FOSS Wood and Paper Unit Plan

Desired Results BVSD Standard(s)/Grade Level Expectations Kindergarten Science GLE 1-2 Objects can be sorted by physical properties, which can be observed and measured. Kindergarten Language Arts GLE 1-1. Communicate effectively while describing familiar people, places, things, and events. GLE 1-2. Engage effectively in collaborative discussions GLE 3-1. Plan, organize, write, and publish narratives GLE 4-1. Participate in shared research projects by recalling information from experiences and gathering information from sources to answer Unit Essential Questions 1. 2. 3. 4.

How can objects be described by their physical properties? In what ways can objects be identified?* How can objects belong to more than one group?* How do you decide which properties are most important when putting objects into groups?*

Students will know…     

Physical properties of objects can be observed, investigated, and described How to observe and describe properties of different objects (different types of wood and paper) Materials have uses based on their properties That some objects occur in nature; others have been made by people to solve problems. (FOSS) Resources are materials we get from the environment to meet our needs. (FOSS)

Students will be able to… a) Observe, investigate, and describe how objects can be sorted using their physical properties (for example: color, texture, size, shape, flexibility, temperature, patterns, sink or float (buoyancy) b) Explain why objects are sorted into categories c) Sort a set of objects based on their physical characteristics, and then explain their reasoning d) Identify similarities and differences of objects based on physical properties e) Share observations with others in a clear and precise manner. f) Conduct investigations safely in the classroom and outdoors. g) Describe the basic characteristics of wood and paper. h) Express questions, predictions, and data using words, pictures, and/or simple sentences in a science notebook. i) Use a combination of drawing, dictating, and writing to communicate their ideas

* From Kindergarten Science Curriculum Essentials

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Language Objectives                          

Describe wood samples and paper samples, and with prompting and support, provide details. Use the words “natural” and “processed” (man-made) to indicate the relationship between wood and paper. Use words and pictures to describe the properties of wood and paper. Use words and phrases acquired through discussions, reading, and being read to, and responding to texts. Identify Use comparative words such as, “faster” - “slower,” “hard” – “soft,” “fewer,” “smooth” – “rough,” when describing differences between types of wood and paper. Share a connection or prior experience that they have with wood, trees, and paper. Use words related to table of contents and keeping a science notebook (notebook, page, table of contents, glossary). From a list of words, choose ones that describe different kinds of wood and paper. Point to different types of wood and paper when prompted. Label objects using a word bank and pictures. Connect the words for wood and paper, etc. while they are touching/experiencing them. Use descriptive words to describe wood and paper. Use words and phrases acquired in science, both orally and in writing. Use visual cues (picture of equipment, wood, and paper) to describe science findings. Draw a picture to represent the words “wood” and “paper.” Contribute to a class discussion about wood and paper. Ask and answer questions and about wood or paper.* Make predictions based on prior knowledge. Express thoughts, feelings, and ideas clearly.* Confirm understanding of a text read aloud, information presented orally, or though other media, by asking and answering questions about key details and requesting clarification if something is not understood.* With prompting and support, describe the relationship between illustrations and the story in which they appear. With prompting and support, ask and answer questions about key details in the text. Complete a glossary entry. Complete sentence frames for answers to questions, predictions, and observations. Actively engage in group reading activities with purpose and understanding.*

Academic vocabulary Investigation 1 Absorb

Basswood

Claims

Different

Evidence

Fewer

Float

Glossary

Grain

2

Graph

Layer

More

Notebook

Observe

Particleboard

Pine

Plywood

Redwood

Record

Rough

Same

Sink

Smooth

Soak

Spread

Test

Table of Contents

Texture

Weight

Wood

Break

Change

Cornstarch

Glue

Laminated

Matrix

Mixture

Sand

Sandpaper

Sawdust

Screen

Shape

Shavings

Stripe

Strong

Waterlogged

Woodworker

Investigation 2

Investigation 3 Bead

Bend

Bumpy

Chipboard

Construction

Corner

Corrugated

Corrugated cardboard

Crease

Drop

Dropper

Facial tissue

Flat

Fold

Half

Kraft paper

Newsprint

Paper towel

Slick

Submerge

Tag board

Tear

Thick

Thin

Waxed

Wet

Investigation 3 Bead

Bend

Bumpy

Chipboard

Construction

Corner

Corrugated

Corrugated cardboard

Crease

Drop

Dropper

Facial tissue

Flat

Fold

Half

Kraft paper

Newsprint

Paper towel

Slick

Submerge

Tag board

Investigation 4 Across Dry Flour Pattern

Around Fiber Layer Pulp

Blot Flip Paper-mache Recycle

3

Roll Wheat paste

Screen

Stiff

Design

Shape

Investigation 5 construction

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Assessment Evidence Formative Assessments • Pre-assessments for Investigations • Science notebook entries • Informal observation and discussion • Checknotes

Materials and Resources Materials  Science notebooks for students  Large, class model science notebook  FOSS Wood and Paper Kit  Additional picture books related to trees, wood, and paper  Foss web

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FOSS Wood and Paper Unit Investigation 1 Wood Essential Questions 1. How can objects (wood) be described? 2. In what ways can objects (wood) be compared? Session Content Objectives 1 Introduction to the Unit Students will be able to:  Pre-assessment  Identify wood objects in classroom.

Language Objectives  Students will express ideas about why a selected object is wood.

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Getting Started – Part 1  Kit Inventory

Students will be able to:  Learn and use academic vocabulary to describe kit equipment.



Students will recognize the academic vocabulary introduced in the kit inventory and match it with the correct object or image.

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Getting Started – Part 2  Continue Kit Inventory  Set up science notebooks o Class o Individual student notebooks

Students will be able to:  Learn and use academic vocabulary to describe kit equipment.



Students will recognize the academic vocabulary introduced in the kit inventory and match it with the correct object or image. Students will use words related to a science notebook: table of contents, page, entry, and notebook. Students will set up a science notebook for observation and communication.

 

1.a

6

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Wood Samples  Continue Kit Inventory  Introduce wood samples  Introduce focus question  Introduce corresponding trees and ways wood samples are made  Model and help students complete an entry in their science notebooks

Students will be able to:  Ask questions.  Use senses to observe wood samples.  Observe different kinds of wood by their properties (e.g., size, shape, color, texture, weight, odor).  Identify similarities and differences of objects based on physical properties.  Recognize the trees each wood sample came from.

     



1.a

Students will learn and use academic vocabulary introduced in the kit inventory and match it with the correct object or image. Students will describe objects orally. Students will listen and share observations. Students will describe the properties of the wood samples orally. Students will make a science notebook entry using a combination of drawing and words to answer the focus question. Students will complete a sentence frame in the science notebook.

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5a

5b

6a

1.a

Wood Hunt  Continue Kit Inventory  Conduct activity where students locate similar wood samples  Discuss properties of wood samples

Story of a Chair  Continue Kit Inventory  Identify parts of the Science Stories Big Book  Read Aloud/Think Aloud about how a chair is made from wood Wood and Water  Continue Kit Inventory if necessary  Conduct a simple guided inquiry experiment to investigate the rate of water absorption on different wood samples  Discuss experiment results and ways materials were sorted

Students will be able to:  Learn and use academic vocabulary to describe kit equipment.  Use senses to observe wood samples.  Compare similarities and differences among wood samples using different properties. Students will be able to:  Learn and use academic vocabulary to describe kit equipment.  Transfer understanding to new contexts

  

  

Students will be able to:  Ask questions.  Conduct simple investigations.  Record observations.  Observe, investigate, and sort objects using their physical properties (color, size, texture, shape, etc.)  Sort a set of objects based on their physical characteristics and then explain how the objects are sorted.  Identify how wood (Materials, objects) can absorb or repel water

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

 



Students will communicate observations orally. Students will describe the properties of the wood samples orally. Students will listen and share observations with others.

Students will identify parts of the informational text, Science Stories: Wood and Paper. Students will use prior knowledge when listening to text. Students will use listening skills to learn new information. Students will learn and use academic vocabulary introduced in the kit inventory and match it with the correct object or image. Students will complete science notebook entries using drawings and/or words to answer the focus question. Students will record observations. Students will discuss the results of their investigations and how they sorted the wood samples. Students will make glossary entries.

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1.a

6b

Ends or Sides?  Conduct simple guided inquiry investigation to determine water absorption rate with different textures of wood

Students will be able to:   Ask questions and make predictions.  Compare how fast different kinds and textures of wood absorb water.   

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Sink and Float  Conduct simple guided inquiry investigation to determine which kinds of wood float (property) and how they sink

Students will be able to:   Ask questions and make predictions.  Identify which kinds of wood float.  Observe that some kinds of wood  sink more easily than others. 

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Sorting Shapes  Conduct activity where students sort shapes by a variety of properties.

Students will be able to:  Describe how they sorted objects.  Sort objects in different ways.

 

Students will complete science notebook entries using drawings and/or words to answer the focus question. Students will record observations. Students will make glossary entries. Students will discuss results and share observations. Students will complete science notebook entries using drawings and/or words to answer the focus question. Students will make glossary entries. Students will discuss results and share observations. Students will be share how they sorted objects orally. Students will complete science notebook entries using drawings and/or words to show how they sorted objects.

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FOSS Wood and Paper Investigation 1 Session 1: Pre-assessment Investigation 1 Set-up [30-35 minutes) Materials needed Papers to copy and cut Students will need Word/equipment cards 2 copies of “This is made of 1 label Label sheets wood.” label worksheet 1 piece of masking tape Roll of masking tape

1. Assessment information Assessment for kindergarten students is different than other grades. Formative assessment measures student progress, information about learning, and in this case, diagnostic information. Use the “This is Made of Wood” Assessment Sheets. Prepare enough pages to write information about each of your students. Since most of the assessments will be done as teacher observations, assessment can be done on an on-going basis. Checklists regarding content and scientific practices that include room for anecdotal notes are provided for you for each investigation. Determine which checklist would be most helpful as your students work on the various activities and investigations. 2. Introduction of unit Call your students to your meeting place. Explain to your students that they are beginning a new science unit. Tell them they will be learning about the properties of wood and paper. Today they will be looking for things in the classroom that are made of wood. Hold up a label and piece of tape. Tell your students that they are to do the following: a. Pick up a “This is made of wood.” label and a piece of masking tape. b. They will label something in the room made of wood. c. Then they will return to the meeting place. After all of the students have labeled objects, ask them one at a time to return to the labeled object, name the object, and discuss how they know that the object is made of wood. At this time, record on your assessment sheet whether the object is wood and anecdotal notes about the explanation.* Post these sentence frames, read them to your students, and ask students to repeat the sentences after you. Tell students that they can use these sentence frames to talk about their “wood” objects.

1.1

*The pre-assessment checknote is included in the copy masters of this lesson.

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This ______________ is made of wood. I know _______________ is made of wood because _________ .

Note: With the number of items no longer constructed of wood in newer classrooms, you might want to add wooden objects to your room for students to identify. Some suggestions include: wooden toys, wood-handled brooms, wooden spoons and spatulas, wooden bowls, wooden cutting boards, wooden hair and bath brushes, wooden rulers or yardsticks, wooden rolling pins, wooden trays and boxes.

1.1

*The pre-assessment checknote is included in the copy masters of this lesson.

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1.1.a

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Pre –Assessment Wood and Paper Investigation 1 Identifying Wood

Student Name

Identifies Explains wooden why object he/she knows it’s wood

Notes:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.   

1.1.b

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Pre –Assessment Wood and Paper Investigation 1 Identifying Wood

Student Name

Identifies Explains wooden why object he/she knows it’s wood

Notes:

17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32.  

1.1.c

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Wood and Paper Investigation 1 Session 2: Kit Inventory Materials needed Word/equipment cards (See Teacher masters or FOSS website)

Set-up [30-35 minutes] Papers to copy and cut Word cards

Students will need

1. Kit inventory for Investigation 1 It is recommended that students be introduced to only 5-6 items at a time. The kit inventory will need to take place for short periods of time over a period of days. Teachers will need to use their judgment to make sure their students are not overwhelmed by too many terms in one lesson. Call students to the meeting place. One at a time, hold up each item for the kit inventory. Ask students:  Where have you seen something like this before?  Does anyone know the word used for this item?  What do you think we are going to do in science with this item? Say the word for each item. Have students repeat the word after you. Say the word again. Hold up the word and the picture or actual item together. Say the word one more time. Do this for each item in the kit. Another option is to break up the word into syllables as you speak and have students repeat you. Place the words and pictures/items on the word wall. Equipment cards for these items can be found on the FOSS website under Teacher Resources for the Wood and Paper module. Introduce the wood sample word cards during the lesson where the samples are explored. It is best that these words be presented in the context of the lesson. Day 1 Basin Plastic bottle Container Plastic cup Tape Zip bag

1.2

Day 2 Redwood Pine Basswood Plywood Particleboard Poster

Day 3 Paper clip Paper plate Sponge Rubber band Dropper

Day 4 Tape dispenser Sticky notes

Day 5

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Wood and Paper Investigation 1 Session 3: Setting Up Science Notebooks Set-up [30-40 minutes] Materials needed Papers to copy and cut Students will need Word/equipment cards Student cover page Pencil Class notebook Table of contents* Glue Glossary words Science notebook Scaffolded documents: These can be distributed to students in various ways. You can use the more scaffolded documents at the beginning of the year or use various ones throughout the year depending on students’ reading/writing levels. Preparation Glue student cover pages to the fronts of the notebooks. Add individual names to the notebook covers if you choose to do so. Create a class science notebook. See Step 1 below. 1. Model and set up science notebooks Call students to the rug. Tell students, All scientists record or write down their thinking and observations to share with other people. When we do science, we, too, are scientists. We will use our science notebooks to record in pictures and words what we learn in science. Create a large class notebook to model science notebook procedures and entries with your students. The notebook can be made out of chart paper or butcher paper and hung from a ring stand, or, folded and stapled to resemble student notebooks. First, model how to write student names on the cover of their notebooks. Open the notebook and number the pages 1-5 at the bottom. 2. Set up student science notebooks Have students return to their desks/tables. Distribute notebooks to students. Either write student names on the notebook cover ahead of time, or, ask them to write their names on the front of their notebooks. Students should then number pages 1-5. 3. Science notebook entry: Table of Contents Bring students back to the rug. Explain the use of a “Table of Contents.” Glue the “Table of Contents” into the first or second page of the class science notebook. Model for students how to make an entry in the Table of Contents with the corresponding page number. The first entry will be the first glossary page that will be pasted on the last page of the notebook.

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Have students return to their tables. Distribute the “Table of Contents” sheets and have students glue the “Table of Contents” student sheet into their notebooks.

4. Science notebook entry: Glossary *if time allows, have students return once again to the rug. Otherwise, collect notebooks and proceed with the following steps during your next science class. This decision will most likely depend on the time of year that you are teaching this module. This time, turn your class science notebook upside down so that you can still read it from left to right. Tell students, Now, we are going to create a glossary in our science notebooks. Does anyone know what a glossary is? Listen to student ideas. Explain, It is in the back of some kinds of books. It is a place where important words are kept. You will put important science words in your glossary. You will copy the words and draw pictures to show what the words mean. First, model how to write page numbers starting from the back page towards the “front.” After every page number, put the letter G for Glossary. This system allows students to continue to add new vocabulary as the investigations proceed, but does not interfere with other work. (It also helps distinguish glossary pages from work pages). Ask students, Why would it be important to have a glossary in our notebooks? Listen to student ideas. Explain that we want to keep track of new words just like we do on the word wall. Have students return to their seats. Distribute student notebooks if this is a new session. Distribute the first “Glossary” sheet to students. Have students turn their notebooks upside down so that they are still reading it from left to right. Once again, if necessary, model this for students. Students glue the first “Glossary” student sheet into their notebook. Students then add the number 1G at the bottom of the page. They will add the numbers 2G, 3G, 4G, and 5G, workings towards the middle of their books. Have students find “Glossary” on the Table of Contents page and add the number, 1G. Together, have students copy the word “wood” on their glossary sheet and draw a picture for the word. If there is time, add another glossary page to their “Glossaries”. Collect student notebooks.

1.3

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1.3.a

Wood and Paper

Wood and Paper

Scientist:

Scientist:

___________________

___________________

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Table of Contents

Table of Contents

Entry

Entry

Glossary

pg. _____

Glossary

pg. _____

Finding Wood

pg. _____

Finding Wood

pg. _____

Where does wood come from?

pg. _____

Where does wood come from?

pg. _____

Water on Wood

pg. _____

Water on Wood

pg. _____

Ends or Sides?

pg. _____

Ends or Sides?

pg. _____

Sink and Float

pg. _____

Sink and Float

pg. _____

Sorting Wood

pg. _____

Sorting Wood

pg. _____

Sanding Wood

pg. _____

Sanding Wood

pg. _____

1.3.b

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1.3.c

Table of Contents

Table of Contents

Entry

Entry

Sawdust & Wood Shavings

pg. _____

Sawdust & Wood Shavings

pg. _____

Particleboard

pg. _____

Particleboard

pg. _____

Plywood

pg. _____

Plywood

pg. _____

Are you a scientist?

pg. _____

Are you a scientist?

pg. _____

Paper Hunt

pg. _____

Paper Hunt

pg. _____

Story of a Box

pg. _____

Story of a Box

pg. _____

Draw/Write

pg. _____

Draw/Write

pg. _____

Folding Paper

pg. _____

Folding Paper

pg. _____

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1.3.d

Table of Contents

Table of Contents

Entry

Entry

Wet Paper

pg. _____

Wet Paper

pg. _____

Paper Recycling

pg. _____

Paper Recycling

pg. _____

Land, Air, and Water

pg. _____

Land, Air, and Water

pg. _____

Paper–Mache Beads

pg. _____

Paper–Mache Beads

pg. _____

Construction

pg. _____

Construction

pg. ___

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Wood and Paper Glossary Entries Investigation 1 Inv.1.3 Draw a picture:

wood Copy the word:

1.3.e

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Wood and Paper Glossary Entries Investigation 1

Inv.1.4 Draw a picture:

observe Copy the word:

1.3.f

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Wood and Paper Glossary Entries Investigation 1 Inv.1.4

Draw a picture:

properties Copy the word:

1.3.g

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Wood and Paper Glossary Entries Investigation 1 Inv.1.4

Draw a picture:

shape Copy the word:

1.3.h

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Wood and Paper Glossary Entries Investigation 1

Inv.1.4

Draw a picture:

color Copy the word:

1.3.i

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Wood and Paper Glossary Entries Investigation 1

Inv.1.5a (Optional) Draw a picture:

same Copy the word:

1.3.j

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Wood and Paper Glossary Entries Investigation 1

Inv.1.5a (Optional)

Draw a picture:

different Copy the word:

1.3.k

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Wood and Paper Glossary Entries Investigation 1

Inv.1.6a

Draw a picture:

absorb Copy the word:

1.3.l

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Wood and Paper Glossary Entries Investigation 1

Inv.1.6a

Draw a picture:

bead Copy the word:

1.3.m

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Wood and Paper Glossary Entries Investigation 1

Inv.1.6a

Draw a picture:

spread Copy the word:

1.3.n

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Wood and Paper Glossary Entries Investigation 1 Inv.1.7 Draw a picture:

sink Copy the word:

1.3.o

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Wood and Paper Glossary Entries Investigation 1

Inv.1.7 Draw a picture:

float Copy the word:

1.3.p

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Glossary Draw a picture:

Copy the word:

Draw a picture:

Copy the word:

1.3.q

Kindergarten Blank Glossary

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FOSS Wood and Paper Investigation 1 Session 4: Wood Samples Materials needed Chart paper Class notebook 5 basins Basswood samples Particleboard samples Pine samples Plywood samples Redwood samples Tree posters Wood-production posters: particleboard, plywood Safety in the Classroom Poster Equipment cards for wood samples

Set-up (35-45 minutes) Papers to copy and cut Students will need 1.4Focus question: Notebook Where does wood Pencil come from? Crayons or markers 1.4 Sentence frame: Wood comes from _______ . Word cards: material, observe, properties texture, smell, pattern, size, weight, color Word cards (equipment cards) for wood samples: basswood, particleboard, pine, plywood, redwood

Most lessons in this unit allow for whole class instruction or for work at centers. Whole group instruction is recommended for this lesson.

