorted according to
physical attributes.
Rocks, soils, water, and air are
some of the natural materials that
make up the surface of the Earth.
KNOW AND DO
Use senses to observe and
group rocks by physical
attributes such as large and
small, heavy and light,
rough and smooth, and dark
and light.
Use senses to observe soil
by physical attributes such
as smell, texture, color,
particle and grain size.
Recognize Earth materials
like rocks, soils, water, air,
etc.
LANGUAGE
rocks, senses, large, small,
heavy, light,
rough, smooth, dark
soil, smell, color, particle, grain
rocks, soils, water, air
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Kindergarten Rocks & Soils
June 1, 2008 Page 3 of 6
Copyright 2008 © All Rights Reserved
EVIDENCE OF LEARNING
Rock collection with descriptive
words on sentence strips
Soil sample collection or
photographs with descriptive
word list
Identify pictures of earth
materials taken on a school yard
tour.
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GRASP
Culminating Activity:
GRASPS
Goal: Share information about different kinds of rocks and soils by setting up a display in your school or online.
Role: Curator of Display
Audience: Parents or other kindergarten classes
Scenario: After completing the study of rocks and soils, students can set up a display in the school or on the school/class webpage to show different
types of soils and rocks. Each soil or rock should be accompanied by three words that describe it in terms as described in the elements of the standard.
The display can consist in person of actual samples or of printed digital photos. Online the display would obviously consist of photos and the written
descriptions. Plan the display so that it is ready for an open house, PTA, or conference day so that parents may see it. Invite other kindergarten classes
to see the display and add to it if they wish.
Product: Display of Rocks and Soils in school and/or online.
TASK
Lesson Title: What on Earth?
Essential Question: What kinds of natural items make up the surface of the Earth?
Teacher Instructions: Take students on a walk through the school yard. Prepare ahead of time by walking the route and scouting out the natural items
you want students to notice. The goal of the task is to help students master element SKE2c “Recognize Earth materials like rocks, soils, water, air,
etc.” If there is a natural water source on the school grounds, make sure to include it on your walk (at a safe distance.) This could even include a
puddle after it rains. Prepare the students before they start the walk by asking “What makes up the Earth?” Allow them to express their ideas, and then
tell them you will be looking for evidence or proof on your walk.
Assessment: Mastering this element should include the ability to point to photographs or real sample of rocks, soil, and water in nature.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Kindergarten Rocks & Soils
June 1, 2008 Page 4 of 6
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
Enrichment/Extension/Homework: Students may be given a homework assignment of taking a parent or sibling on a similar “Earth materials tour” in
their backyard or a park
TASK
Lesson Title: Getting Dirty
Essential Question: How do soils differ from one another? How are they the same?
Teacher Instructions: Gather different samples of soil. One of the easiest ways to do this would be to have a sample of sand, potting soil, and some
soil taken from your backyard or schoolyard. About a table spoon of soil per student should be sufficient.
Assessment: Students examine the soil for smell, texture, color, particle and grain size. Assessment should indicate the ability to describe soil verbally
using at least two of these characteristics. The teacher may wish to use chart paper to include comments from students regarding the characteristics of
the soil samples.
Enrichment/Extension/Homework: For homework, students could bring in a snack size plastic bag in containing soil from their homes to compare to
the samples in the classroom.
TASK
Lesson Title: Find a Rock!
Essential Question: How are rocks different from one another? How are they alike?
Teacher Instructions: Read “Let’s Go Rock Collecting” or an excerpt from it to your class. Discuss what kind of collections the students or their
parents may have. Tell them that the class is going to collect rocks. Give each student a snack size plastic bag – about half the size of a sandwich bag.
Ask them to find a rock that will fit inside the bag and allow the bag to seal. (This is a safety measure that will prevent having rocks larger than you
want in the classroom.) You may do this as an excursion on the school grounds and have the students bring their rocks back in the classroom. Another
option is to have students take digital photographs of rocks if cameras are available. If there is just one camera, the teacher can take the photos while
the kids concentrate on finding the rocks. Back in the classroom have the students write a word on paper strips that describe their rock. Then have
students meet in small groups – two to three students. They should compare their rocks or pictures of their rocks and try to get ideas for another word
to describe their rock. Display the rock words and pictures on a bulletin board.
Enrichment/Extension/Homework: If you prefer, you may assign finding a rock as homework. (Consider the safety of students having rocks on the
bus. Use the small plastic bags to keep the rock size small.) For enrichment, work with the media specialist to display rocks and descriptive words in
the media center to create a “rock museum”.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Kindergarten Rocks & Soils
June 1, 2008 Page 5 of 6
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
TEACHER RESOURCES
Additional Children’s Literature:
Everybody Needs a Rock, by Byrd Baylor, Aladdin Books, ISBN 0689710518
Magic School Bus: Inside the Earth, by Cole and Degen, ISBN 0-590-40760-0
If You Find a Rock, by Peggy Christian, Harcourt, ISBN 0152393390
Web Resources:
http://www.amnh.org/ology/index.php?channel=earth
www.rocksforkids.com
www.gamineral.org
Additional Teacher Resources:
Hands on Projects About Rocks, Minerals, and Fossils by Krista West, Rosin Publishing, ISBN 0-8239-5843-6
Integrating Science and Literacy Instruction: A Framework for Bridging the Gap, Gene Freeman and Vickie Taylor: ISBN 1-578-86403-8
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Kindergarten Rocks & Soils
June 1, 2008 Page 6 of 6
Copyright 2008 © All Rights Reserved