Can you use your senses of sight and touch to examine different grades of sandpaper? Which is the most fine? Which is the most coarse?

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1 Can you use your senses of sight and touch to examine different grades of sandpaper? Which is the most fine? Which is the most coarse? Use a strategy to put your 6 sandpaper samples in a sequence from most fine to most coarse. Demonstrate your sequence by drawing the different sandpapers in the 6 boxes. Also, based on the discussions and activities we have had in our classroom this month, draw 4 ways people or wildlife use sand. 1 of 17

2 Suggested Grade Span K 2 Task Can you use your senses of sight and touch to examine different grades of sandpaper? Which is the most fine? Which is the most coarse? Use a strategy to put your 6 sandpaper samples in a sequence from most fine to most coarse. Demonstrate your sequence by drawing the different sandpapers in the 6 boxes. Also, based on the discussions and activities we have had in our classroom this month, draw 4 ways people or wildlife use sand. Big Ideas and Unifying Concepts Cause and effect Order and organization Patterns Systems Physical Science Concept Properties of matter Life Science Concepts Evolution, diversity and adaptations Populations and ecosystems Earth and Space Science Concepts Earth structure and system Natural resource management Design and Technology Concept Use of tools 2 of 17

3 Mathematics Concepts Compare and contrast Data collection, organization and analysis Sequencing and ordering Time Required for the Task Approximately two 45-minute blocks on two consecutive days. Context This unit of study is a continuation of a previous unit exploring sand ("Rick Soil or Poor Soil") and another exploring Australia's habitats. It is also based on my observations of children making connections to the everyday uses of sand. My first graders had investigated the use of sand on winter roads, used sand timers in the classroom for mathematical connections, and learned how the life cycles of turtles and crocodiles involved sand in their environment. Sand art was used for depicting certain habitats in Australia. After this investigation on sandpaper textures, the children will investigate how to make their own sandpaper, using coral sand. What the Task Accomplishes This investigation demonstrates how first graders apply their skills in comparing the sizes and textures of sand and sandpaper. They use their observational and tactile senses to test the sandpaper by scratching it with their fingers, pencils or nails. Students can use hand lenses to explore the textures and patterns. They can also use their sense of hearing to describe to each other the different sounds as they test the sandpaper samples. By choosing and using different textures of sandpaper on wood scraps, the children observe cause-effect reactions (friction, energy, use of tools) applied to a solid surface. Through these sandpaper activities, the children begin to make connections about how many different ways sand, a natural resource, is used in our daily lives. How the Student Will Investigate I provided cooperative groups (of three and four children) with plastic bags containing six pieces of different textures of sandpaper. I included another mathematical component by asking students to cut the samples of sandpaper as equally as they could. The children were asked to sort and sequence the sandpaper from finest to coarsest. During the investigation, I dialogued with them about observing the size of the grains and the sounds generated by scratching. I also introduced vocabulary like smoothest, roughest, finest, coarsest. After the samples were glued to a recording sheet, the children were asked to label their sandpaper sequence, and indicate which sample they felt was the smoothest and which was 3 of 17

4 the coarsest. They were then provided with a second recording sheet with six rectangles on it and asked to demonstrate in a drawing the degree of coarseness or fineness based on their actual tactile sampling of each of the six pieces of sandpaper. This helped to reinforce concepts and to see patterns in the samples. Based on discussions and investigations we had done during the month that involved sand, I added a third component to this recording sheet by asking the children to make four drawings to demonstrate real-life connections. I was looking for connections with wildlife habitats and how people used sand during the year in their daily environment. Interdisciplinary Links and Extensions Science Extended investigations might include having the children make their own sandpaper to explore the concept of friction. Students could investigate erosion how sand acts as an agent of erosion, along with wind and water, to wear down rocks and land; and how sand is eroded and re-deposited by water and wind to change the land. In late spring, the children could investigate sand and water by creating sturdy sand structures. Social Studies Investigate states, countries or continents that have large desert areas. Study how people/cultures, plants and wildlife have adapted to this type of habitat. Research regions of the earth, like the Grand Canyon. Have the children layer colored sand in a clear container to show how the layers of the earth might look after erosion. Language Arts There is a beautifully illustrated series of books by Jane Yolen that portray a variety of habitats. I used her book, Welcome to the Sea of Sand, to introduce our discussions about sandy habitats. This is also an excellent resource to integrate poetry and science. Another resource is a Scholastic big book called The Changing Land, which illustrates many ways that water shapes sand and other landforms. Drama/Music/Art Use sandpaper and wooden block scraps with rhythm sticks to create rhythmic backgrounds for songs or performance poetry about sand. Incorporate guided imagery and movement to demonstrate the life cycle of a sea turtle, crocodile, prairie dog, desert tortoise, scorpion or elf owl. (What is the difference in how the mother takes care of her young in each example?) Sand paintings and geometric designs using sand are also nice extensions. Mathematics Cooperative groups could investigate the principles behind sand timers by using sand of different textures and funnels of different sizes. The groups could then use a clock or stopwatch to find differences in these timers and then to discuss what adding more or less sand would do to change the times. 4 of 17