1. Introduce “Observe” Gather students at the rug and explain that they are going to observe different kinds of wood. Ask students what it means to observe. Students will probably come up with “look at” if they haven’t had the word introduced yet in science this year. Answers might be more comprehensive if they have observed objects in other science units. Explain to the students that they will use their senses. They will look at, touch, and smell different objects. Create a word card for Observe. 2. Introduce “Material” Hold up a sample of wood. Ask students what it is. Most should know it is wood. Explain that wood is a type of material. Show students the word card, material. Ask students if they have ever heard the word before. Let students share the types of materials they know: what their clothing is made of, plastic, metal, etc.

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3. Getting wood samples Show students the basins with the wood samples in them. Set expectations for safe behavior during science class or at science centers. Explain to the students how you would like them to walk by the basins and take one wood sample from each basin. They should then return to their seats to explore the different kinds of wood. 4. Observing wood Students should be allowed some time to explore the wood samples. Visit students as they observe the wood samples. Focus their observations by asking questions such as:  How are these the same? How are they different?  Which sample feels the lightest?  Which sample feels heavy?  How does the wood smell?  Is the wood rough or smooth?  Where on the sample is the wood smooth? Are there any places the wood is rough?  What color is the wood? Are there different colors or are they all the same?  How do you think this piece of wood (particleboard) was made?  What do you notice about this piece of wood (plywood)?  What else do you notice about the wood? (Point out lines or patterns on the samples). 5. Sharing wood samples Have students bring their wood samples to the “rug.” Hold up a sample of redwood. Ask students for words that tell about or describe the wood sample. You might also want to provide sentence starters or frames to help your students describe the sample. • It looks ______________ . • It feels _______________ . • It smells ______________ . • I noticed ______________ . • The color is _____________ . Tell students that this kind of wood is called redwood. Ask students to hold up their samples and say “redwood” or “This is redwood.” Follow the above

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procedure for the other wood samples: pine, basswood, plywood, and particleboard. Show equipment cards or create word cards for each type of wood. If creating your own word cards, place a sample of each type of wood in a baggie and place on the word wall as each type of wood is introduced. 6. Where wood comes from Ask your students, Where do you think wood comes from? Students can share their answer with a neighbor. Ask students to hold up their pieces of redwood and then show them the redwood tree poster. Explain that redwood comes from the redwood tree. Follow the same procedure for pine and basswood. Ask students to hold up their samples of plywood. Tell them that there are no plywood trees. Show them the poster of how plywood is made. Point to each step as you explain the steps of how it is made. Ask students to look again at their plywood samples. Ask, What do you see? Have students next hold up their samples of particleboard. Explain that particleboard is made from scraps of wood and that scraps of wood are pieces of leftover wood. Ask students to look at their particleboard samples. Ask, What do you notice about your particleboard sample? Show the poster of how particleboard is made. Once again, point to each step as you explain how particleboard is made. Explain that the wood in particleboard and plywood comes from trees, too, but is changed by people. 7. Have students return their wood samples to the basins. 8. Ask students to open their notebooks to the first clean page. Have students glue the question at the top of the page, “Where does wood come from?” Ask students to draw a picture that answers the question. They can also add words. A sentence frame is also available to glue in the notebook and for students to use. Help students add the entry to the table of contents.

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Investigation 1 Session 4

1.4.a

Where does wood come from?

Where does wood come from?

Where does wood come from?

Where does wood come from?

Where does wood come from?

Where does wood come from?

Where does wood come from?

Where does wood come from?

Where does wood come from?

Where does wood come from?

Where does wood come from?

Where does wood come from?

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Inv.1.4 Sentence Frame Student Sheet

1.4.b

Wood comes from

Wood comes from

____________________________________.

____________________________________.

Wood comes from

Wood comes from

____________________________________.

____________________________________.

Wood comes from

Wood comes from

____________________________________.

____________________________________.

Wood comes from

Wood comes from

____________________________________.

____________________________________.

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Wood and Paper, Inv.1.4 Sentence Frames

It looks __________________.

It looks _________________.

It feels __________________.

It feels __________________.

It smells ________________.

It smells ________________.

I noticed ________________. I noticed ________________. The color is _____________. The color is _____________. It feels __________________.

It feels __________________.

It smells ________________.

It smells ________________.

I noticed ________________. I noticed ________________. The color is _____________. The color is _____________.

1.4.c

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FOSS Wood and Paper Investigation 1 Session 5a: Wood Hunt Materials needed 1 basin Basswood samples Particleboard samples Pine samples Plywood samples Redwood samples Inv.1Content checknote Whole Class Session

Set-up [20 minutes] Papers to copy and cut Word cards: same, different Inv.1 Content checknote

Students will need Notebook Pencil Crayons or markers

Preparation: Get six of each kind of wood sample. Place the samples around the room in obvious locations while students are not in the room. There should be one wood sample per student. Get six more of each kind of wood sample. Place them in a basin to distribute to students. There should be an equal amount of samples (kind and number) in this group to match the samples that are placed around the room. Make sure that you have one or two of each kind of wood sample for a back –up plan. Sometimes, samples are not found or there are mismatches. 1. The wood hunt Ask students to come to the rug. Explain that they will be going on a wood hunt. Tell them that you have placed wood samples around the room. You will each get a piece of wood. Then you will look around the room for a sample that is the same as yours. You will then return to the rug with both pieces. Provide each student with a wood sample. Have them look around the room to find a sample that matches. When a match is found, they should return to the rug. They can share their finds with a friend at the meeting area. Ask them to share how their samples are the same and how they are different. If anyone is without a match, show those students the extra samples they can choose from. Ask students: What does it means for an object to be the same? Then, ask: What does it mean for an object to be different? Add the word cards same and different to the word wall.

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Call out the names of each type of wood one kind at a time. Ask students to stand when they hear the name of the kind of wood they are holding. Ask for properties of that particular type of wood. Take notes on student progress of identifying properties of types of wood. Ask students to return wood samples to the basin one kind of wood at a time.

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FOSS Wood and Paper Investigation 1 Session 5 b: Wood Hunt Materials needed Big Book of Science Stories: Wood and Paper: The Story of a Chair Inv.1ContentChecknotes Student Science Stories (optional)

Papers to copy and cut Word Cards to review: wood, woodworker

Set-up: None Students will need

Whole Class Session 1. “Read Aloud-Think Aloud” session. Call students to the rug. Show students the FOSS Science Stories: Wood and Paper big book. Read the title to the group. Explain the parts and purpose of the informational text in this book. Tell students that informational text has pictures that help explain the writing in the book. Flip through and show the pictures to the students. Then explain that in science we “do” a lot of things to learn. One of them is to read to find out facts about things, like wood. Then show students the table of contents and explain it works just like the table of contents in their science notebooks. Tell students, Today we are reading “The Story of a Chair.” According to the Table of Contents it begins on page 3. What do you think it will be about? Remind students about when they looked for objects made out of wood in the classroom. Ask, What were some of the items we found that were made out of wood? Quickly review some of the items found. Ask once again, Where did the wood come from? Tell your students that you think this story will explain how a chair is made from wood. Review the story yourself before reading it aloud. You can use the think-aloud connections below or use your own connections to make it more personal. Pause to make predictions. Discuss the key points of the story and what the pictures tell you about making a chair. Reread the story if there is time. Think-Aloud Ideas p. 5 - I wonder what the lumberjack does after the tree is cut down.

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p. 6 - That truck is hauling a lot of trees out of the forest. I’ve seen trucks with logs on the roads in the mountains. p. 7 – The picture reminds me of when I’ve gone to Home Depot (or Lowe’s). They have a lumberyard there. I wonder how much wood is needed to build a chair. p. 8 – The woodworker is changing the wood. 2. Students can listen to the story at a center and use the student copies of the book. There they can add a new entry to their science notebooks adding the date and a drawing of their favorite part of the story. The story can be downloaded from the FOSS website (www.fossweb.com) a. Scroll down to and click on Grades K-2. b. Click on the Wood and Paper icon. c. Scroll down the left-side menu to Parents and Teacher Info and click. d. Click on Teacher Resources. e. Click on Audio Stories. f. Click on the chapter that you wish to use with your students. 3. iTunes U also has the audio version of the Wood and Paper Science Stories. To find the Wood and Paper chapters, copy and enter the URL https://itunes.apple.com/us/itunesu/foss-wood-paper-science-stories/id386667366 The audio book chapters are free.

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Wood and Paper Investigation 1 Session 6 a: Water on Wood Materials needed Class notebook Plastic cups Water Containers Turkey baster* Droppers Basswood samples Particleboard samples Pine samples Plywood samples Redwood samples Science practices checknote

Set-up [30+ minutes] Papers to copy and cut Students will need 1.6 Focus question: Notebook How fast does water Pencil soak into different Crayons or markers kinds of wood? Science practices checknote (Teacher Master)

Whole Class or Center If you decide to run this investigation as a center, send six students to the center at a time. Students will need to be supervised. Steps 1-3 should be introduced to the class before sending students to the center. Steps 8-9 should be done after all students have completed the center. See alternate directions below if you would like to do this as a center. Preparation: For each pair of students, provide a cup filled one-third full of water. Provide a dropper for each student. Keep sponges and paper towels on hand for clean up. For each student, place one of each of the 5 kinds of wood in a 0.5L container or zip bag. Have a pitcher of water available in case cups need refilling. 1. Wood sample review Call students to the rug. Review the wood samples. Ask how they can tell the samples apart. Explain that today they will find out what happens when they drop water onto the different kinds of wood. Write the focus question, “How does water soak into different woods?,” in the class science notebook. Ask students, What does it mean when water soaks in to something? Demonstrate with a sponge if necessary. Hold up the word card “soak.” Add the card to the word wall.

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Ask students, Do you think that when we place a drop of water on each of kind of wood that the drops will act the same way or will they act differently? Tally the answers in your class notebook under the question. 2. Dropper demonstration (optional) Use a turkey baster and a cup of water. a. Squeeze and hold the bulb using your thumb and first finger. b. Lower the tip of the baster into the cup of water. c. Release the bulb as you keep the tip under water. d. Lift the baster out of the water. Make sure you do not squeeze the bulb. e. Hold the baster up over the cup and gently squeeze the bulb creating drops of water. f. Repeat the procedure. 3. Model worksheet Distribute the investigation worksheet to the students. Explain that everyone will first get two pieces of wood, redwood and particleboard. They will first place two drops of water on a long side of the redwood sample. Show students the long side. Explain that they will put an X in the box that shows what happens to the drops of water. Explain each of the columns. 4. Water drop investigation Distribute the materials to the teams. Make sure that the cup of water is the last item to avoid any problems. After students put drops of water on the redwood and particleboard and record their findings, let them investigate the other kinds of wood and finish filling in the sheet. Monitor the class while they are working. Ask questions about their findings. Possible ideas:  Does water sit on the top of any pieces of wood? What does that look like?  What kinds of wood did water soak into?  How fast did the water soak into the piece of wood?  Did the color of the wood change where there was water?  Do you see any patterns on any of the pieces of wood? 5. Sorting Once students have completed their tests, collect the water and droppers. Ask students to put their pieces of wood into groups to answer the focus question, How fast does water soak into different kinds of wood? They can also spend

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time coming up with other ways to sort the wood. Hopefully, they will sort the wood into the categories on their worksheet. “Soak” and “Doesn’t Soak” are also acceptable groupings. 6. Science notebooks Distribute science notebooks to students. Have them glue or tape their worksheet on the first clean page. Model this procedure in the class notebook. Then model how to update the table of contents by adding the corresponding page number next to Wood and Water. 7. Sense-making Have students come back to the rug with their science notebooks. Ask students to open to their worksheet page, How does water soak into different kinds of wood? Review their answers by addressing each type of wood. When reviewing each column, ask students to raise their hands if they put an X in that box. It may take some time for understanding and honesty in regards to which box they really marked for each type of wood. Tally the counts and write them on the class worksheet. Introduce the words “absorb,” “spread,” “bead,” and “grain,” as you ask the class about each type of wood. Explain that absorb and “soak in” mean the same thing. Show the word cards, show corresponding pictures, and add to the word wall. Ask students how they sorted the wood pieces after the investigation. Students should mention they sorted pieces into groups by how fast water was absorbed. If students found other ways to group the pieces of wood, let them share with the class. 8. Have students return to their tables with their science notebooks. They will need to update their glossary for the following words: absorb, bead, and spread. Students will need to glue in and do one page at a time. The time of year will determine how much help students will need. Remember to mark your assessment pages accordingly for each student: • Students conduct simple investigations. • Students record observations. • Students describe objects by their properties. • Students compare properties of wood.

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• Students sort wood by properties. • Students group objects by their properties.

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Session 1.6 a – Alternative, Center Directions How fast does water soak into different kinds of wood? Materials needed Each student needs: science notebook investigation sheet glue or tape pencil dropper 5 different wood samples

Each pair of students: 1/3 cup of water in plastic cup

For the class: Sponges and paper towels

Center Set Up: Put a dropper at each student’s place at the table. Place a cup of water for each pair of students to share. Provide the 5 different wood samples for each student to take as needed. Have sponges and paper towels ready. Each group will also need student investigation sheets and pencils. Student science notebooks should also be available to glue in the worksheet once the investigation has been completed. 1. Investigation sheets Hand out investigation sheets. Students need to put their names on the top of the page. Remind them of what they need to do while they investigate water drops on wood. 2. Dropping water Students should start the investigation by testing redwood and particleboard, the first two types of wood on their investigation sheets. Show students how to place a couple of drops of water on the side of their wood sample. Some students may need help with the droppers. Demonstrate how to use the dropper. (See steps in whole class lesson.) Ask students, What happened to the drops of water? Did the drops soak in? Did the drops stay on top of the wood? Did the drops soak in right away or did they take some time? Tell them, Mark your answers on your investigation sheet. 3. Monitor work with other samples Let students test the other samples of wood. Ask them the above questions and make sure that they are marking their investigation sheets. Also ask students, Does the color of the wood change where it gets wet? Do you see any patterns on the wood where it’s wet? When students are finished, hand out their science notebooks. Ask them to glue or tape in the worksheet on the first available clean page. Ask them what the page number is where they have glued the sheet. Have

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them turn to the table of contents and write down the number in the correct place. Collect the notebooks. 4. Prepare station for next group Have students put their pieces of wood back in the containers or baggies. Add water to any cups that need to be filled. Wipe up any wet areas on the table. Place wet samples in an area to dry overnight.

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How fast does water soak into different kinds of wood?

How fast does water soak into different kinds of wood?

How fast does water soak into different kinds of wood?

How fast does water soak into different kinds of wood?

How fast does water soak into different kinds of wood?

How fast does water soak into different kinds of wood?

How fast does water soak into different kinds of wood?

How fast does water soak into different kinds of wood?

How fast does water soak into different kinds of wood?

How fast does water soak into different kinds of wood?

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Name _________________________ How fast does water soak into different kinds of wood? Mark with an . Wood

Right away

More slowly

Not at all

 Redwood Particleboard Plywood Basswood Pine

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TeachTech, Inc. 2010

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Name _________________________ How fast does water soak into different kinds of wood? Mark with an . Wood Slow

Medium

Fast

Not at All

 Redwood Particleboard Plywood Basswood Pine

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Wood and Paper Investigation 1 Session 6 b: End or Side? (Optional) Materials needed Class science notebook Plastic cups Water Containers Droppers Basswood samples Particleboard samples Pine samples Plywood samples Redwood samples

Set-up [30+ minutes] Papers to copy and cut Inv.1.6 Focus question: Which part of the wood absorbs water faster?

Students will need Notebook Pencil Crayons or markers Glue

Whole Class or Center This is a short optional investigation designed to help students differentiate between the terms, “side” and “end”. It also allows students to see different surfaces and direction of grain on the ends of the wood samples. If you decide to run this investigation as a center, send six students to the center at a time. Students will need to be supervised. Steps 1-3 should be introduced to the class before sending students to the center. Step 4 should be done after all students have completed the center. See below for alternative center directions. Whole Class Preparation: For each pair of students, provide a plastic cup filled one-third full of water. Provide a dropper for each student. Keep sponges and paper towels on hand for clean up. For each student, place one of each of the 5 kinds of wood in a 0.5L container or zip bag. . Have a pitcher of water available in case cups need refilling. 1. Model worksheet Call students to the rug. Explain that today they will be doing another investigation. Some of them might have already done this type of testing earlier, but tell them today they are going to record what happens. Hold up a piece of wood and explain that they will put drops of water on the ends of the pieces of wood and on the sides of the pieces of wood.

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Tell them, Your job is to find out which part of the piece of wood absorbs water faster – the end or the side? Show students the end and the side of a piece of redwood.

2. End or side Remind students that they are scientists, and they need to answer the focus question: Which part of the wood absorbs water faster? Let them know that when scientists do their testing, they make sure they collect information, or, data. Distribute the investigation worksheet (1.6b). Explain, Everyone will test each kind of wood sample. You will first place two drops of water on one part (For the demonstration, use the end) of the redwood sample. You will need to wait for the drops to soak in. Then you will test the side of the redwood sample. Ask yourself which part absorbed or soaked in the fastest. Then circle the picture that shows that part. Monitor the students and ask individuals questions as they work. Possible questions:  What do you notice about the ends of the pieces of wood?  Are they different than the sides of the wood?  How are they different than the sides of the wood pieces? 3. Science notebooks Once students have completed their work, students need to open their science notebooks, turn to their first clean page and glue or tape in their completed worksheets. You will need to model this procedure with the class notebook. Then model how to update the table of contents by adding the corresponding page number next to the “Ends or Sides?” entry. 4. Ends or sides? Have students bring their science notebooks to the rug. Place a copy of the larger worksheet in your class science notebook. Ask students, wood sample by wood sample, Where did the water soak in the fastest? Did it absorb faster on the end or the side? Tally answers to the question on the worksheet in the class notebook. Because of the grain of the wood in the natural samples, the ends usually absorb water the fastest. The wood products, particleboard and plywood, have different results.

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Make a class claim or claims based on the evidence. _____________ absorb water faster. (Ends or Sides) The _____________ ________________ is the fastest of all. Kind of Wood End or Side Give students a label to glue in and fill out beneath their worksheet and fill in the sentence frame using the word wall words or their glossaries.

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Session 1.6 b – Alternative, Center Directions Ends or Sides? Materials needed Each student needs: science notebook investigation sheet glue or tape pencil dropper 5 different wood samples

Each pair of students: 1/3 cup of water in plastic cup glue or tape

For the class: Sponges and paper towels

Center Set Up: Put a dropper at each student’s place at the table. Place a cup of water for each pair of students to share. Provide the 5 different wood samples for each student to take as needed. Have sponges and paper towels ready. Each group will also need student investigation sheets and pencils. Student science notebooks should also be available to glue in the worksheet once the investigation has been completed. 1. Investigation sheets Hand out investigation sheets. Students need to put their names on the top of the page. Remind them of what they need to do while they investigate water drops on wood. 2. Dropping water Students should start the investigation by testing redwood and particleboard, the first two types of wood on their investigation sheets. Show students how to place a couple of drops of water on the end of their wood sample. Let students know that they need to let the drop soak in first before testing the side of the wood sample. Ask students, What happened to the drops of water? Which part soaked the fastest? Tell them, Circle your answer on your investigation sheet. Have students test each kind of wood on the end and side. 3. Monitor work with other samples As students test the other samples of wood, ask them the above questions and make sure that they are marking their investigation sheets. Also ask students, Does the color of the wood change where it gets wet? Do you see any different patterns on the wood where it’s wet? When students are finished, hand out their science notebooks. Ask them to glue or tape in the worksheet on the first available clean page. Ask them what the

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page number is where they have glued the sheet. Have them turn to the table of contents and write down the number in the correct place. Collect the notebooks. 4. Prepare station for next group Have students put their pieces of wood back in the containers or baggies. Add water to any cups that need to be filled. Wipe up any wet areas on the table. Place wet samples in an area to dry overnight.

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Name _____________________ Which part of the wood absorbs water faster? Circle your answer. Wood

End

Side

Redwood

Particleboard

Plywood

Basswood

Pine

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_______________ absorb water faster.

_____________ absorb water faster.

_____________ absorb water faster.

_____________ absorb water faster.

______________ absorb water faster.

______________ absorb water faster.

______________ absorb water faster.

______________ absorb water faster.

______________ absorb water faster.

______________ absorb water faster.

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The ____________ ___________ is (Kind)

(End or Side)

fastest of all. The ____________ ___________ is (Kind)

(End or Side)

fastest of all. The ____________ ___________ is (Kind)

(End or Side)

fastest of all. The ____________ ___________ is (Kind)

(End or Side)

fastest of all. The ____________ ___________ is (Kind)

(End or Side)

fastest of all. 1.6b.c

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Wood and Paper Investigation 1 Session 7: Sink and Float Materials needed Class science notebook Water 5 Basins Basswood samples Particleboard samples Pine samples Plywood samples Redwood samples Rubber bands Paper clips

Set-up [30+ minutes] Papers to copy and cut 1.7 student sheets with Focus questions: •Which kinds of wood float? •How many paper clips does it take to sink pine and plywood?

Students will need Notebook Pencil Crayons or markers Glue

This investigation can be done over two days. Recommended as a Center Activity This investigation requires active exploration and experimenting floating and sinking the different samples of wood. It is easier to manage this investigation as a center, but it is possible to do this with the entire class. Center directions follow the whole class instruction.

Whole Class Instructions: Preparation: Part 1 Place the 5 basins at different tables around the room. Basins will need to be filled half way with water. The basins are to be shared by the class. Keep pitchers of water available to refill the basins to the halfway mark. Keep sponges and paper towels on hand for clean up. Provide two of each of the 5 kinds of wood at each table. Science notebooks are brought out after the investigation is completed and tables are cleared of water and spills. Part 2 Some students have trouble placing a rubber band around the wood. You may want to provide plywood and pine samples rubber banded. This way you only need to show students how to attach the paper clips to the wood. For whole group instruction, 1-2 boxes of paper clips will be needed per table. Note: Teachers will need to provide the extra boxes of jumbo clips.

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Part 1 1. Sink and float Bring students to the rug. Tell them that today they are going to look at another property of wood. They are going to see if the different types of wood sink or float. Ask, What does it mean to float? What are some things have you seen floating? Provide time for students discuss the answers to the questions. Then ask, What does it mean to sink? What have you seen sink in water? Provide time for discussion. Tell students that they will each get 2 wood samples. Then tell the students, You will first observe the two kinds of wood you have been given. Next, you will gently place your pieces of wood in the basin to find out if they sink or float. Have students go back to their tables to test their wood samples. After ample exploration time, have students place their wet samples in a container and return to the meeting place. Ask, What did you find out about your wood samples? (They should all float). What else did you find about the wood? (Possible answers: Wood samples will stick together. Wood changes color. Some wood feels slimy or cold). Tell students that since floating is a property of the wood they have that you are going to add it to the word wall. 2. Science notebooks (if doing parts 1 and 2 on separate days). Distribute science notebooks to students. Ask them to find the first clean page. Have them glue in the focus question, “Which kinds of wood float?” at the top of the page. Ask students to draw an answer to the question and/or write their answer to the question. Student sheet, 1.7Sentence Frame, is available for use if needed. Have students turn to the table of contents and write down the page number in the correct place. Part 2 3. Sinking pine and plywood Basins should be on each table and replenished with water. Place enough samples in a container for each table so each student has one of each kind of wood. Place a cup of jumbo paper clips near each basin. Depending on the class and time constraints, decide whether or not you will put rubber

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bands around the pine and plywood samples. If you decide to have students put the rubber bands on the samples, have rubber bands in the center of the table within reach of all students at the center. Be sure to set standards about the rubber bands and splashing. Tell students that their challenge will be to figure out a way to sink the pieces of wood using the rubber band and paper clips. They also need to share the basins. As they work, discuss other ways they might be able to sink the wood pieces. 4. Discussion Once students have mastered sinking, ask them to return to the rug for a quick discussion. Explain, Now that you have figured out different ways to sink the pieces of wood, we need to find the best way so we can count the number of paper clips it takes to sink each type of wood. First, we need to really know it means to “sink” the wood. The piece of wood needs to lay flat on the bottom of the basin. No ends can be up off of the bottom of the basin. How can we get the piece of wood to do that? (Suggest that paper clips need to be placed in the middle of the wood so it floats and sinks evenly if students don’t come up with that answer). Say, Let’s see what happens if everyone does that. Remember to share the basin with everyone at the table. Send students back to their seats to test their wood one more time. 5. Discussion – continued Bring the class up to the meeting place one more time. Discuss these and other questions:  Were you able to sink both pieces of wood?  How many paper clips did you use to sink the wood?  Did it take the same amount of paper clips to sink the pine and plywood pieces?  How many more for __________ ?  Does it make a difference where you put the paper clips on the wood? All placed on one side? Evenly placed around the block of wood?  How is plywood different than pine?  Without paper clips, which piece of wood is lightest? Heaviest?  How can we group the wood pieces?

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6. Science notebooks Distribute science notebooks to the students in the group. If they haven’t completed Part 1 in their notebooks, follow Step 3 before starting Part 2. Distribute the focus questions to glue in the science notebooks. Ask students to turn to the first clean page. Have them glue in the question at the top of the page and add the date. Ask them to share their answers to the question. Distribute the half-sheet and ask them to glue it into their notebooks. Ask students to draw pictures of their pieces of plywood and pine with the paper clips attached under the appropriate heading. If they remember the number of paper clips for each kind of wood, have them add that number below the drawing. Some students will need your help with numbers. Ask students if they have any “I wonders…” about wood and sinking and floating. Students need to add and float to the glossary. 7. Clean-up Have students return materials to cups and containers. Wipe and dry off the tables. Center Directions 1.7 Sink and Float Preparation: Part 1 Set up half-full basins of water so that each pair of students will be able to use one. Provide each pair with their own set of wood samples. Make sure there are paper towels and sponges for clean up. Part 2 Refill basins if necessary. Place a cup of jumbo paper clips near each basin. Depending on the class and time constraints, decide whether or not you will put rubber bands around the pine and plywood samples. If you decide to have students put the rubber bands on the samples, have rubber bands in the center of the table within reach of all students at the center. Be sure to set standards about the rubber bands and splashing.

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Part 1 1. Sinking and floating Tell students that today they are going to look at another property of wood. They are going to see if the different types of wood sink or float. Ask, What does it mean to float? What are some things have you seen floating? Then ask, What does it mean to sink? Provide time for students discuss the answers to the questions. What have you seen sink in water? Provide time for discussion. Tell students that they will each get wood samples. You will gently place your pieces of wood in the basin to find out if they sink or float. Let students begin their exploration. After all have explored and played with their samples, ask, What did you find out about your wood samples? (They should all float). What else did you find about the wood? (Possible answers: Wood samples will stick together. Wood changes color. Some wood feels slimy or cold). 2. Science notebooks If you are doing Parts 1 and 2 in one center group meeting time, wait until Part 2 is completed to fill out notebooks. If your group is ending after Part 1, do the following: Distribute science notebooks to students. Ask them to find the first empty/clean page. Have them glue in the focus question, “Which kinds of wood float?” at the top of the page. Ask students to draw an answer to the question and/or write their answer to the question. Student sheet, 1.7Sentence Frame, is available for use if needed. Have students turn to the table of contents and write down the page number in the correct place. Part 2 3. Sinking pine and plywood Show students the paper clips and rubber bands. Ask students to see if they can use the materials to sink the two kinds of wood. Distribute the wood samples to students. If rubber bands are already on the pieces of wood, ask to see if they can figure out how to use the paper clips to sink the wood. Establish what it means “to sink.” The piece of wood needs to be flat on the bottom of the basin.

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When students “sink” their wood, help them adjust paper clips so the piece floats and sinks evenly. It is not unusual for one end to float up when paper clips are not in the middle. After students explore sinking, challenge them to come up with a way to attach the paper clips so everyone can see how many paper clips are needed to sink each piece. Discuss ideas. Allow students to test what they think is their best idea. 4. Discussion With the group, discuss these and other questions:  Were you able to sink both pieces of wood?  How many paper clips did you use to sink the wood?  Did it take the same amount of paper clips to sink the pine and plywood pieces?  How many more for __________ ?  Does it make a difference where you put the paper clips on the wood? All placed on one side? Evenly placed around the block of wood?  How is plywood different than pine?  Without paper clips, which piece of wood is lightest? Heaviest? 5. Science notebooks Part 2 Distribute science notebooks to the students in the group. If they haven’t completed Part 1 in their notebooks, follow Step 3 before starting Part 2. Distribute the focus questions to glue or tape in the science notebooks. Ask students to turn to the first clean page. Have them glue or tape in the question at the top of the page and add the date. Ask them to share their answers to the question. Distribute the half-sheet for them to glue into their notebooks. Ask students to draw pictures of their pieces of plywood and pine with the paper clips attached under the appropriate headings. If they remember the number of paper clips for each kind of wood, have them add that number below the drawing. Some students will need your help with numbers. Have students add sink and float to the glossary.

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Pine

Number of paper clips

1.7.a

1.7WoodandPaper, Part2

Plywood

Number of paper clips

Pine

Number of paper clips

Plywood

Number of paper clips

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Which kinds of wood float?

Which kinds of wood float?

Which kinds of wood float?

Which kinds of wood float?

Which kinds of wood float?

Which kinds of wood float?

Which kinds of wood float?

Which kinds of wood float?

Which kinds of wood float?

Which kinds of wood float?

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How many paperclips does it take to sink pine and plywood?

How many paperclips does it take to sink pine and plywood?

How many paperclips does it take to sink pine and plywood?

How many paperclips does it take to sink pine and plywood?

How many paperclips does it take to sink pine and plywood?

How many paperclips does it take to sink pine and plywood?

How many paperclips does it take to sink pine and plywood?

How many paperclips does it take to sink pine and plywood?

How many paperclips does it take to sink pine and plywood?

How many paperclips does it take to sink pine and plywood?

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__________________ floats in water.

________________ floats in water.

________________ floats in water.

________________ floats in water.

________________ floats in water.

________________ floats in water.

________________ floats in water.

________________ floats in water.

________________ floats in water.

________________ floats in water.

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FOSS Wood and Paper Investigation 1 Session 8: Sorting Shapes Materials needed Class science notebook Sorting shapes Word cards: blank to add sorting ideas, such as: color, natural, painted, pointed, round, rectangular Large white construction paper *Digital camera (optional)

Set up: 20 minutes Papers to copy and cut Focus question: How can you sort wood shapes?

Students will need Pencil Crayons/markers Science notebook Glue or tape

Whole Group or Center Activity Whole Group Preparation: Make sure that there is a bag of 8 wooden shapes for each student. Four of the shapes are painted; four of the shapes are natural wood. If you have other wooden shapes, feel free to add these to the activity. Optional: A digital camera is one way that you can record student sorting. The photographs provide a visual record of student progress with sorting and understanding of the properties of objects. If you are taking pictures, make sure students write their names on the white construction paper so you have a record of their sorted objects. Have students add the pictures to their science notebook after they are printed. The photos provide an assessment that you can share with parents. 1. Sorting Explain to students that they have been sorting wood by properties; grain-no grain, sink or float, absorbs water or doesn’t absorb water (beads). Tell the class, Today you will be looking at some wooden shapes. It is your job to find other ways to group these shapes. Let’s look at the shapes and think of some ways that you might sort these shapes into groups. What are some of your ideas? (Some of the ideas should include color, no color (natural), shape (circle-not a circle), pointed). Allow students time to try different ways to sort the objects on the sheets of large white construction paper. Remember to have students put their names on the paper if you are taking photographs. Spend time at each table asking questions about the reasons for sorting.

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2. Notebooks Distribute science notebooks and have students turn to the next clean page. Add the date to the class notebook and then have students add the date to their own science notebooks. Distribute the focus question for this activity. Students should glue or tape the focus question beneath the date. Ask students to draw and/or write ways that they sorted their shapes. Ask students to add the page number to the table of contents. After providing enough writing/drawing time, have students share their science notebook entries with others at their tables. Prompt students to use sentences that explain their sorting. (e.g., I put the star and the circle in a group because they both are the same color. I put a large circle and a small circle in a group because they are both circles). 3. Assessment Use the assessment checknote to add information about student progress with properties of objects. 4. Word wall Sorting terms that have not been introduced should be added to the word wall. Any sorting words that are important to add to the glossary should be added at this time.

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Session 8: Alternative, Center Directions How can you sort wood shapes? Materials needed Each student needs: 1 bag of wooden shapes 1 large piece of white construction paper science notebook pencil crayons or markers focus question

Each pair of students: glue or tape

For the class: digital camera (optional) For the teacher/center assistant: Assessment Checknote Sheet

Center Set-Up: Have a bag of wooden shapes for each student. The bag should contain 8 shapes; four painted shapes and four natural wood shapes. The large piece of construction paper is needed for students to use as a work mat. Each student will need to write his/her name on the work mat if you are taking pictures of their sorting to provide identification of the work. You will need to distribute science notebooks and focus questions when students are finished sorting their shapes. 1. Sorting Call a group of 6-8 students to the center. Explain to students that they have been sorting wood by properties; grain-no grain, sink or float, absorbs water or doesn’t absorb water (beads). Tell the group, Today you will be looking at some wooden shapes. It is your job to find ways to group these shapes. Let’s look at the shapes and think of some ways that you might sort these shapes into groups. What are some of your ideas? (Some of the ideas should include color, no color (natural), shape (circle-not a circle), pointed). Allow students time to try different ways to sort the objects on the sheets of large white construction paper. Have students put their names on the paper if you are using a camera. Spend time with each student asking questions about why they are sorting the objects a certain way. If possible, take a picture of each mat with the sorted objects. (This is optional, but it is a nice to print the pictures to add to the science notebooks, as well as use the pictures as assessments you can share with parents). 2. Notebooks Distribute science notebooks and have students turn to the next clean page. Add the date to the top of a clean sheet of paper written large enough for all students at

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the table to see. Then have students add the date to the top of the page of their own science notebooks. Distribute the focus question for this activity. Students should glue or tape the focus question beneath the date. Ask students to draw and/or write ways that they sorted their shapes. Ask students to add the page number to the table of contents when they have finished answering the focus question. After providing enough time, have students share their science notebook entries with others in the group. Prompt students to use sentences that explain their sorting. (e.g., I put the star and the circle in a group because they both are the same color. I put a large circle and a small circle in a group because they are both circles). 3. Assessment Use the assessment checknote to add information about student progress with properties of objects. 4. Sorting terms that have not been introduced should be added to the word wall. Any sorting words that are important to add to the glossary should be added at this time.

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How can you sort wood shapes?

How can you sort wood shapes?

How can you sort wood shapes?

How can you sort wood shapes?

How can you sort wood shapes?

How can you sort wood shapes?

How can you sort wood shapes?

How can you sort wood shapes?

How can you sort wood shapes?

How can you sort wood shapes?

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Inv.1.4 Class Notebook Masters – Focus Question

Where does wood come from?

81

Inv.1.6b Class Notebook Focus Question

How fast does water soak into different kinds of wood? 82

The ____________________________ (Kind)

___________________ is (End or Side)

fastest of all. 83

Inv.1. 6a Class Notebook Masters – Focus Question

How fast does water soak into different kinds of wood? 85

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Inv.1.7 Class Notebook Master (Focus Question 1)

Which kinds of wood float?

87

Inv.1.7 Class Notebook Focus Question

How many paperclips does it take to sink pine and plywood? 88

Inv.1.8 Class Notebook (Focus Question)

How can you sort wood shapes?

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FOSS Wood and Paper Unit Investigation 2 Changing Wood Essential Questions 1. How can objects (wood) be described? 2. In what ways can objects (wood) be compared? Session Content Objectives 1 Sanding Wood Students will be able to:  Investigate how basswood can  Observe and describe how wood be changed by sandpaper can be changed.  Introduce engineering  Compare and describe properties of the changed wood to the original shape.

2.a

2

Sawdust and Shavings  Observe sawdust and shavings  Introduce mixtures  Investigate mixture with water  Observe properties when wet

3

Making Sawdust Wood  Review how particleboard is made  Make particleboard  Discuss how a new wood is

Students will be able to:  Ask questions.  Observe materials carefully.  Compare and contrast sawdust and wood shavings  Describe similarities and differences between sawdust and shavings.  Identify a mixture. Students will be able to:  Identify a mixture.  Observe characteristics of material.  Create a new wood.  Compare new wood to

Language Objectives  Students will make science notebook entries using drawings and/or words to answer the focus question.  Students will make statements using sentence frames.  Students will use appropriate vocabulary in a CLOZE sentence.  Students will make glossary entries.  Students will make science notebook entries using drawings and/or words to answer the focus question.  Students will use appropriate vocabulary in CLOZE sentences.