5 Teaching Tips and Guiding Questions It is critical to frequently ask open-ended questions and to dialogue with all levels of learners to really understand their thinking process and strategies. Some of the questions I asked during this investigation and during the sanding of the wooden scraps were: Which sandpaper feels the smoothest? the roughest? How are the grains of sand similar or different? How are the grains of sand similar to or different from the bag of coral sand we investigated? Rub your fingernail on the sandpaper, or rub a nail, pencil or other objects from the classroom. Describe the sounds you hear to your partner. When you used the sandpaper, how did the wood change? (Students might notice heat, from friction, as well as smoothness.) How is a nail file or emery board like sandpaper in the way it is used? Did you notice anything left over from the sanding? What do you think caused the sawdust? Why do you think it is called sawdust? Why would the amount of sawdust increase or decrease? Where would I find sawdust in a home or in our town? (There is a lumber mill nearby our school.) Do you know any ways that sawdust is used? How did the amount of energy or the coarseness of sandpaper affect your job of sanding? How does our music teacher use sand in some way? Which texture of sand would be similar to our three-minute sand timers? Which grain size would make a slower or faster timer? How do the sea turtles use sand in their life cycle? What other wildlife have we learned about that has used sand? (crocodiles, burrowing owl, crabs) Concepts to be Assessed (Unifying concepts/big ideas and science concepts to be assessed using the Exemplars Science Rubric under the criterion: Science Concepts and Related Content) Physical Science Properties of Matter: Students observe physical properties and characteristics of solid particles. Students use the terms or explain the concepts of fineness/coarseness, large/small, texture, grain size and sequence appropriately and describe cause-effect relationships with some justification, using data and prior knowledge. Design Technology Use of Tools: Students use tools to shape materials and cause changes in materials. Scientific Method: Students observe and explain reactions (by scratching the sandpaper and sanding wood) when variables are controlled (cause and effect). 5 of 17

6 Earth Science Earth Structure and System; Natural Resource Management: Students explore sand as an earth material and natural resource having physical and chemical properties. Life Science Populations and Ecosystems; Evolution, Diversity and Adaptations: Students explore sand as an integral part of the environment for many organisms and begin to understand how an organism s characteristics and behaviors are related to the nature of its environment. Mathematics: Students identify trends and patterns and sequence and analyze data. Skills to be Developed (Science process skills to be assessed using the Exemplars Science Rubric under the criteria: Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data) Scientific Method: Observing and comparing textures, sizes, sounds, and patterns using several senses; manipulating tools (sandpaper, wood blocks, sand timers, hand lenses); drawing conclusions for sequencing; communicating findings orally and in writing; and raising new questions. Other Science Standards and Concepts Addressed Scientific Method: Students describe, predict, investigate and explain phenomena. Students control variables. Scientific Theory: Students look for evidence that explains why things happen and modify explanations when new observations are made. Physical Science Properties of Matter: Students describe and sort objects and materials according to observations of similarities and differences of physical properties. Physical Science Forces and Motion: Students apply forces (friction) to objects and observe the effects on objects. Life Science Populations and Ecosystems; Evolution, Diversity and Adaptations: Students observe that an organism s characteristics and behaviors are related to the nature of its environment. Students describe and group animals by what they eat and where they live. Students understand that plants and animals adapt to their environments for survival. Earth Science Earth Structure and System: Students observe that earth materials are solids (rocks and soils), liquid (water) and gases and that these materials have physical and chemical properties and are useful in different ways. 6 of 17