 Students will make science notebook entries using drawings and words to answer the focus question.

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4a

4b

2.a

created from leftover wood (recycling).  Discuss how this wood is made by people (engineering) Making Sandwich Wood  Compare craft stick (one layer) to plywood  Review how plywood is made  Make plywood  Compare new plywood to craft stick  Discuss why plywood is made Science Stories: “Are You a Scientist?”  Review parts of informational text  Interactive Read Aloud  Discuss how students are scientists

particleboard.

Students will be able to:  Observe and compare plywood to single layer wood (craft stick).  Compare strengths. (Property)  Create a new wood.

 Students will make science notebook entries using drawings and/or words to answer the focus question.  Students will use appropriate vocabulary in CLOZE sentences.

Students will be able to:  Transfer understanding to new contexts.

 Students will make connections with text with regards to prior science experiences.  Students will listen and respond appropriately to text.  Students will make science notebook entries using drawings and/or words to answer the focus question.

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FOSS Wood and Paper Investigation 2

Note: Investigation 2 provides kindergarten students with an introduction to the engineering part of STEM (science, technology, engineering, and math). They find out that humans can change a natural resource to help them in their lives. Students find out how a piece of wood can be physically changed, how humans recycle scrap wood to make particleboard, and how thin pieces of wood glued together can make a stronger wood known as plywood. Both particleboard and plywood are engineered woods that are used in construction. It is important that students are introduced at an early age that humans have the ability to sometimes change a natural resource to make it useful, whether it is done through necessity or creativity.

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FOSS Wood and Paper Investigation 2 Session 1: Sanding Wood Materials needed Class science notebook Word/equipment cards Sandpaper Basswood Paper plates Plastic cup

Set up: 15 minutes Papers to copy and cut Students will need Word cards: change, sand, Pencil sandpaper, sawdust, Crayons/markers shape, woodworker Science notebook 2.1 Focus question: How Glue or tape do you change the shape of wood? What we learned: You can change the shape of wood with __________ . Sandpaper glossary page (optional)

Whole Group or Center Investigation One option is to do this investigation outdoors, weather permitting. It creates less of a mess for clean up for you and your students. If you decide to run this investigation as a center, send six students to the center at a time. Students will need to be supervised. Students will need their science notebooks at the center. Teacher Note: The purpose of Investigation 2 is to provide students with opportunities to be involved in engineering practices. Science helps us understand the world. Engineering helps us use that knowledge to solve problems and to address human needs. Changing wood (and paper) helps show students how understanding the properties of wood and paper can help us make things (needs). Whole Group Instruction Preparation: If the sandpaper has not been torn into pieces, you will need to do so for the class. Fold the sandpaper into thirds. Bend it back and forth so you can tear it into three pieces. Then fold and tear each piece into thirds. Have science notebooks on student desks. 1. Investigation introduction Call students to the rug. Ask students to recall The Story of the Chair. Ask students, Why do people change wood? (To make chairs will be the most

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obvious answer.) Ask students, What other reasons might someone change wood? Or, What other things are made from wood? How can you change wood? Hold up a piece of sandpaper. Ask students, What is this? Has anyone every seen it used or used it before? Explain to your students or confirm, Sandpaper is paper that has sand glued to it. Woodworkers use sandpaper on wood. Why might they do that? (They might want to smooth the wood, change its shape, or take rough edges or pieces off the wood). Show students a basswood sample. Ask students what they remember about the properties of basswood. Say, Your challenge today will be to change the shape of a piece of basswood. You will get a piece of basswood, a paper plate and a piece of sandpaper. First, we will get our science notebooks ready for this investigation. Transition students back to their seats and notebooks. Ask students to turn to their first clean page. Distribute focus questions for students to glue or tape to the top of their pages. Model the steps below in the class science notebook as students follow along:  Add the date to the entry page.  Glue the focus question at the top of the page just below the date.  Trace the basswood sample on the class notebook page below the question. Then distribute basswood samples to your students. Ask students to trace around the sample just like you did.  Have students put their notebooks away. (Students will need their notebooks right after sanding the wood). 2. Sanding Distribute the paper plates and piece of sandpaper. Explain that they should rub the wood with the sandpaper over the paper plates. This way they can see what happens to the wood and sandpaper and not make a mess. While students are working, ask questions, such as:  Are you able to change the shape of the wood?  What is happening to your piece of wood?  What is on your plate?  Where does the wood dust come from?  What are the little black and brown dots mixed in with the sawdust?  What is the best way to sand the wood?  How can you change the shape of your wood?

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As you talk to your students, introduce any new vocabulary at appropriate junctures. 3. Recording results When students finish sanding (10-15 minutes), collect all but one paper plate from each table. Ask students to get out their science notebooks and turn to the investigation page. Instruct students to find a clean part of the page to trace their changed wood. Model how to do this and the next step. After tracing the wood, ask students if they see changes in their drawings. Ask, How did your piece of wood change after you sanded it? Next ask students to do the following: (Model the option of your choice with the class science notebook. Artifacts are important entries in science notebooks. They should be used wherever possible). Choice #1 a. Put a small circle of glue on a clean part of the page (or on the next page). b. Sprinkle sawdust on the circle of glue. Choice #2 a. Put a pinch of sawdust on the page. b. Place a piece of tape over the top of the sawdust. Choice #3 a. Handout a glossary page. b. Choose #1 or #2 to use in place of the drawing. Help students with gluing and tape. Make sure books stay open while the glue dries. After the glue dries, distribute the CLOZE sentence sheets. Students should glue the sentence into the next clean space. Write the sentence in the class science notebook. Read the CLOZE sentence aloud to the class. When the students have shared their answers with you, place the “sandpaper” word card where everyone can see it. Ask students to copy the word in the blank space. Model writing the word in the sentence in the class science notebook. Help students add the entry to the table of contents. Collect the remaining paper plates. Let students know that you will be saving the sawdust.

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4. Sense-making Call students to the meeting place. Review the CLOZE sentence in the class science notebook. Ask students, What is another property of wood that we just investigated? Review the vocabulary words: change, sand, sandpaper, sawdust, shape, and woodworker. Add the words to the word wall.

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Session 1 – Alternative, Center Directions Sanding Wood Materials needed Each student needs: science notebook 1 piece of basswood 1 small paper plate 1 piece of sandpaper glue, glue stick or tape pencil Focus Question Label CLOZE Sentence

Center Set Up: Put a paper plate and piece of basswood at each student’s place at the table. Have one piece of sandpaper ready for each student. Provide a focus question label and CLOZE sentence for each student. Student science notebooks should also be available to glue in the labels as directed in the instructions.

1. Introduction Call students to the science center table. Ask students to recall The Story of the Chair. Ask students, Why do people change wood? (To make chairs will be the most obvious answer.) Ask students, What other reasons would someone change wood? Or, What other things are made from wood? How can you change wood? Hold up a piece of sandpaper. Ask students, What is this? Has anyone every seen it used or used it before? Explain to your students or confirm, Sandpaper is paper that has sand glued to it. Woodworkers use sandpaper on wood. Why might they do that? (They might want to smooth the wood, change its shape, or take rough edges or pieces off the wood). Show students a basswood sample. Ask students what they remember about the properties of basswood. Say, Your challenge today will be to change the shape of a piece of basswood. You will get a piece of basswood, a paper plate and a piece of sandpaper. First, we will get our science notebooks ready for the investigation. Ask students to turn to the first clean page in their science notebooks.

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Help students do the following:  Add the date to the top of the entry page.  Glue the focus question at the top of the page just below the date. (Hand out focus questions for students to glue to the top of their pages).  Trace the basswood sample on the page below the question.  Put their notebooks away or off to the side. (Students will need their notebooks right after sanding the wood). 2. Sanding Distribute pieces of sandpaper to each student. Explain that they should rub the wood with the sandpaper over the paper plates. This way they can see what happens to the wood and sandpaper and not make too much of a mess. While students are working, ask questions, such as:  Are you able to change the shape of the wood?  What is happening to your piece of wood?  What is on your plate?  Where does the wood dust come from?  What are the little black and brown dots mixed in with the sawdust?  What is the best way to sand the wood?  How can you change the shape of your wood? As you talk to the students, introduce any new vocabulary at the appropriate times. 3. Recording results When students finish sanding (10-15 minutes), collect all but one paper plate from the table. Let students know that you will be saving the sawdust. Ask students to get out their science notebooks and turn to the investigation page. Instruct students to find a clean part of the page to trace their changed wood. Model how to do this if students need help. After tracing the wood, ask students if they see the changes in their drawings. Ask, How did your piece of wood change after you sanded it? Next ask students to do one of the following: (Model the option of your choice on a sheet of paper or on a glossary page. Artifacts are important entries in science notebooks. They should be used wherever possible).

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Choice #1 a. Put a small circle of glue on a clean part of the page (or on the next page). b. Sprinkle sawdust on the circle of glue. Choice #2 a. Put a pinch of sawdust on the page. b. Place a piece of tape over the top of the sawdust. Choice #3 Handout a glossary page. Choose #1 or #2 to use in place of the drawing. After the glue dries, distribute the CLOZE sentence sheets. Students should glue the sentence into the next clean space. Write the sentence in the class science notebook. Read the CLOZE sentence aloud to the class. When the students have shared their answers with you, place the “sandpaper” word card where everyone can see it. Ask students to copy the word in the blank space. Model writing the word in the sentence in the class science notebook. Help students add the entry to the table of contents. 4. Have students put notebooks away and return to their tables. Get ready to call the next group up to the table. 5. A sense-making and vocabulary meeting will occur with the whole group after everyone has visited the center. (See Step 4 in the Whole Group instructions).

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How do you change the shape of wood? How do you change the shape of wood? How do you change the shape of wood? How do you change the shape of wood? How do you change the shape of wood? How do you change the shape of wood?

2.1.a

100

2.1.b

You can ___________ the shape of wood with sandpaper.

You can ___________ the shape of wood with sandpaper.

You can ___________ the shape of wood with sandpaper.

You can ___________ the shape of wood with sandpaper.

You can ___________ the shape of wood with sandpaper.

You can ___________ the shape of wood with sandpaper.

You can ___________ the shape of wood with sandpaper.

You can ___________ the shape of wood with sandpaper. 101

FOSS Wood and Paper Investigation 2 Session 2: Sawdust & Wood Shavings Set up: 40+ minutes Materials needed Papers to copy and cut Students will need Class notebook Word cards: mixture, Pencil Word/equipment cards screen, shavings, Crayons/markers Equipment trays waterlogged Science notebook Sawdust 2.2 Focus questions: How Glue or tape Shavings are sawdust and wood Plastic cups shavings different? How ½ liter containers are they the same? Craft stick for each 2.2 CLOZE sentences: student ________ are bigger Screens than_______ . Both can Water (pitcher of) get __________ and sink. Plastic spoon Mixture glossary page Paper plates (1 per student) Class notebook masters for Paper towels focus questions and CLOZE Newspaper sentences (2.2) * Saw or wood plane (optional, teacher provided) Whole Group or Center Investigation This lesson can be done as a whole group or center investigation. Preparation: Put one heaping spoonful of sawdust in a plastic cup and one heaping spoonful of wood shavings in a half-liter container for each student. 1. Sawdust and wood shavings Call students to the rug. Show them a plateful (1 heaping spoonful) of sawdust and a plateful of wood shavings. Ask students: How are these materials alike? How are they different? What do you notice about each of these materials? Let students discuss their answers. Send students back to their seats. 2. Exploring materials Give each student a cup with sawdust and a craft stick. Ask students to explore sawdust with their craft sticks. Let students know that this material is sawdust, just like the sawdust they created when they were sanding wood.

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Next, give each student a cup with wood shavings. Ask students to explore this material with their craft sticks. Explain that this material is called wood shavings. Ask,     

What do you notice about this material? What does it look like close-up? What does it feel like? How does it look different than sawdust? How does it feel compared to how your sawdust feels?

3. Combine-drop-strain Ask students to pour the sawdust into the wood shavings container. Have them use their craft sticks to stir the materials. Tell students, When you mix different materials together, it is called a mixture. Have students say “mixture” with you. Ask, What happens to the sawdust in the container? (Most of it sinks to the bottom of the cup). Ask students, What do you think will happen if we sprinkle the mixture into water? Record student ideas. Show students how to sprinkle their sawdust and shavings mixture on the water, a little at a time. Fill each student cup half full of water. Let them sprinkle the mixture on the water and observe for 5-10 minutes. Ask them to look through the side of the cup. Ask your students, What did the materials do first when you sprinkled them on the water? Then, what did you see happen to the materials? (They floated, and then they sank). Explain to your students, Wood usually floats. But when water soaks into wood, it sinks. When wood gets full of water, we say it is “waterlogged.” Waterlogged wood sinks. Have students say “waterlogged” with you. Ask, How could you separate the water and the wood? Discuss some student ideas and then show the class a screen. Explain how to place the screen on top of the ½ liter container. Show students how to pour the water, sawdust, and shavings from the cup into the screen. Then dump the wet sawdust and shavings onto a paper plate. Inform students that they will need to take turns since there are only 10 screens. (Use your personal management techniques for sharing among students).

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4. Exploring wet wood Allow students time to explore their wet wood. Collect containers, cups, and screens as students work. Ask students, How are the wet sawdust and shavings different than the dry mixture? How has the mixture changed? (wet, stick together somewhat, possibly darker colors) Then ask students, What could we add to the wet wood mixture to really make it stick together? (glue) Tell the class that they will make a sawdust wood, like particleboard, on another day. 5. Clean up Ask students to leave their wood mixture on the plates so you can collect them and let the wood mixture dry out. Students should wipe off their hands with a paper towel and dispose of the towel according to class guidelines. 6. Sense-making Call students to the rug. Review words they should remember from their work: mixture, screen, sawdust, shavings, and waterlogged. Talk to students about different kinds of mixtures (sawdust/shavings, trail mix, Kool-aid and sugar, hot chocolate mixes, different beans, etc.). Put a mixture of sawdust and shavings in a baggie to put up on the wall next to the word card, mixture. Or, use the concept picture provided for you. Use realia or the equipment pictures to place next to the word cards, sawdust and shavings. A picture of waterlogged wood is also provided for you. Ask students once again, How are sawdust and shavings different? How are they alike? Write down student ideas on the board or on chart paper. Send students back to their seats. Provide students with their science notebooks. Have students turn to the first clean page. Ask students to add today’s date to the top of the page. Model this procedure in the class science notebook. Distribute focus questions to students to glue or tape just under the date. Say to the class, Think about one way that sawdust and shavings are different. Draw a picture of one way they are different. Have students label the drawing “different.” Now, think about how the two are alike. Draw a picture of how they are the same. They should label the second drawing, “same.” Distribute the CLOZE sentences. Ask students to glue them into their notebooks in the next clean area. Hold up the word cards: sawdust, shavings, and waterlogged. Post them where students can easily see them.

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Glue the large CLOZE sentences in the class science notebook. Read the first sentence to the students. Ask students, What would make sense to write in the blank spaces? Write Shavings and sawdust in the blanks in the class science notebook. Ask students to write the words in the correct spaces in their notebooks. Then read the second sentence aloud, Both can get ____________ and sink. Ask students, What would make sense in this blank space? Write waterlogged in the blank space in the second sentence. Ask students to do the same. Have students add the entry page number to the table of contents. Ask students if they have anything that they wonder about sawdust, shavings, or any kind of wood. Start an “I Wonder…” chart for the class.

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Session 2 – Alternative, Center Directions Sawdust and Shavings Materials needed Each student needs: Science notebook Sawdust in cups Shavings in containers Craft sticks Paper Plate Pencil Crayons (optional) Screens

For the group: Paper towels Plastic spoon Pitcher of water

Center Set Up: Put a dropper at each student’s place at the table. Place a cup of water for each pair of students to share. Provide the 5 different wood samples for each student to take as needed. Have sponges and paper towels ready. Each group will also need student investigation sheets and pencils. Student science notebooks should also be available to glue in the worksheet once the investigation has been completed. 1. Preparation Put one heaping spoonful of sawdust in a plastic cup and one heaping spoonful of wood shavings in a half-liter container for each student. 2. Sawdust and wood shavings Call 6-8 students to the science center. Show them a plateful (1 heaping spoonful) of sawdust and a plateful (1 heaping spoonful) of wood shavings. Ask the group:  How are these materials alike?  How are they different?  What do you notice about each of these materials? 3. Exploring materials Give each student a cup with sawdust and a craft stick. Ask students to explore sawdust with their craft sticks. Let students know that this material is sawdust, just like the sawdust they created when they were sanding wood. Next, give each student a cup with wood shavings. Ask students to explore this material with their craft sticks. Explain that this material is called wood shavings.

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Ask,     

What do you notice about this material? What does it look like close-up? What does it feel like? How is it different than sawdust? How does it feel compared to how your sawdust feels?

4. Combine-drop-strain Ask students to pour the sawdust into the wood shavings container. Have them use their craft sticks to stir the materials. Tell students, When you mix different materials together, it is called a mixture. Have students say “mixture” with you. Ask, What happens to the sawdust in the container? (Most of it sinks to the bottom of the cup). Ask the group, What do you think will happen if we sprinkle the mixture into water? Record student ideas. Show students how to sprinkle their sawdust and shavings mixture on the water, a little at a time. Fill each student cup half full of water. Let them sprinkle the mixture on the water and observe for 5-10 minutes. Ask them to look through the side of the cup. Ask, What did the materials do first when you sprinkled them on the water? Then, what did you see happen to the materials? (They floated, and then they sank). Explain, Wood usually floats. But when water soaks into wood, it sinks. When wood gets full of water, we say it is “waterlogged.” Waterlogged wood sinks. Ask, How could you separate the water and the wood? Discuss some student ideas and then show the class a screen. Explain how to place the screen on top of the ½ liter container. Show students how to pour the water, sawdust, and shavings from the cup into the screen. Then dump the wet sawdust and shavings onto a paper plate. 5. Exploring wet wood Allow students time to explore their wet wood. Collect containers, cups, and screens as students work. Ask students, How are the wet sawdust and shavings different than the dry mixture? How has the mixture changed? (wet, stick together somewhat, possibly darker colors) Then ask students, What could we add to the wet wood mixture to really make it stick together? (glue) Tell the group that they will make a sawdust wood, like particleboard, on another day.

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6. Clean up. Ask students to leave their wood mixture on the plates so you can collect them and let the wood mixture dry out. Students should wipe off their hands with a paper towel and dispose of it the according to class guidelines. 7. Sense-making Review words they should remember from their work: mixture, screen, sawdust, shavings, and waterlogged. Talk to students about different kinds of mixtures (sawdust/shavings, trail mix, Koolaid and sugar, hot chocolate mixes, different beans, etc.). Put a mixture of sawdust and shavings in a baggie next to the word card, mixture. Have students repeat the word, “mixture.” (You can also use the concept picture provided for you). Use realia or the equipment pictures to place next to the other word cards, sawdust and shavings. A picture of waterlogged wood is provided for you. Ask the group once again, How are sawdust and shavings different? How are they alike? Discuss student ideas. Provide students with their science notebooks. Have students turn to the first clean page. Ask students to add today’s date to the top of the page. Model this procedure if necessary. Distribute the focus questions to students to glue just under the date. Show the word wall cards, same and different. Say to the group, Think about one way that sawdust and shavings are different. Draw a picture of one way they are different. Have students label the drawing “different.” Now, think about how the two are alike. Draw a picture of how they are the same. They should label the second drawing, “same.” Distribute the CLOZE sentences. Ask students to glue them into their notebooks in the next clean area. Hold up the word cards: sawdust, shavings, and waterlogged. Place them where students can easily see them. Read the first sentence to the students. Ask students, What would make sense to write in the blank spaces? Discuss the answers. Ask students to write the words in the correct spaces in their notebooks. Then read the second sentence aloud, Both can get ____________ and sink. Ask students, What would make sense in this blank space? Ask students to write the word in the blank space. Have students add the entry page number to the table of contents. Ask students if they have anything that they wonder about sawdust, shavings, or any kind of wood. Start or Add to an “I Wonder…” chart for the class.

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Inv.2.2

How are sawdust and wood shavings different? How are they the same? How are sawdust and wood shavings different? How are they the same? How are sawdust and wood shavings different? How are they the same? How are sawdust and wood shavings different? How are they the same? How are sawdust and wood shavings different? How are they the same? 2.2.a

109

2.2.b

_______________ are bigger than

_______________ are bigger than

__________________.

__________________.

Both can get

Both can get

__________________ and sink.

__________________ and sink.

_______________ are bigger than

_______________ are bigger than

__________________.

__________________.

Both can get

Both can get

__________________ and sink.

__________________ and sink. 110

Wood and Paper Glossary Entries Investigation 2

Inv.2.2 Draw a picture:

change Copy the word:

2.2.c

Wood and Paper Glossary Entries Investigation 2

Inv.2.2 Draw a picture:

sawdust Copy the word:

2.2.d

Wood and Paper Glossary Entries Investigation 2

Inv.2.2 Draw a picture:

shape Copy the word:

2.2.e

Wood and Paper Glossary Entries Investigation 2

Inv.2.2 (Optional) Draw a picture:

sandpaper Copy the word:

2.2.f

Wood and Paper Glossary Entries Investigation 2

Inv.2.3 Draw a picture:

shavings Copy the word:

2.2.g

Wood and Paper Glossary Entries Investigation 2

Inv.2.4 Draw a picture:

mixture Copy the word:

2.2.h

Wood and Paper Glossary Entries Investigation 2

Draw a picture:

wood Copy the word:

2.2.i

Wood and Paper Glossary Entries Investigation 2

Draw a picture:

wood Copy the word:

2.2.j

FOSS Wood and Paper Investigation 2 Session 3: Making Sawdust Wood

Set up: 30 minutes to make matrix; 30 for class set-up Papers to copy and cut Students will need Word cards: mixture, Pencil matrix, particleboard, Crayons/markers corn starch, glue Science notebook Glue or tape 2.3 Focus question: How is particleboard made?

Materials needed Matrix** Class notebook Word/equipment cards Trays Sawdust Shavings Plastic cups ½ liter containers Craft sticks Water (pitcher of) Plastic spoon Paper plates (1 per student) Paper towels Newspaper Pine sample Particleboard samples Particleboard poster Whole Group or Center Investigation This lesson is more easily done as a center, but can be done with the whole class. Whole Group Preparation: **Matrix Recipe A cornstarch matrix (glue) needs to be prepared at least one day before this activity. This matrix holds sawdust together to form dough that students can mold into a wood sample. You will need a saucepan, long-handled spoon, box of cornstarch, measuring cup, water, and a large zip bag or container. To make the cornstarch matrix, follow the recipe below: a. Add one box of cornstarch gradually to a saucepan filled with 4 cups of cold water. Stir constantly as you add the cornstarch. Continue stirring until the mixture is smooth and soupy. b. Cook the mixture over medium heat. Stir continuously and scrape the pan until about half of the matrix has the consistency of mashed potatoes. The rest of the matrix will still be soupy. (About 5 minutes) c. Remove the saucepan from the heat and keep stirring! Stir until the entire pan of matrix is smooth. Your arm will be tired.

2.3

d. If the mixture gets too thick, add a little water and stir. If necessary, continue to add water until the mixture is smooth. Store the matrix in a covered container or zip bag. Place it in the refrigerator. It will keep for a week. (Makes enough for 24 students) Before the class or center, put two heaping spoonfuls of dry sawdust and wood shavings in a plastic cup for each student. Each student will also need a craft stick, paper plate, and particleboard sample. Place enough for each table on the trays. 1. Two Kinds of wood Call students to the rug. Show them the samples of pine and particleboard. Say, One kind of wood came from a tree. The other kind of wood started from a tree, but was made into a different kind of wood by people. Which one comes right from a tree? (Pine) Which one did people make? (Particleboard). Review the poster about how particleboard is made. Explain, Our focus question today is, “How is particleboard made?” Engineers make useful things out of materials they know about. That’s how we got particleboard. Each of you will make your own piece of particleboard. Ask students to recall the earlier investigation where they got sawdust to stick together for only a short time after it was in water. Suggest that a type of glue might be helpful to hold the sawdust together. Show students the matrix and tell them it is glue made from cornstarch (a cooking ingredient). Transition students back to their seats. 2. Equipment Distribute the trays to each table. Tell students that they each get a cup of sawdust, craft stick, paper plate, and piece of particleboard. Provide each table with a plastic spoon and matrix in a ½L container. Students should add a heaping spoonful into their sawdust. Model how to do this. Another option is for you to add the heaping spoonful of matrix to each cup just before the session to avoid any possible problems. 3. Mix and shape Have students use their craft sticks to stir and mix the sawdust and matrix. Tell students that when they have a nice dough mixture, they can dump it onto their plates. They should continue to mix it with their fingers until it is like modeling dough. (As students work, add matrix or sawdust where needed). Students can then shape the sawdust dough like a sample of particleboard or make any other shapes. Have students put their names on the paper plates. Collect the plates of new particleboard and place them where they can dry overnight or for a few days.

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4. Clean up Have students place the other materials on the trays. Collect, wipe out cups, wash and dry, containers, spoons, and sticks. 5. Draw your shape Distribute science notebooks. Ask students to turn to the first clean page. Have them add the date to the top of the page. Distribute the Inv.2.4 focus questions. Have students glue or tape the question below the date. Next ask students to draw the shape that they created with their sawdust/particleboard dough. Allow students to color the shape and add any words, phrases, or sentences that they’d like to about their particleboard. They should add the entry page to the table of contents. 6. Sense-making meeting With students at their tables, provide students with their sawdust/particleboard pieces. Also, distribute the particleboard samples from the kit. Have students compare the two pieces. Hold a class discussion about what was learned. Possible questions include:  How is your sawdust wood like the particleboard sample?*  Why do you think people make particleboard? (You might want to bring up recycling waster/leftover wood materials).*  Does it seem like people could build things out of particleboard?  Did your sawdust wood grow on a sawdust tree?  How did you make your sawdust board/particleboard? What was the first step? Second step? And, so on… You might want to put the answers to asterisked questions in the class science notebook. Allow time for students to share their sawdust wood products with others at their tables.

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Session 3 – Alternative, Center Directions Making Sawdust Wood Materials needed Each student needs: Science notebook Sawdust in cups Shavings in cups Craft sticks Paper Plate Pencil Particleboard sample

For the group: Paper towels Plastic spoon Pitcher of water ½ L container of matrix

Preparation: (See Whole Group Preparation) Before the class or center, put two heaping spoonfuls of dry sawdust and wood shavings in a plastic cup for each student. Each student will also need a craft stick, paper plate, and particleboard sample. Put some of the matrix in a 1/2L container. Have a plastic spoon ready for your group. 1. Two Kinds of wood Call students to the science center. Show them the samples of pine and particleboard. Say, One kind of wood came from a tree. The other kind of wood started from a tree, but was made into a different kind of wood by people. Which one comes right from a tree? (Pine) Which one did people make? (Particleboard). Review the poster about how particleboard is made. Explain, Our focus question today is, “How is particleboard made?” Engineers will make useful things out of materials they know about. That’s how we got particleboard. Each of you will make your own piece of particleboard. Ask students to recall the earlier investigation where they got sawdust to stick together for only a short time after it was in water. Suggest that a type of glue might be helpful to hold the sawdust together. Show students the matrix and tell them it is glue made from cornstarch (a cooking ingredient). 2. Equipment Distribute equipment to each student. Tell students that they each should have a cup of shavings, craft stick, paper plate, and piece of particleboard. Provide the group with a plastic spoon and matrix in a ½L container. Students should add a heaping spoonful into their sawdust. Model how to do this. Another option is for you to add the heaping spoonful of matrix to each cup just before the lesson.

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3. Mix and shape Have students use their craft sticks to stir and mix the sawdust and matrix. Tell students that when they have a nice dough mixture, they can dump it onto their plates. They should continue to mix it with their fingers until it is like modeling dough. (As students work, add matrix or sawdust where needed). Students can then shape the sawdust dough like a sample of particleboard or make any other shapes. Have students put their names on the paper plates. Collect the plates of new particleboard and place them where they can dry overnight or for a few days. 4. Clean up Have students place the other materials on the equipment tray. Collect, wipe out cups, wash and dry, containers, spoons, and sticks at a later time. 5. Draw your shape Distribute science notebooks. Ask students to turn to the first clean page. Have them add the date to the top of the page. Distribute the focus questions. Have students glue the question below the date. Next ask students to draw the shape that they created with their sawdust/particleboard dough. Allow students to color the shape and add any words, phrases, or sentences that they’d like to about their particleboard. They should add the entry page to the table of contents. 6. Sense-making meeting This will be done with the whole class after all students have been to the center.

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How is particleboard made?

How is particleboard made?

How is particleboard made?

How is particleboard made?

How is particleboard made?

How is particleboard made?

How is particleboard made?

How is particleboard made?

How is particleboard made?

How is particleboard made?

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FOSS Wood and Paper Investigation 2 Session 4a: Making Sandwich Wood Materials needed Papers to copy and cut Class notebook Word cards: plywood, glue, Word/equipment cards layer, stripe, break, Trays laminated, strong Thin wood pieces Newspaper 2.4 Focus questions: How is Plywood samples plywood made? Why is ¼” plywood pieces plywood made? White glue Paper towels Plywood Production poster Tape (optional) Craft stick

Set up: 20-30 minutes Students will need Pencil Crayons/markers Science notebook Glue or tape

Whole Group or Center Investigation - 2 day activity Preparation: Students observe ¼” plywood pieces in this activity because they look like the “sandwich” wood they will make. Make newspaper mats for each student by folding a full sheet twice. 3 pieces of thin wood are needed for each student. Find a place where pieces of plywood can dry overnight. 1. Compare Strengths Ask students what they remember about plywood. Discuss how students think it is made. Then ask a student (or two) to see if they can break a craft stick. Next, ask them to try to break a piece of plywood. Ask the class, Why do you think the plywood is so strong? Review the poster with the class. Explain to students that plywood comes in different thicknesses. Show the pieces of ¼” plywood. After showing students pieces of the ¼” plywood, ask, How do you know this is plywood? (There are layers of glued wood). Tell the students, Today you will be making a piece of 1/4 inch plywood. 2. Demonstrate the Procedure a. Squeeze a quarter-sized dollop of glue onto the far end of your newspaper mat.

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b. Get three thin wood pieces. c. Dip your finger into the glue and cover one side of two pieces of wood evenly. d. Press the two, glued surfaces together and hold for a slow count to 20. e. Add the final piece of wood using the same procedure. f. Write your name on your “sandwich” wood. 3. Get gluing Distribute materials to each table. Go around to each table and squeeze a quarter-sized amount of glue onto the far side of each student’s newspaper mat. Let students begin making their own wood. If needed, place ¼” samples of plywood at tables as examples. Remind students to count to twenty slowly when they hold glued pieces together and to write their names on their finished products. 4. Clean up. Next-Day Preparation: Place the 5 - ¼” plywood pieces at the tables. Distribute student made samples of plywood. 5. Comparisons/sense-making Have students compare their “sandwich”/plywood samples to the ¼” plywood pieces at their tables. Ask, How are these pieces of wood alike? (Write down student ideas). Then ask, How are these pieces of wood different from each other? (Write down student ideas). Next ask, How did you make your plywood? (Review the steps with students). Ask, Which do you think is stronger – your “sandwich” wood/plywood or a craft stick? Why? (The glued/laminated wood is stronger than just one thin piece of wood. The more layers, the stronger the wood). At this point, explain that when pieces of wood are glued and layered, we call this laminated wood. Ask students to say, “Laminated.” Then explain that laminating makes the wood stronger. Ask students, Why do you think people make plywood? 6. Science notebooks

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Distribute science notebooks to students. Ask them to turn to the first clean page and add today’s date. Model the procedure for students in the class notebook. Distribute the focus question, How is plywood made? Students should glue or tape the question under the date. Students can answer the question by drawing, labeling, and numbering the pictures they create. Distribute the next question, Why is plywood made? Students can write their own answer or use this sentence frame: Plywood is made because ____________ . Students can add another entry, a drawing of their plywood (see worksheet) or they can tape the actual piece of wood into their notebooks. 7. Vocabulary review Bring students to the rug. Review the following words with them: break, laminated, layer, plywood, stripe, and strong. You can use the following CLOZE sentences as part of the review. a. b. c. d. e.

Plywood layers look like ____________ . (stripes) or Plywood __________ look like stripes. (layers) Plywood is a very ______________ wood. (strong) Plywood is so strong, it is hard to ___________ it. (break) Plywood that is glued in layers is called ________________ wood. (laminated).

Another option is to add to the glossary. Pages have been made for both activities.

Remember to mark your assessment page accordingly for each student: Students conduct simple investigations. Students record observations. Students describe objects by their properties. Students compare properties of wood. Students sort wood by properties. Students group objects by their properties.

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Session 4a – Alternative, Center Directions Making Sandwich Wood Materials needed Newspaper Mats (see directions in preparation) White glue Paper towels Thin wood pieces Craft sticks

Center Preparations: Make sure that each child has a piece of folded newspaper to use as a mat. Pile thin pieces of wood in the center of the table for all students to use. Have white glue readily available. 1. Making “sandwich” wood/plywood Steps 1-3 under the whole group procedure are done with the class before student groups come to the center. Call 6-8 students to center. 2. To make sandwich wood, or, plywood, students: a. Choose three thin wood pieces. b. Place a quarter-sized amount of glue at the far end of each newspaper mat. c. Glue their pieces of wood (Students need use their fingers to spread glue over the entire surface of two pieces of wood. They then need to put the glued sides together). d. Hold the pieces together for a slow count of 20. e. Spread glue on the last single piece of thin wood and one side of the two pieces already glued together. f. Stick those sides together and count to 20. 3. Vocabulary Try to use the vocabulary words below within the context of the investigation. break, laminated, layer, plywood, stripe, strong_ 4. Write names Students write their names on the “sandwich” wood/plywood pieces. Collect the pieces from the students. 5. Cleanup

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Students wipe hands off with paper towels. Recycle the newspaper mats, either for the next group or in the class recycling bin. Get ready for the next group. 6. Follow-up Students will finish their work tomorrow with the entire class.

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My Plywood

My Plywood

My Plywood

My Plywood

My Plywood

My Plywood

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Why is plywood made?

Why is plywood made?

Why is plywood made?

Why is plywood made?

Why is plywood made?

Why is plywood made?

Why is plywood made?

Why is plywood made?

Why is plywood made?

Why is plywood made?

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How is plywood made?

How is plywood made?

How is plywood made?

How is plywood made?

How is plywood made?

How is plywood made?

How is plywood made?

How is plywood made?

How is plywood made?

How is plywood made?

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FOSS Wood and Paper Investigation 2 Session 4b: Are you a scientist? Materials needed Papers to copy and cut Class notebook 2.4b Focus question: Are Big book Science Stories you a scientist? Science Stories (Student Copies)[(Optional]

Set up: 15 minutes Students will need Pencil Crayons/markers Science notebook Glue or tape

Whole Group Session Preparation: Optional: Download Audio Story, “Are You a Scientist?” from website or iTunes U for use at a reading center. Have student books at the center. 1. Read aloud – Using pictures for comprehension The pictures in this article provide an opportunity for students to discuss and recall the investigations they did. Call students to the rug. Explain that you are reading a new article in the Science Stories book called, “Are You a Scientist?” Review the Table of Contents in the big book. Show students where the story is in the table of contents. Next, point to the page number where the story starts and turn to that page. Page 9 – Read the page. Ask students what questions they’ve asked in science. Ask, What questions might the girls in the picture ask? Page 10 – After reading the page, ask students how the boy is using his senses to observe. Page 11 – Read, then ask students what it means to compare. Ask, What are the students comparing? Page 12 – After reading the page, explain that scientists need to talk, draw, and write to explain what they find out. Reread the story to the class. 2. Science notebook Distribute science notebooks. Have students turn to the first clean page. Add the date to top of the class science notebook. Ask students to copy the date in their notebooks. Then distribute focus questions for students to glue in

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below the date. Read the focus question to the class. Have students draw a picture of themselves as scientists. Finally, ask students add the entry to the table of contents when they finish their drawings. Optional: Let students reread or listen “Are You a Scientist?” at the reading or listening center.

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Are you a scientist?

Are you a scientist?

Are you a scientist?

Are you a scientist?

Are you a scientist?

Are you a scientist?

Are you a scientist?

Are you a scientist?

Are you a scientist?

Are you a scientist?

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Inv.2.1

How do you change the shape of wood? 127

Inv.2.1

You can change the shape of wood with ____________ . 128

Inv.2.2 Class notebook (Focus Question)

How are sawdust and shavings different? 129

How are they alike?

130

_______________ are bigger than __________________. 131

Both can get __________________ and sink. 132

Inv.2.3

How is particleboard made? 133

Inv.2.4a

How is plywood made? Why is plywood made? 134

Inv. 5.1 Class Notebook

How can you make a person from wood and paper?

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FOSS Wood and Paper Unit Investigation 3 Getting to Know Paper Essential Questions 1. How can objects (paper) be described? 2. In what ways can objects (paper) be compared? Session Content Objectives 1 Introduction to Paper Students will be able to:  Pre-Assessment  Identify paper objects in classroom.

2a

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Paper Hunt  Observe and describe different kinds of paper squares  Introduce  Investigate mixture with water  Observe properties when wet

Students will be able to:  Ask questions.  Observe materials carefully.  Describe properties of different types of paper.  Match types of paper.  Compare and contrast different types of paper  Describe similarities and differences among the types of paper.