7 The Designed World: Students understand that tools extend the ability of people (to make things, to move things, to shape materials). Mathematics: Students understand and apply strategies to sequence data, identify patterns and analyze data. Suggested Materials In advance of this inquiry activity, purchase at least five different levels of sandpaper from extrafine to extra-coarse. Cut large squares of the samples and put them in clear plastic bags for cooperative groups of three to four children. Save a variety of sheets of sandpaper for the children to use later for their wood block investigation (friction). Pencils, nails, and different objects in the classroom can be used to scratch the sandpaper. (Note: Sandpaper can hurt little fingers!) Groups will need scissors for cutting the sandpaper into equal parts, wood-block scraps for sanding (search for free donations), and recording sheets for sequencing their sandpaper samples from corsest to finest.. Provide a second recording sheet, or use the back of the first sheet, and ask students to make real-life connections by making four drawings of how people and wildlife use sand. You may want to save the drawings for the second day, so there is enough time to discuss students' sandpaper-ordering strategies, and use of the sandpaper for more (cause-effect) explorations with the wooden blocks. For an extension activity, purchase coral sand (from a pet store, because it is more uniform in size than sand from a hardware store) and have students make their own sandpaper. Possible Solutions The first recording sheet demonstrated the ordering of the actual sandpaper samples, which students were asked to glue onto the sheet in a logical sequence. The children used numbers from one to six to label their sequence of textures (from finest to coarsest). The children then drew the different textures of the sandpapers, from finest to coarsest, in the six boxes on the sheet. On the back of this recording sheet, the children demonstrated their understanding of how sand is used by people and wildlife in their environment. Only student samples for the second two parts of the inquiry task are included. Comments are made on how students complete the first part of the task, arranging the sandpaper. Task-Specific Assessment Notes Novice Part #1: The student is unable to use a strategy that organizes the sandpaper samples into any logical sequence. The student had the #1 choice correct (of finest), but had #5 and #6 choices (the 7 of 17

8 coarsest samples) labeled as #2 and #3. The next smoothest sample for #2 was labeled #6 as the coarsest. Having six samples is too complex for this student. S/he should go back and begin with two samples, add one more, add one more, etc., to build on understandings. Part #2 and #3: The drawing representing the sandpaper also illustrates no logical sequence of sandpaper textures. For example, the dots representing sand grains do not become lighter and smaller as the sandpaper becomes finer. The student shows some evidence of connecting activities of people to sand with a very personal example (play) but has difficulty with more generalized people, plant and/or wildlife examples. Even conferencing with the teacher does not help the student to connect to prior activities. Apprentice Part #1: The student is able to use a strategy to put the original sandpaper textures into a correct sequence but is unable to represent this sequentially through the six drawings. This is evidence that the student may need more concrete examples before moving to abstract representations. Part #2 and #3: Although the student was able to put the original sandpaper textures in a correct sequence, s/he was unable to represent this sequence clearly through the six drawings. Texture #1 and #6 are logical but the others show little distinctions between them. Sand grain patterns are not depicted in drawings, which suggests a lack of observation skills. The representational drawings of four different ways wildlife or people use sand are partially inaccurate. Student responses ( The duck is in the sand. The person is in the sand. The baby dog rolls in the sand. "The flowers grow in the sand. ) demonstrate a lack of any connection to our good/bad soil experiments, to our investigations of turtles and crocodiles using sand to cover their eggs, or to crabs camouflaged in the sand waiting for prey. Practitioner Part #1: This student demonstrates a successful strategy for putting the sandpaper textures into a logical sequence from finest to coarsest. Part #2 and #3: The series of drawings also illustrate a logical sequence from finest to coarsest. Sand grain patterns are depicted in the drawings. The drawings of sand that relate to people or wildlife demonstrate evidence of connecting and using prior knowledge. (For example, students may cite a classroom activity that uses threeminute sand timers, personal experiences such as playing with sand in the playground area or making sand castles on the beach, or reading a book about how some ant populations make sand tunnels above the ground.) 8 of 17

9 Expert Part #1: The student demonstrates a correct sequence from finest to coarsest and also wrote the labels, smoothest and coarsest appropriately. Part #2 and Part #3: The drawing sequence is accurate for the sequence of sand textures from finest to coarsest. Sand grain patterns are depicted in the drawings. I chose this student for the Expert level, because s/he relates the uses of sand to what we had discussed in our Australia theme or by going outdoors to see the effects of sand. This student uses sand castles from our wet/dry sand experiments and pictures in the sand from the variety of sand I brought in for tactile sand art. The real-life extension (car example/ friction) relates to when cars needed sand on the icy roads (which we went outside to actually observe on a stormy day). This example also shows a cause-effect relationship. The sea turtles example showes a more specific use of sand (laying eggs and burying them in the sand from our Australia unit) as an aspect of the environment related to a life-cycle process. 9 of 17

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