Language Objectives  Students will express ideas about why a selected object is paper.  Students will make statements using sentence frames.  Students will make science notebook entries using drawings and/or words to answer the focus question.  Students will use appropriate vocabulary in CLOZE sentences.

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“The Story of a Box” Students will be able to:  Review parts of an informational  Ask questions. text  Transfer understanding to new  Interactive read aloud, focus is contexts. on sequence of events  Sequence events using CLOZE paragraph  Sequence Pictures Activity (optional)

   

Students will use prior knowledge when listening to text. Students will use listening skills to learn new information. Students will discuss how a paper box is made. Students will identify parts of the informational text, Science Stories: Wood and Paper.

3

Writing and Drawing on Paper  Compare craft stick (one layer) to plywood  Review how plywood is made  Make plywood  Compare new plywood to craft stick  Discuss why plywood is made

Students will be able to:  Students will make science notebook  Ask questions and make predictions. entries using drawings and/or words to answer the focus question.  Observe and compare different paper samples.  Students will record observations.  Compare the ease of writing and  Students will share and discuss their drawing on different paper samples results. with pencils, crayons, and markers.  Record observations.

4

Folding Paper  Review paper properties  Demonstrate folding  Fold different papers  Sorting Activity

Students will be able to:  Students will discuss properties of  Ask questions and make predictions. paper.  Sort paper by folding properties.  Students will make science notebook entries using drawings and/or words to answer the focus question.  Students will add entries to the glossary.

5

Paper and Water

Students will be able to:

 Students will discuss properties of

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      6

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Review how to use dropper (optional) Investigate drops of water on different kinds of paper Compare drops on paper Soak papers in water Compare changes CLOZE activity

Where is Wood? Computer Activity  Introduce computer program to students  Discuss objects in activity

paper.  Ask questions and make predictions.  Students will discuss comparisons of  Investigate drops of water on different kinds of wet paper. different kinds of paper.  Describe the properties of different  Students will make science notebook entries using drawings and/or words to kinds of wet paper. answer the focus question.  Compare wet paper samples.  Students will add entries to the glossary. Students will be able to:  Identify objects made of wood and paper

 Students will make science notebook entries using drawings and/or words to answer the focus question.

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FOSS Wood and Paper Investigation 3 Session 1: Pre-assessment Paper Set-up [30-35 minutes) Materials needed Papers to copy and cut Students will need Word/Equipment cards 2 copies of the FOSS “This 1 label Label Sheets is made of paper.” label 1 piece of masking tape Roll of masking tape student sheet Extra paper made objects Pre-Assessment Sheets Inv. to have in the room 3 Pre-Assessment Sheets Inv. 3 Preparation: Classrooms are filled with many kinds of paper and paper made objects. However, some paper objects may need to be added to provide more variety. Possible additions might include cupcake liners, scrapbooking paper, wrapping paper, crepe paper, cellophane paper, wallpaper, grocery bags, parchment paper, paper plates, and greeting cards. 1. Assessment information As stated in Investigation 1, assessment for kindergarten students is different than other grades. Formative assessment measures student progress, information about learning, and in this case, diagnostic information. Use the “This is Made of Paper” Assessment Sheets. Prepare enough pages to write information about each of your students. This assessment is based on teacher observations. Remember that assessments should be done on an on-going basis. There are checklists for paper included in the notebook. Use the checklist that is most helpful as your students work on the various activities and investigations. 2. Introduction of paper Call your students to the rug. Explain to your students that they are beginning a new part of the science kit. Tell the class, You will be learning about the properties of paper. Today you will be looking for things in the classroom that are made of paper. Many things in the room are made from different kinds of paper. Hold up a label and piece of tape. Tell your students that they are to do the following: a. Pick up a “This is made of paper.” label and a piece of masking tape.

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b. Label something in the room made of paper. c. Return to the meeting place. After all of the students have labeled objects, ask them one at a time to return to the labeled object, name the object, and discuss how they know that the object is made of paper and if they know what kind of paper it is. If they don’t know the type of paper, ask students how it is used. At this time, record on your assessment sheet whether the object is paper and make anecdotal notes about the explanation. You might want to post these sentence frames, read them to your students, and ask students to repeat the sentences after you. Tell students that they can use these sentence frames to talk about their “paper” objects. This ______________ is made of paper. I know _______________ is/are made of paper because _________. This paper is called __________. The paper is used for ______________.

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Pre –Assessment Paper Investigation 3 Identifying Paper

Student Name

Identifies paper/ paper object

Explains why he/she knows it’s paper

Notes:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.   

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Pre –Assessment Paper Investigation 3 Identifying Paper

Student Name

Identifies Explains paper why he/she Notes: knows it’s paper/how it’s used

17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32.  

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Wood and Paper Investigation 3 Session 2: Paper Hunt Materials needed Class notebook 10 sheets of light colored construction paper 10 fluted containers Paper samples Glue Markers

Set up: 45+ minutes Papers to copy and cut Students will need Word cards: chipboard, Pencil construction, corrugated Crayons/markers paper, corrugated Science notebook cardboard, facial tissue, Glue or tape kraft, newsprint, paper towel, tagboard, waxed 3.2Focus Question: How are papers different?

Whole Group Investigation – 1-2 science periods Assessment: Specific objectives to observe in this session include: • Objects and materials can be described by their properties. • Objects and materials can be compared by their properties. Specific practices include: • Asks questions. • Practices safety. • Communicates observations. • Incorporates new vocabulary. Focus on a few students each session. Record the date, your evaluation, and write anecdotal notes. Preparation: The following 4” square paper samples are in the kit: These include chipboard, corrugated cardboard, corrugated paper, kraft paper, newsprint, tagboard. A roll of waxed paper is in the kit that you will need to cut. You will also need to get white construction paper, facial tissue, and paper towels. For each of the four types of paper, you will need to cut 50 - 4” squares. Paper observation Put 20 squares of each type of paper into its own plastic container. Line the containers up on a table or counter so students from groups can pass by and pick up one of each kind of paper.

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Write the name of each type of paper at the top of a sheet of light-colored construction paper. You will be gluing a paper square and adding properties to these sheets. The Hunt During this activity, each student will hunt for a piece of paper in the room that matches the one that you give them. The matching paper samples should be placed in plain view around the room. Make sure that there are enough samples around the room for each child to find a “match.” Extra paper samples are good to have on hand in case of mistaken identity. In order to do this activity, you will need to make two identical sets of squares. One set of paper squares will be placed around the room. The other set of paper squares will be handed out to your students. The number in each set should equal the number of students in your class. Make sure to use all 10 types of paper in this activity. You will need to place the squares around the room when students are not in the classroom and just before the activity. 1. Paper exploration Call students to the rug. Hold up a few of the different kinds of paper squares from the containers. Ask students, What do you notice about these squares? (Students should answer they are paper, each is different, and depending upon the samples you choose, students may be able to identify the kinds of paper). Explain that you are going to let them explore how the paper squares are different from each other. Arrange students into groups of four. Identify 2 students from each group to start at one end of where the paper containers have been placed and pick up a square from each container. They then need to return to their groups and place the samples in the center of each group. Allow time for students to explore, identify properties, and compare the different kinds of paper. As you visit each group, ask students questions such as:  What do you notice about your paper square?  What does it look like? What color is it?  What does it feel like?  Where have you seen this type of paper before? When students have spent enough time exploring the samples, ask them to choose two different samples and hold one in each hand. Hold up one kind of paper. Describe its properties. (Ask students to contribute properties for later samples). Ask students to hold up their paper sample if it is the same. Tell students the name of the paper. Write the name of the sample at the top of a piece of light-colored construction paper (if you have not already done so). Have

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students repeat the name of the paper square. Glue the paper square beneath the name. Add the properties beneath the square. Place the sheet off to the side to use later in the activity. Continue the procedure with all of the paper squares. - Possible Breakpoint2. Paper hunt Show students the set of paper squares that you put together for the paper hunt. Explain that each student will get a square of paper. They will need to find a piece of paper in the room that looks and feels the same as their sample. When students are sure that they have a match, they should bring both squares of paper back to the meeting place. It is important that you check to see if samples match. If a sample is not matched, show the student how the mismatched pairs are different and let him/her continue to search for a match. When all students have returned to the meeting place, hold up a poster with one of the samples. Read the name and the properties. Ask students if you should add any other properties. Explain how the paper is used and add it to the chart. Ask students with these samples to return them to the proper container. Hold up the next poster. Continue the procedure for each type of paper. Display the posters at the end of the lesson. Review and add to the posters throughout the Investigation 3 sessions.

Paper towel Ink soaks in Good to wipe up spills 3. Sense making/science notebooks Discuss with students what they learned about paper. Ask, What are some things that are made of paper? Then ask, Why might people make things from paper instead of other materials? Guide students to answer the question with properties they discovered during the activity. Also, ask questions that will lead them to properties they have already experienced with paper: cutting, gluing, coloring, and writing on it.

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Distribute science notebooks to students. Ask them to turn to the first clean page. Model how to add the date to the top of the page. Ask students to glue or tape the focus question into their notebooks beneath the date. Have students write the name of the paper they matched on the page. Show the posters for each type of wood. They can add pictures or words to show special properties of that paper. Students should add the corresponding page number to the table of contents.

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How are papers different?

How are papers different?

How are papers different?

How are papers different?

How are papers different?

How are papers different?

How are papers different?

How are papers different?

How are papers different?

How are papers different?

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Wood and Paper Glossary Entries Investigation 3

Inv.3.4 Draw a picture:

bend Copy the word:

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Wood and Paper Glossary Entries Investigation 3

Inv.3.4 Draw a picture:

fold Copy the word:

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Wood and Paper Glossary Entries Investigation 3

Inv.3.4 Draw a picture:

crease Copy the word:

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Wood and Paper Glossary Entries Investigation 3

Inv.3.5 Draw a picture:

wet Copy the word:

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Wood and Paper Glossary Entries Investigation 3

Inv.3.5 Draw a picture:

submerge Copy the word:

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Wood and Paper Glossary Entries Investigation 3

Inv. 3.3 Draw a picture:

bumpy Copy the word:

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Wood and Paper Glossary Entries Investigation 3

Inv.3.3 Draw a picture:

smooth Copy the word:

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Wood and Paper Glossary Entries Investigation 3

Inv.3.3 Draw a picture:

slick Copy the word:

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FOSS Wood and Paper Investigation 3 Session 2b: The Story of a Box Set-up: 20 minutes Materials needed Papers to copy and cut Big Book of Science Stories: Wood and Word Cards needed: Paper: The Story of a Box 2 of tree, pulp, Assessment Checknotes sawdust, cardboard, Student Science Stories (optional) and paper; 1 of box Cardboard square and roll A cardboard box Student Sheet: The Tape Story of a Box (optional)

Students will need Optional: Science Notebook, pencil, scissors, glue

Whole Class Session Preparation: Create word cards for sequencing cloze paragraph. Write the following sentences on a large sheet of chart paper: The Story of a Box • • • • • • •

First, a _____________ is chopped ____________. Next, the ____________ is made into ____________. Then, the ____________ is made into ____________. Next, the _____________ is made into ____________. The __________ is put on a _________ . Then, the _____________ is made into ____________. Finally, the ____________ is made into a _________ .

1. Read aloud The focus of this read aloud is the sequencing of events. Bring students to the meeting place. Hold up a cardboard square. Ask students what kind of paper the square is made of. If students don’t remember, explain that it is cardboard. Show students a cardboard box. Tell them that it, too, is made out of cardboard paper. Then ask, How is a cardboard box made? I wonder if we have some ideas and can make some predictions. Listen to student ideas and predictions. Read the story aloud stopping to discuss key points (tree, sawdust, pulp, roll of paper, gluing layers, cutting and folding), the pictures and to make further

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predictions. At the end of story, ask students these questions (Feel free to add more): Where does the story of a box begin? What is a box made from? What happens to the paper that makes cardboard? Why is cardboard a good material to use to make a box? 2. Sequencing the story Explain to your students that they will now help you tell the story of a cardboard box. Post the chart paper on the board. Identify the words on the word cards as you hand them out to students. Have the book ready as a resource to fill out the cloze paragraph if students have problems with the order of events. Read each sentence to the class and ask which cards would fit in the sentence. Help students tape their cards in the appropriate blanks. Read the completed paragraph together. 3. Sequencing activity (Optional) Hand out student notebooks and The Story of a Box student sheet. Have students turn to the first clean page and add the date. Students need to cut out the title and pictures. The title should be glued beneath the date and the page number needs to be added to the table of contents. Pictures should then be placed and glued in order on the student notebook page. Students should number the pictures 1- 6.

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Cut on the dotted lines.

The Story of a Box

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Wood and Paper Investigation 3 Session 3: Writing and Drawing on Paper Set up: 30 minutes Materials needed Papers to copy and cut Students will need Fluted containers with Word Cards: corrugated Pencil paper squares: corrugated paper, facial tissue, kraft, Crayons/markers paper, facial tissue, kraft, newsprint, paper towel, Science notebook newsprint, paper towel, tagboard, waxed paper Glue or tape tagboard, waxed paper Crayons 3.3 Focus Question: Which Pencils kinds of paper are easiest Glue to write and draw on? Markers Student Data Sheet 3.3

Whole Group or Center Preparation: Put together one set of each of the six kinds of paper samples. Have samples of the tagboard and paper-towel available for each table group. Students will need one of each of the papers. 1. Investigation Call students to the rug. Show students the six types of paper they will be investigating today. Then show students a pencil, crayon, and marker. Say, Your investigation will be finding out which of the six kinds of paper are the best to draw and write on. Your job is also to observe the properties of these papers. Distribute squares of tagboard. Ask students, What are some of the properties of tagboard? Discuss the properties and ask students if they think it will be good to draw and write on. Next, distribute squares of paper towel samples. Discuss how the samples are alike and different. Have students predict what the paper towel will be like to draw and write on. Send students back to their seats. Ask students to mark each square with a pencil. Ask, Which is the better paper to use a pencil on – tagboard or paper towel? Some students may rip their paper towel square. Let them know that some papers will tear or get holes in them. Repeat the procedure using a crayon, then a marker. Discuss what happens to the ink when marks are made on the two kinds of paper. Ask, Which paper soaks up or absorbs more ink? (Paper towel).

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Distribute the 3.3 student sheets. Ask students to decide if the papers were easy to draw or write on. Ask them to circle “Yes” or “No.” Have students to continue observing, comparing, and testing the other four papers. Students should fill out the student sheet after they test the papers. As students work, ask:  Is this paper good for writing? Why or why not?  How does the marker ink act on this type of paper?  What makes paper good to draw and write on? What makes paper hard to draw and write on?  Find two papers that feel the same when you write on them. How are they the same?  Find two papers that feel different when you write on them. How are they different?  What is it like to write on corrugated paper?  What is it like to write on waxed paper?  What are the pencil marks like?  What are the crayon marks like?  What are the marker marks like? 2. Notebook Distribute science notebooks. Have students turn to the first clean page. Ask students to write the date at the top of the page and glue the focus question just below it. Students should add the page number to the table of contents. Students next glue in their student data sheet on the page. Optional: Allow students to add their favorite drawing and writing paper to the notebook. 3. Sense-making/What We Learned Ask students to answer your questions by holding up paper squares.  Which paper is easiest to draw and write on?  Which paper was the hardest to draw and write on?  What makes paper good to draw and write on? What properties does good paper have? 4. Add any new vocabulary words to the word wall. Review words that you feelare important. Possible words include: absorb, bumpy, rough, slick, smooth, soak, tear, texture.

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Session 3 – Alternative, Center Directions Writing and Drawing on Paper Preparation: Place containers of paper samples close to the center so you and your students can pick up samples as needed. Have pencils, crayons, and markers on the table for student use. 1. Observing paper samples Call 6-8 students to the table. Place containers of tagboard and paper-towel samples on the table. Ask students to take one of each sample. Discuss how the papers are alike and how they are different. Ask, What are some of the properties of tagboard? Discuss the properties of tagboard. What are some of the properties of paper-towel? Discuss the properties of paper-towel. Ask students, What do you think it will be like to write or draw on the tagboard with a pencil? What do you think it will be like to write or draw on the piece of paper-towel? 2. Marking tagboard and paper-towel samples Ask students to mark each square with a pencil. Ask, Which is the better paper to use a pencil on – tagboard or paper towel? Some students may rip their paper towel square. Let them know that some papers will tear or get holes in them. Repeat the procedure using a crayon, then a marker. Discuss what happens to the ink when marks are made on the two kinds of paper. Ask, Which paper soaks up or absorbs more ink? (Paper towel). Distribute the 3.3 student sheets. Ask students to decide if the papers were easy to draw or write on. Ask them to circle “Yes” or “No.” 3. Marking other samples Have students to continue observing, comparing, and testing the other four papers. Students should fill out the student sheet after they test the papers. As students work, ask:  Is this paper good for writing? Why or why not?  How does the marker ink act on this type of paper?

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 

What makes paper good to draw and write on? What makes paper hard to draw and write on? Find two papers that feel the same when you write on them. How are they the same?

Center Instructions  Find two papers that feel different when you write on them. How are they different?  What is it like to write on corrugated paper?  What is it like to write on waxed paper?  What are the pencil marks like?  What are the crayon marks like?  What are the marker marks like? 4. Distribute science notebooks Have students turn to the first clean page. Ask students to write the date at the top of the page and glue the focus question just below it. Students should add the page number to the table of contents. Students next glue in their student data sheet on the page. Optional: Allow students to add their favorite drawing and writing paper to the notebook. 5. Sense-making/What We Learned Ask students to answer your questions by holding up paper squares.  Which paper is easiest to draw and write on?  Which paper was the hardest to draw and write on?  What makes paper good to draw and write on? What properties does good paper have? 6. Vocabulary Use vocabulary words within the context of lesson. Review words that you feel are important. Possible words include: absorb, bumpy, rough, slick, smooth, soak, tear, texture. 7. Clean-up Collect samples and notebooks. Wipe up any ink. CAUTION: Marker ink on waxed paper beads up and can cause a mess.

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Which papers are the easiest to write and draw on?

Which papers are the easiest to write and draw on?

Which papers are the easiest to write and draw on?

Which papers are the easiest to write and draw on?

Which papers are the easiest to write and draw on?

Which papers are the easiest to write and draw on?

Which papers are the easiest to write and draw on?

Which papers are the easiest to write and draw on?

Which papers are the easiest to write and draw on?

Which papers are the easiest to write and draw on?

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Which ones are easy to draw or write on? Paper

Picture

Circle One

Tagboard

Yes

No

Paper-towel

Yes

No

Corrugated paper

Yes

No

Yes

No

Facial tissue

Yes

No

Newsprint

Yes

No

Waxed paper

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Wood and Paper Investigation 3 Session 4: Folding Paper Materials needed Class notebook Fluted containers with paper squares: chipboard, construction paper, corrugated cardboard, kraft paper, newsprint, waxed paper White paper (8.5” x 11”) Assessment checknote Class notebook

Papers to copy and cut Word cards/equipment cards: chipboard, construction paper, corrugated cardboard, kraft paper, newsprint, waxed paper

Set up: 30 minutes Students will need Pencil Crayons/markers Science notebook Glue or tape

3.4 Focus question: How do different kinds of paper fold? 3.4 Class notebook focus question

Whole Group or Center Investigation

Whole Group Preparation: Gather samples of each of the six kinds of paper in the list above. Place samples in fluted containers. 1. Review properties of paper Call students to the rug. Review kinds, uses, and properties of paper. Tell students, Today they will be folding different kinds of paper. Being able to fold paper is a property of many different kinds of paper. 2. Demonstrate folding paper in half Hold up a piece of standard white paper. Show students step-by-step how to fold the paper in half. Crease the fold firmly. Fold the paper in half-again. Crease the fold again. Continue folding in half until you can no longer fold the sheet.

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3. Counting folds Have students help you count how many times you were able to fold the paper. Count one fold each time you open up the paper until you return to the full sheet. Ask students, How has the paper changed? Send students back to their seats. 4. Folding newsprint Distribute samples of newsprint to students. Have students fold the newsprint in half once. Monitor students to make sure they understand the concept of folding in half. Have them continue folding until the limit is reached, then unfold the samples, counting each time they unfold the paper. 5. Folding other papers Place container of other samples on each table and let students fold each kind of paper. They should continue until they have folded each of the six kinds of paper. 6. Sorting papers Ask students to sort their samples into two piles: “easy to fold” and “harder to fold”. Discuss the properties that affect how easy it is to fold a piece of paper. 7. Sense-making/science notebooks Discuss the investigation by asking questions.  What kinds of paper are easy to fold?  What kinds of paper are hard to fold?  What makes some kinds of paper easy to fold and other kinds hard to fold?  What does a piece of paper look like after it has been folded and then opened up?  Why would people want to fold paper?  What could you make by folding paper?  What are some kinds of paper you “wonder” about folding? (Ask students to answer the question using the “I wonder…” sentence prompt). Distribute science notebooks. Ask students to turn to the next clean page. Add the date to the top of the page. Distribute focus questions. Ask students to glue or tape the question, How do different kinds of paper fold?, beneath the

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date. Students can use the 3.4 sentence frame to write their answers. Model steps for students in class notebook. Add fold to student glossaries.

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Session 4 – Alternative, Center Directions Folding Paper Preparation: Put newsprint samples at the center of the table. Have other samples ready to use as needed. 1. Folding newsprint Call 6-8 students to center. Student should have been introduced to folding with the class in Steps 1-3 in whole group instruction. Let each student take one newsprint sample. Have students fold it in half once. Monitor them to make sure that they understand the concept of folding in half. Have them continue folding until the paper can’t be folded any more. 2. Counting folds Have students count the number of folds by unfolding their samples and counting each time they open a fold. 3. Folding other papers Put the containers of paper samples on the table. Let students take one of each to see how many times they are able to fold them. 4. Sorting papers Ask students to sort their samples into two piles: “easy to fold” and “harder to fold”. Discuss the properties that affect how easy it is to fold a piece of paper. 8. Sense-making/science notebooks Discuss the investigation by asking questions.  What kinds of paper are easy to fold?  What kinds of paper are hard to fold?  What makes some kinds of paper easy to fold and other kinds hard to fold?  What does a piece of paper look like after it has been folded and then opened up?  Why would people want to fold paper?  What could you make by folding paper?

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

What are some kinds of paper you “wonder” about folding? (Ask students to answer the question using the “I wonder…” sentence prompt).

Distribute science notebooks. Ask students to turn to the next clean page. Add the date to the top of the page. Distribute focus questions. Ask students to glue or tape the question, How do different kinds of paper fold?, beneath the date. Students can use the 3.4 sentence frame to write their answers. Add fold to student glossaries. Collect science notebooks.

9. Clean up.

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How do different kinds of paper fold?

How do different kinds of paper fold?

How do different kinds of paper fold?

How do different kinds of paper fold?

How do different kinds of paper fold?

How do different kinds of paper fold?

How do different kinds of paper fold?

How do different kinds of paper fold?

How do different kinds of paper fold?

How do different kinds of paper fold?

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Some kinds fold

Some kinds fold

________________________ .

________________________ .

Some kinds fold

Some kinds fold

________________________ .

________________________ .

Some kinds fold

Some kinds fold

________________________ .

________________________ .

Some kinds fold

Some kinds fold

________________________ .

________________________ .

Some kinds fold

Some kinds fold

________________________ .

________________________ .

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Wood and Paper Investigation 3 Session 3.5 Paper and Water 2 sessions Materials needed Basins Class notebook Fluted containers with paper squares: chipboard, construction paper (white), corrugated cardboard, corrugated paper, kraft paper, newsprint, waxed paper, facial tissue, paper towel White paper (8.5” x 11”) Sponges Paper towels Water Newspaper Turkey baster (optional) Clothesline and clothespins (optional) 3.5 Class notebook question Assessment checknote Class notebook

Set up: 30 minutes Papers to copy and cut Word cards/equipment cards: chipboard, construction paper (white), corrugated cardboard, corrugate paper, kraft paper, newsprint, waxed paper, facial tissue, paper towel

Students will need Pencil Crayons/markers Science notebook Glue or tape

3.5 Focus question: What happens when paper gets wet? 3.5 Class notebook focus question

Whole Group or Center Investigation It is recommended that this session be done as a center investigation. The management of resources and students is easier. If you choose to do the investigation as a whole group lesson, it would be helpful to have assistance. Whole Group Assessment: Specific objectives to observe in this part include: • Objects and materials can be described by their properties. • Objects and materials can be compared by their properties. Focus on a few students each session. Record the date, your evaluation, and write anecdotal notes.

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Preparation: • You will need a paper towel sample, tagboard sample, a cup with a small amount of water, and a dropper or turkey baster to demonstrate the dropper procedure. • Have basins, half filled with water, ready to place at student tables. • Prepare an area to dry paper samples on newspaper. Or, plan to hang samples from a clothesline if one is available. • Have a cup of water and dropper ready for each student. Fill the cups 1/3 full of water. Make sure that there are enough samples of each kind of paper for every student. 1. Reviewing the dropper Call students to the rug. Ask them, What happens when water gets on paper? What are some of your ideas? Briefly discuss student ideas. Let students know that today they will investigate what happens when they place drops of water on different kinds of paper. Using the dropper can be a difficult task for kindergarten students to do. If your students previously had difficulty using the dropper, review how to use the dropper. If not, skip the demonstration. Review how to use a dropper. A turkey baster makes a good demonstration tool. a. Squeeze the rubber bulb between your thumb and finger. b. Lower the tip of the dropper into the cup of water. c. Release the pressure on the bulb, keeping the tip under water. d. Lift the dropper out of the water, being careful not to squeeze the bulb. e. Move the dropper into position and squeeze the bulb to release the water drop-by-drop. Transition students back to their seats. 2. Drop water on paper towel and tagboard Distribute cups of water and droppers to students. Hold up a piece of tagboard and paper towel. Ask students to make a prediction and to share predictions with students at their table. Tell your students, You need to drop only one drop of water onto each kind of paper. Observe each kind of paper carefully. Next, distribute tagboard and paper towel samples to students. Let them test the samples. Distribute the other paper samples to each table. Students need to choose two different paper samples to test. Once again they need to predict, observe carefully, and compare the samples to other samples. Students should continue to predict, test and observe other samples of paper. 3. Discussion questions Ask students to lay out their paper samples in front of them. Then ask the following questions:

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• How are samples the same after dropping water on them? How are they different? • What samples would be good for soaking up spills? Why do you think so? • Are there any papers that you could wrap things in to protect them from water? • Which papers stayed basically the same? Which papers changed? • How did some of the papers change?

4. Overnight soaking Ask students, What do you think the samples would look like if we soaked them in water overnight? Discuss student ideas. Make a list if there are a lot of ideas. Distribute the half-filled basins to each table. Ask each student to place one sample in a basin. Each sample placed in the tank should be different. Collect remaining samples and spread them out to dry. Collect cups and droppers and let them dry. -Breakpoint5. Soaked! Observe and discuss samples that were soaked. Discuss the changes that occurred. 6. Sense-Making/Notebooks Call students to the rug. Discuss the following questions: • What happens when paper gets wet? • What happens when it dries? Does it look the same? • What are some properties of paper when it is wet? (absorbent, beading, spreading, etc.) Write the following CLOZE sentences in the class notebook or on chart paper. • Some kinds of paper ____________ water. • Water drops ______________ on waxed paper. • Paper can ______________ when soaked in water. Hold up the word wall cards absorb, bead, and change. Read the cards to the students. Read the first sentence. Ask students which word fits in the sentence. Place the word or write the word in the blank. Repeat the process with the other two sentences. Transition students back to their seats.

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Distribute science notebooks. Have students turn to the first clean page. Ask students to write the date at the top of the page and glue the focus question just below it. Students should add the page number to the table of contents. Students add their answer below the question. Students can glue a piece of their favorite dried sample below their answer.

Wood and Paper Investigation 3.5

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Paper and Water Center Instructions

Preparation: • You will need a paper towel sample, tagboard sample, a cup with a small amount of water, and a dropper or turkey baster to demonstrate the dropper procedure. • Have a basin, half filled with water, ready to place in the center of the table. • Prepare an area to dry paper samples on newspaper. Or, plan to hang samples from a clothesline if one is available. • Place a dropper and cup of water with a small amount of water at each student’s place. • Place the containers of paper at one end of the table so samples are readily available to you and your students. 1. Reviewing the dropper Call 6-8 students to the center. Ask them, What happens when water gets on paper? What are some of your ideas? Briefly discuss student ideas. Let students know that today they will investigate what happens when they place drops of water on different kinds of paper. Using the dropper can be a difficult task for kindergarten students to do. If your students previously had difficulty using the dropper, review how to use the dropper. If not, skip the demonstration. Review how to use a dropper. A turkey baster makes a good demonstration tool. a. Squeeze the rubber bulb between your thumb and finger. b. Lower the tip of the dropper into the cup of water. c. Release the pressure on the bulb, keeping the tip under water. d. Lift the dropper out of the water, being careful not to squeeze the bulb. e. Move the dropper into position and squeeze the bulb to release the water drop-by-drop.

2. Drop water on paper towel and tagboard Distribute samples of tagboard and paper towel to students. Ask students to make a prediction about what they think will happen when they place a drop of water on each of these paper sample. Ask students to share their prediction. Remind students, You need to drop only one drop of water onto each kind of paper. Observe each kind of paper carefully. Let them test the samples. 3. Remaining samples

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Let students choose two different paper samples to test. Once again they need to predict, observe carefully, and compare the samples to other samples. Students should continue to predict, test, observe, and compare the other samples of paper. 4. Discussion questions Ask students to lay out their paper samples in front of them. Then ask the following questions: • How are samples the same after dropping water on them? How are they different? • What samples would be good for soaking up spills? Why do you think so? • Are there any papers that you could wrap things in to protect them from water? • Which papers stayed basically the same? Which papers changed? • How did some of the papers change? 5. Overnight soaking Ask students, What do you think the samples would look like if we soaked them in water overnight? Discuss student ideas. Place the half-filled basin in the center of the table. sample in a basin. Each sample placed in the tank should be different. Collect remaining samples and spread them out to dry. Collect cups and droppers.

Observe and discuss samples that were soaked. Discuss the changes that occurred. 6. On the next day, you will need to continue the lesson with the entire class. Follow the steps after the Breakpoint in the whole group instructions.

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What happens when paper gets wet?

What happens when paper gets wet?

What happens when paper gets wet?

What happens when paper gets wet?

What happens when paper gets wet?

What happens when paper gets wet?

What happens when paper gets wet?

What happens when paper gets wet?

What happens when paper gets wet?

What happens when paper gets wet?

What happens when paper gets wet?

What happens when paper gets wet?

What happens when paper gets wet?

What happens when paper gets wet?

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Name _____________________ What happens when you put a drop of water on different kinds of paper? Mark with an X . Your teacher will help you with the names of the papers. Paper name Absorb Bead Spread Paper towel Tagboard Chipboard Kraft paper Newsprint Corrugated cardboard Waxed paper White construction paper Facial tissue Corrugated paper

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FOSS Wood and Paper Investigation 3 Session 6: Where is Wood? Materials needed Computer/computers Class notebook

Set up: Computer Activity: Depends upon access to Internet for students Papers to copy and cut Students will need 3.6 Focus question: Where Science notebook is wood and paper? Pencil 3.6 Class notebook focus Glue or tape question

Whole Group, Center Activity, or Individual Activity

Preparation It is best if you can introduce students to the website using a computer attached to a monitor or large screen. Go to www.fossweb.com Scroll down to the K-2 icon. Click on the K-2 icon.

It will lead you to a page showing all of the K-2 modules. Click on the Wood and Paper icon.

There you will find an icon for the activity, “Where is Wood?”

Take time to learn how to maneuver and do the activity before introducing it to your class.

You will need to decide the arrangement for this lesson, whether you want to use the activity in a lab setting, in a center, or allow students to work alone. It is

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recommended that the activity be guided or done as a whole group activity because of the reading that is involved when students “click on a ticket.”

1. Review objects The focus of this computer activity is the identification of wood and paper objects in a variety of setting. As a review, ask students: What are some objects in our classroom that are made of wood? What are some objects in our classroom that are made of paper? How do you know when an object is made of wood or paper? Review the properties of wood and paper that students have observed during their investigations. 2. Tagging objects Show students how to enter the game (clicking on “Play).” Let the class decide on an object on the screen that is made from wood. Drag the tag to the object and click on the tag. (The tag will not stay on objects that are not made from wood). Read the process of how the object was made to the class. Follow this procedure for at least 3 more objects. Show students how they can move from inside the room to the outdoors and back inside the room. Either continue the procedure for all objects or let students move to computers to work on the activity in the manner you have chosen: lab, center, or individual. Since there are a large number of objects that can be tagged, the activity can be done over a longer course of time for concept reinforcement and enrichment. 3. Sense-making/science notebook Call students to rug. Ask students if there were any objects made of wood or paper that surprised them. Listen to student discoveries. Encourage students to talk about why they chose particular objects. Transition students back to their seats. Distribute science notebooks. Ask students to turn to the first clean page. Have them add the date to the top of the page. Distribute the Inv.3.6 focus questions. Have students glue the question below the date. Next ask students to draw one wood object and one paper object from the computer activity. They can label the objects if they choose to do so. Students should add the entry page to the table of contents. **(Make sure that you visit Parent and Teacher resources for information that can assist you with this module).

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Where is wood and paper?

Where is wood and paper?

Where is wood and paper?

Where is wood and paper?

Where is wood and paper?

Where is wood and paper?

Where is wood and paper?

Where is wood and paper?

Where is wood and paper?

Where is wood and paper?

Where is wood and paper?

Where is wood and paper?

Where is wood and paper?

Where is wood and paper?

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Inv.3.2a

How are papers different?

188

Inv.3.3

Which papers are easiest to write and draw on? 189

Inv.3.5 Class Notebook

What happens when paper gets wet? 190

Inv.3.6

Where is wood and paper?

191

Inv.3.2a

How are papers different?

192

Inv.3.3

Which papers are easiest to write and draw on? 193

Inv.3.5 Class Notebook

What happens when paper gets wet? 194

Inv.3.6

Where is wood and paper?

195

FOSS Wood and Paper Unit Investigation 4 Changing Paper Essential Questions 1. How can objects (paper) be described? 2. In what ways can objects (paper) be compared? Session Content Objectives 1 Paper recycling Students will be able to:  Review engineering  Observe and describe how paper can be changed.  Create new paper from old (tissue)  Create new paper.  Screen paper and dry  Compare old paper to new paper.  Discuss recycling  Identify ways paper can be recycled.

Language Objectives  Students will make science notebook entries using drawings and/or words to answer the focus question.  Students will share ideas about recycling.  Students will use appropriate during the activity.  Students will make glossary entries.

2

Land, air, and water  Read aloud  Self-to-text connections

Students will be able to:  Ask questions.  Make personal connections to article information.  Identify natural resources.

 Students will make science notebook entries using drawings and/or words to answer the focus question.  Students will use appropriate vocabulary in class discussions.

3

Paper-mache beads  Review paper properties  Create paper beads  Discuss how the bead properties changed  Discuss properties of paper  String paper beads

Students will be able to:  Observe and describe how paper can be changed to make it stiff.  Make paper beads.  Compare wet paper to stiff, dry paper.

 Students will make science notebook entries using drawings and words to answer the focus question.  Students will share ideas about changed paper and new properties of paper.

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FOSS Wood and Paper Investigation 4

Note: Investigation 4 continues the introduction to engineering for kindergarten students. During this investigation, they find out once again that humans can change a natural resource to help them in their lives. Students find out how a piece of paper can be physically changed, how humans recycle paper to make more paper, and how paper mixed with glue can harden to make a stronger product. Recycling is a major focus. Though students are not truly recycling paper when they make new paper out of single-ply toilet paper, they actually are experiencing parts of the process used in making recycled paper. When making beads or creating a paper mache bowls students find out how the strength of paper can be changed. Kindergarteners experience some of the basic ideas behind engineering and also have some fun artistically.

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FOSS Wood and Paper Investigation 4 Session 1: Paper Recycling Materials needed Chart paper Class notebook Equipment cards for materials used Plastic bottles with caps Containers, ½ liter Screens Sponges Self-stick notes 3 Newspapers 1 roll single-ply toilet paper (the cheaper the better) Basins Water Waxed paper (6” x 6” squares) Pitcher or empty 2-liter bottle Big book, FOSS Science Stories

Set-up (35-45 minutes) Papers to copy and cut Students will need 4.1 Focus question: How can Notebook new paper be made from old Pencil paper? Crayons or markers Glue Word cards: blot, fiber, pulp, roll, recycle

Word cards (equipment cards): container ¼ liter, container ½ liter, sponge, screen, basin, selfstick notes

This lesson works best as a center with a whole group introduction and wrap-up. The process takes a lot of teacher attention. One option is to add multiple centers such as using the FOSS Science Stories as a listening and writing center and providing a simple origami activity (See teacher masters and student sheets). Assessment: Specific objectives to observe in this session include:  Objects and materials can be described by their properties.  Objects and materials can be compared by their properties.  Recycling extends the use of trees. Specific practices to observe include:  Asks questions.  Practices safety.  Communicates observations.  Incorporates new vocabulary. Focus on a few students each session. Record the date, your evaluation, and write anecdotal notes.

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Preparation:  Tear off sheets of waxed paper 15 cm (6”) long. Cut the sheets in half so each student gets a piece about 15 cm x 15 cm (6” x 6”).  Each student will need two full sheet of newspaper folded in half twice to use as a blotter.  Set up a large table as shown in the diagram.  At each student’s place put the two sheets of folded newspaper, a bottle with a cap, and an eight-sheet length of toilet paper. Fill a pitcher and keep it near the table.  Place the waxed paper pieces and sponges at the center of the table.  At the end of the table, setup the screening station. Put a ½ liter container in each basin. Keep the screens nearby. Recycling paper center table set-up

1 workstation

1 workstation

1 workstation

Basin for screening

Other supplies

1 workstation

1 workstation

Basin for screening

1. Introducing paper recycling Gather students at the rug. Ask students to recall where paper comes from (Wood). Ask them where wood comes from (Trees). Ask your class to imagine the trees that were cut down to make the paper in the classroom. Tell students that they will make their own small piece of paper. Show them your sample of paper and the roll of toilet paper. Tell them, When you use old paper to make new paper, we call that recycling. Trees are saved when we recycle paper. Most of you probably have a recycling bin at home where you put old newspapers and paper. That paper will be made into new paper at a factory. You will make your own paper here in the classroom. Introduce the other centers if you are using the above-mentioned centers. Send students to the various centers.

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2. Make the pulp Call 5 students at a time to the center. Distribute 8 square pieces of single-ply toilet paper (4 double-ply) to each student. Have them stuff these pieces into the empty plastic bottles. Add water to the bottles until they are 2/3 full. Have students screw the cap on tightly and shake it. Students need to shake the bottles for 3-5 minutes. The paper needs to be broken down into very small pieces. This is the pulp. Introduce the word to the students. Show them the word card. Ask them to say pulp with you. 3. Questions to ask As students are working, ask the following questions to assess student progress throughout the lesson.          

What happens when you add water to the tissue in the bottle? What happens to the tissue after you shake the bottle? Where does the water go when you press the pulp with the sponge? What happens when you roll the bottle over the paper? What does “wet” paper look like? What does the paper look like when it begins to dry? How is the recycled paper different than the tissue squares? How is it like the tissue squares? What else do you notice about the new paper? What paper could we recycle in our classroom? What are some ways we could we recycle paper in our classroom?

4. Words to use Try to use the vocabulary and equipment words naturally within the context of the investigation. This is the best way for kindergartners to learn the new vocabulary and reinforce the old vocabulary. 5. Screen the pulp Call two students at a time to the screening stations at the end of the table. Have each student a. Place a ½-liter container in a basin. b. Place a screen on the ½-liter container.

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c. Pour the pulp onto the screen. (Students will need to shake the bottle or use the palm of their hand to gently bump the end of the bottle to get all of the pulp out). If all of the pulp does not come out, add a little more water. d. Distribute the pulp over the bottom of the screen e. Place a second screen on top of the pulp. Make a screen-and-pulp “sandwich.” Soak up the water Send students with their “sandwiches” back to their seats to finish the process. Have each student a. Lay the screens and pulp on top of a newspaper mat. b. Place a sponge on top of the screen and press to remove as much water as possible. c. Take off the top screen. Flip the second screen over onto a waxed paper square. d. Roll a bottle over the paper pulp to press more water out and make it a thin smooth piece of paper. Use the sponge to blot water from the waxed paper. Note: Roll from the middle of the pulp to the edges to prevent the paper from wrapping around the bottle. 6. Seasonal cookies Have students use a cookie cutter to create a seasonal shape that can be added to a card or made into an ornament. Have each student push straight down on the cutter to make the paper shape. 7. Labeling Label the new paper with self-stick notes. Let the paper dry overnight on the waxed paper. 8. Science notebooks When all students have visited the paper-recycling center, call students to the rug. Discuss the following questions:  What does recycling mean?  Why do you think people use old paper to make new paper?  How is the paper you made different from the paper you started with? How is it the same? Ask any other questions you feel are appropriate at this time.

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Transition students to their seats and distribute science notebooks. Ask them to turn to the first clean page. Model how to add the date to the top of the page. Ask students to glue or tape the focus question into their notebooks beneath the date. Ask students to add a picture or words that describe part of the papermaking process they were engaged in. Then have students make an entry in the glossary. Choose one or two words from the Investigation 4.1 glossary words.

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How is new paper made from old paper?

How is new paper made from old paper?

How is new paper made from old paper?

How is new paper made from old paper?

How is new paper made from old paper?

How is new paper made from old paper?

How is new paper made from old paper?

How is new paper made from old paper?

How is new paper made from old paper?

How is new paper made from old paper?

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Wood and Paper Investigation 4 Optional Activity 1: Origami Center Materials  Use 2 - 6” x 6” or 8.5” x 8.5” squares of construction paper or copy paper for each student.  Crayons or markers 1. Have students follow along with an adult or you can use the steps that follow to make dog. a. Start with a square.

b. Fold the paper and across to make a triangle.

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c. Turn the triangle this with the open point down.

d. Fold down corners.

4.1

e. Turn up the nose. Add a face.

206

How to make a cat 1. Start with a square piece of paper.

2. Pick up one corner across to the other corner and crease.

3. You should have a triangle. Place the long side at the top. 4. Pick up the top corner and fold it in. Do the same for the other corner.

5. Turn the paper over. Draw a cat face.

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Cat Step 1

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Cat Step 2

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Cat Step 3

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Cat Step 4

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Dog Step 1

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Dog Step 2

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Dog Step 3

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Dog Step 4

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Wood and Paper Investigation 4 Reading Response Journal Center (Optional) Preparation: Have the listening center ready for students with the “Land, Water, and Air” audio story ready for them. Place question-strips on the center of the table. Place sentence frame strips on the center of the table. Make and place word cards land, water, and air on the table. Have glue and extra pencils available for students. Before students go to the science listening center, tell students that they will need their science notebooks and a pencil. Explain that there is a question strip at the center that asks the following: Which natural resource is most important to you? Directions for students Students take a question strip from the center and paste it on the next clean page in their science notebooks. Students listen and follow along with the article “Land, Air, and Water” from Science Stories Wood and Paper. Students answer the question in their response journals using the sentence frame or using their own words.

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I think _______________ is the most important natural resource.

I think _______________ is the most important natural resource.

I think _______________ is the most important natural resource.

I think _______________ is the most important natural resource.

I think _______________ is the most important natural resource.

I think _______________ is the most important natural resource.

I think _______________ is the most important natural resource.

I think _______________ is the most important natural resource.

I think _______________ is the most important natural resource.

I think _______________ is the most important natural resource.

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Wood and Paper Glossary Entries Investigation 4

Inv.4,1 Draw a picture:

pulp Copy the word:

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Wood and Paper Glossary Entries Investigation 4

Inv.4.1 Draw a picture:

blot

Copy the word:

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Wood and Paper Glossary Entries Investigation 4

Inv.4.1 Draw a picture:

recycle Copy the word:

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Wood and Paper Glossary Entries Investigation 4

Inv.4.1 Draw a picture:

Paper-mache Copy the word:

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Wood and Paper Glossary Entries Investigation 4

Inv.4.3 Draw a picture:

stiff Copy the word:

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Wood and Paper Glossary Entries Investigation 4

Inv.4.2

Draw a picture:

Natural resource Copy the word:

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Wood and Paper Glossary Entries Investigation 4

Draw a picture:

Copy the word:

4.1.i

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Wood and Paper Glossary Entries Investigation 4

Draw a picture:

Copy the word:

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FOSS Wood and Paper Investigation 4 Session 2: Land, Air, and Water Materials needed Papers to copy and cut Class notebook 4.2 Focus question: What Big book Science Stories are natural resources? Science Stories (Student Copies)[(Optional]

Set up: 15 minutes Students will need Pencil Crayons/markers Science notebook Glue or tape

Whole Group Session Preparation: Optional: Download Audio Story, “Land, Air, and Water” from website or iTunes U for use at a reading center. Have student books at the center. 1. Read aloud – Making Connections Natural resources are described in this article. However, it will be up to you to introduce the term. Call students to the rug. Explain that you are reading a new article in the Science Stories book titled, “Land, Air, and Water.” Review the Table of Contents in the big book. Show students where the article is in the table of contents. Next, point to the page number where the article starts and turn to that page. Page 19 – Read the page. Ask students what questions they’ve asked in science. Ask, How do we recycle paper in our classroom? Page 20 – After reading the page, ask students, What are some ways trees are important to us? Page 21 – Read the page. Ask, What are some things people grow on good land? Page 22 – After reading the page, explain that water is very important in Colorado. Ask, What are some ways water is important to us. (e.g., clean drinking water, growing food, cleaning) Page 23 – Read the page. Ask students, What does it feel like to breathe good air? What does fresh/good air smell like? Have you smelled bad/polluted air? What does it smell like?

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Tell your students, Land, air, and water are called “natural resources.” Say that with me. Natural resources. Say it one more time. Natural resources. (Show students the word card). Trees are a natural resource. They grow on the land. 2. Science notebook Distribute science notebooks. Have students turn to the first clean page. Add the date to top of the class science notebook. Ask students to copy the date in their notebooks. Then distribute focus questions for students to glue or tape in below the date. Read the focus question to the class. Have students draw a picture of a natural resource. Finally, ask students add the entry to the table of contents when they finish their drawings. Optional: Let students reread or listen “Land, Air, and Water” at the reading or listening center.

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What are natural resources?

What are natural resources?

What are natural resources?

What are natural resources?

What are natural resources?

What are natural resources?

What are natural resources?

What are natural resources?

What are natural resources?

What are natural resources?

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FOSS Wood and Paper Investigation 4 Session 3: Paper-Mache Beads 1-2 sessions Materials needed Assessment checknote Class notebook Equipment cards for materials used Construction paper triangles Half-sheets of construction paper Container (large)* Containers, ¼ liter Containers, ½ liter Flour, 3 to 4 cups* Large spoon* Masking tape* Newspapers Paper towels Plastic straws Sponges String or yarn Self-stick notes Scissors Trays Water*

Set-up (35-45 minutes) Papers to copy and cut 4.3 Focus question: How can paper be changed so it will be stiff and hold its shape?

Students will need Notebook Pencil Glue

4.3 Triangular strips Word cards: around, papermache, stiff, wheat paste Word cards (equipment cards): container - ¼ liter, container ½ liter, sponge, self-stick notes

*Teacher supplied This lesson works best as a center with a whole group introduction and wrap-up. The process takes a lot of teacher attention.

Assessment: Specific objectives to observe in this session include: • Objects and materials can be described by their properties. • Objects and materials can be compared by their properties.

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Preparation:  To make wheat paste, mix equal amounts of flour and water. It should be about the consistency of pancake batter. Prepare about 2 cups of wheat paste for each group.  Use the triangle master to copy triangles onto different construction paper sheets. Cut out triangles ahead of time.  Cut lengths of string long enough to make a bracelet and tie a knot in it.  Cover the table with newspaper. Place a straw at each student’s place. Place the construction paper triangles in the center of the table.  Half-fill a ¼-liter container with wheat paste for each pair of students. 1. Introduction Call students to the rug. First ask students, How do you think we can change paper to make it stiff? Listen to student ideas. Then tell them, Today, we will use a technique called paper-mache. Papermache is a way to make things out of paper and paste that are very strong. This is another way to recycle old paper. Who knows what a piñata is? Have you been to a party where there was a piñata? (Keep student answers brief). A piñata is made from paper-mache and then covered with tissue paper. Today, we are going to make paper-mache beads. Show students samples of the beads they will be making. Explain that they will string them together to make a bracelet. Transition students back to their seats. 2. Begin to paper-mache Call 6-8 students to the center. Show students a straw, a triangle, and the paste. Model how to make a bead. Have students a. Choose a colored triangle. b. Cover the triangle with a thin layer of paste. c. Place the widest end of the triangle glue-side down on the straw. d. Roll the paper tightly around the straw. e. Cut off the straw at both ends of the bead. (This is easier to do when the beads are still wet). f. Use the rest of the straw to make another bead. Continue with the same process. g. Make 5-6 beads.

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Beads should look similar to the picture below.

Ask students to write their names on the construction paper. They can place their beads on the construction paper. Place the papers with beads on trays to dry overnight. 3. Questions to ask While students are creating their beads, ask,  What does the wheat paste look like?  How does the wheat paste feel?  How does the wheat paste feel when it dries on your hands?  What happens to the paper as you make the bead? 4. Words to use Try to use the vocabulary and equipment words naturally within the context of the investigation. This is the best way for kindergartners to learn the new vocabulary and reinforce the old vocabulary. -Breakpoint5. Stringing and sense-making Distribute beads to students. Demonstrate how to put a piece of masking tape around one end of a piece of string. Next demonstrate how to “string” a bead. After stringing your beads, tie a knot in the string. Distribute string and pieces of tape to students. After students have strung their beads, help them tie a knot in their strings. Let students wear their bracelets. Ask students, How do the beads feel today? Is it hard, soft, in between? What would be a good word to use for how the beads feel? (Stiff). Distribute science notebooks and focus questions. Ask students to turn to the first clean page. Have them add the date to the top of the page. Ask students to

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glue the focus question into their notebooks beneath the date. Ask students to add a picture or words that describe how paper can be changed to make it stiff. Then have students make an entry in the glossary. Choose one or two words from the Investigation 4.3 glossary words.

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How can paper be changed so it will be stiff and hold its shape?

How can paper be changed so it will be stiff and hold its shape?

How can paper be changed so it will be stiff and hold its shape?

How can paper be changed so it will be stiff and hold its shape?

How can paper be changed so it will be stiff and hold its shape?

How can paper be changed so it will be stiff and hold its shape?

How can paper be changed so it will be stiff and hold its shape?

How can paper be changed so it will be stiff and hold its shape?

How can paper be changed so it will be stiff and hold its shape?

How can paper be changed so it will be stiff and hold its shape?

4.3.a

233

4.3.b

234

Inv.4.1 Class Notebook

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Inv.4.2

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Inv.4.3 Class Notebook

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FOSS Wood and Paper Unit Investigation 5 Construction (Assessment) Essential Questions 1. How can objects (wood and paper) be described? 2. In what ways can objects (wood and paper) be compared? Session Content Objectives 1 Construction Students will be able to:  Construct a person using wood  Observe and describe how wood and paper and paper can be used.  Discuss reasons for choices  Provide reasons for choices regarding wood and paper.  Share products  Assess student understanding of properties of wood and paper

5.a

Language Objectives  Students will make science notebook entries using drawings and/or words to answer the focus question.  Students will discuss choices with teacher and others.

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FOSS Wood and Paper Investigation 5 Session 1: Construction 1-2 sessions Materials needed Assessment checknote Class notebook Equipment cards for materials used Craft sticks Glue Popsicle sticks Construction paper, different colors, ½ sheets Copy paper, ½ sheets Wrapping paper* Tag board 8.5” x 11”

Set-up (15 minutes) Papers to copy and cut 5.1 Focus question: How can you make a person from wood and paper?

Students will need Notebook Pencil Scissors Crayons or markers

Word cards: construct, craft sticks,

*Teacher supplied Whole group This activity is an assessment to see how well students understand properties of wood and paper when constructing an object. It can be done as either a whole group or center activity. If you choose to do this as a whole group activity, make materials accessible to students. Preparation: Designate areas for students to gather materials that they need. Make sure that there are plenty of materials for students to use. 1. The challenge/setting the scenario Call students to the rug. Ask students, Who has heard of the word “construction”? What does it mean? Listen to student ideas about the term. Lead them to conversation around building – building homes, cabinet making, construction paper, making things – in this case from wood and paper. Hold up the word card, construction, and ask students to say the word with you. Repeat the word with the students. Tell students, Today, you are going to create something based on your knowledge of wood and paper. A toy company wants to see what kindergartners can construct out of wood (hold up craft sticks) and paper (hold

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239

up construction and copy paper). They want to see how you use these materials to construct a person. Once you have made or constructed your person, you will glue it on a piece of tag board. This person you create can look like you. Ask students about the properties of the materials that you held up and how they might be used to construct a person. 2. Materials Explain your system for distributing materials. Tell students they may only take 2 large craft sticks and 4 small craft sticks to begin their construction process. Sheets of paper should only be taken as needed. Distribute the tag board to students when their “people” are ready to be glued together and onto the tag board. 3. The design process Allow students time to work freely to create their person. Let them know it is okay to use crayons or markers after their person is assembled and glued to the tag board. Students should also write their names on one of the craft sticks for identification. If students have difficulty getting started, make some suggestions that include both materials. Find a place for the “people” to dry overnight. 4. Assessing students As students work on their wood and paper people, ask questions such as • How did you use the wood? • How did you use the paper? • Why did you choose wood to ____________? • What kinds of paper did you use? • What made the wood a good choice for __________ ? • What made the wood a poor choice for ___________? • What made that kind of paper a good choice for the way you used it? • What made that kind of paper a poor choice for the way you used it? Mark the final assessment checknote for each student. Add any anecdotal notes that you think will help describe growth or concerns about student learning in this unit.

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5. Sharing “people” When students have finished their projects, let each one have a chance to share their people with the class. 6. Science notebooks Distribute science notebooks and focus questions. Ask students to turn to the first clean page. Have them add the date to the top of the page. Ask students to glue or tape the focus question into their notebooks beneath the date. Ask students to add a picture or words that describe how they used wood, paper, or both to construct their “people.”

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Student Name

1.

2.

3.

4.

5.

6.

7.

5.1.a

Practices science safety

Uses tools appropriately

Incorporates new vocabulary

Communicates orally and through drawing and writing

Record observations

Plans and/or conducts simple investigations

Uses senses to observe

Asks questions/makes predictions

Kindergarten Assessment Checknote Science Practices Wood and Paper

Notes:

Student Name

8.

9.

10.

11.

12.

13.

14.

5.1.b

Practices science safety

Uses tools appropriately

Incorporates new vocabulary

Communicates orally and through drawing and writing

Record observations

Plans and/or conducts simple investigations

Uses senses to observe

Asks questions

Kindergarten Assessment Checknote Science Practices Wood and Paper

Notes:

Student Name

15.

16.

17.

18.

19.

20.

21.

5.1.c

Practices science safety

Uses tools appropriately

Incorporates new vocabulary

Communicates orally and through drawing and writing

Record observations

Plans and/or conducts simple investigations

Uses senses to observe

Asks questions

Kindergarten Assessment Checknote Science Practices Wood and Paper

Notes:

Student Name

22.

23.

24.

25.

26.

27.

28.

5.1.d

Practices science safety

Uses tools appropriately

Incorporates new vocabulary

Communicates orally and through drawing and writing

Record observations

Plans and/or conducts simple investigations

Uses senses to observe

Asks questions

Kindergarten Assessment Checknote Science Practices Wood and Paper

Notes:

Student Name

29.

30.

31.

32.

5.1e

Practices science safety

Uses tools appropriately

Incorporates new vocabulary

Communicates orally and through drawing and writing

Record observations

Plans and/or conducts simple investigations

Uses senses to observe

Asks questions

Kindergarten Assessment Checknote Science Practices Wood and Paper

Notes:

How can you make a person from wood and paper?

How can you make a person from wood and paper?

How can you make a person from wood and paper?

How can you make a person from wood and paper?

How can you make a person from wood and paper?

How can you make a person from wood and paper?

How can you make a person from wood and paper?

How can you make a person from wood and paper?

How can you make a person from wood and paper?

How can you make a person from wood and paper?

5.1.f

Inv. 5.1 Class Notebook

How can you make a person from wood and paper?

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