Earth Unit - Grade 1

Earth
Grade One
An integrative science unit plan
By: Morgan Bayda
Table of Contents
Introduction
Foundational and Learning Objectives in Science
Cross Curricular Connections
Assessment and Evaluation
Aboriginal and Cross-Cultural Content
Adaptive Dimension
Classroom Management
Lessons:
○ Pebble Promises
○ Introducing…The Earth!
○ Field Trip Around the World
○ Introducing Iggy the Igneous Rock
○ Introducing Sed the Sedimentary Rock
○ Introducing Morph the Metamorphic Rock
○ Rock Stations
○ Introducing…Water!
○ Water Pollution (gym lesson)
○ Air Pollution
○ Elder Visit Preparation #1
○ Elder Visit Preparation #2
○ What Does the Earth Do For Us?
○ Pollution Solution Stations
Preparation and Pictures

Introduction
Introducing Planet Earth! This unit is all about the home we all
share. Students will gain perspective about Earth as a whole planet as
well as specific entities within the Earth. This unit is partial, as it will
focus mainly on rocks, water and air as features of the Earth. Further
curriculum objectives about the features of the Earth from space,
mapping, and soil should be explored outside of this unit.
The underlying theme and integrative principle for the unit is a
focus on the effects pollution and conservation have on Earth and on
the creatures(including humans) sharing its life space. Essential
understandings about the relationship between people and Mother
Earth will be critical and common throughout teaching of the more
specialized objectives.
In grade one, the main focus is for students to begin truly looking
around at the amazing world surrounding them and to become
connected to, appreciative of, interested in, and curious about its
phenomenon.
Though this unit focuses primarily on science as a curricular
match-up, the unit integrates all other subject areas regularly. I
believe it impossible to teach subjects in isolation! The students will
gain a well-roundedknowledge of the Earth that is mostly fact based,
but also traditionally, emotionally, and action based.
Foundational and Learning Objectives
Science:
Factors of scientific literacy that should be emphasized:
A1 public/private
% B1 change
% B2 interaction
% C1 classifying
% C2 communicating
% C3 observing and describing
% E1 using magnifying instruments
% E2 using natural environments
% E3 using equipment safely
% F1 longing to know and understand
% F2 questioning
G1 interest
Science foundational and learning objectives:
% 1. Describe the features of the Earth's surface.
1.1. Identify the Earth as a sphere in space.
1.2. Recognize the globe as a model of the Earth.
1.3. Compare landforms such as mountains, plains, and deserts.
1.4. Use a globe and maps to locate major features of the Earth.
% 2. Describe rocks and soil.
2.1. Observe different types of rocks.
2.2. Compare and classify rocks.
2.3. Observe different types of soil.
2.4. Describe soil by texture and colour.
% 3. Discuss the characteristics and uses of air and water.
3.1. Infer that air takes up space.
3.2. Infer that air moves by observing things affected by it.
3.3. Understand that air and water are essential for plants and animals.
3.4. Discuss the effects of wind and water on our environment.
3.5. Explain how the wind and water can be useful.
3.6. Observe and describe the effects of air or water pollution.
Cross Curricular Connections
Social
Unit: Interdependence;
Major Concepts:
○ Needs, wants, roles, cooperation, conservation
Foundational and Learning Objectives
Knowledge, Attitude/Values, and Citizen Action:
% Themselves
% Other People and Groups of People
% Indian and Métis Peoples
% Rights and Responsibilities
% Relationships
% Organizations and Systems
% Diversity
% Change
○ Appreciate the principle of conservation
%
Skills/Abilities:
% Perceive
% Make Connections
% Initiate Research
% Access Information
% Organize Information
Present Information
○ Practice cooperative behaviours
○ Identify various ways to practice conservation in the home
Language Arts:
Mathematics:
Foundational Objectives:
○ Demonstrate knowledge and understanding of why, when, and how to collect,
organize, and interpret numerical data
○ Demonstrate a sense of spatial awareness and familiarity with two and three
dimensional shapes and recognize relationships between geometry and the
environment
Arts Education:
Foundational Objective Components:
Creative/Productive Component:
○ Exploration, development, and expression of ideas in the language of:
• Visual Art
• Language Arts
Physical Education:
Foundational Objectives:
Movement Perspective:
○ Apply movement concepts and principles to the learning and development of
movement patterns and skills
• Apply strategies and rules necessary for safe and skillful involvement in
physical activities, alone and with others
Personal-Socio-Cultural Perspective:
○ Behave in ways that are personally and socially responsible in physical activity
settings
○ Understand and respect differences among people in physical activity settings
• Exhibit respect and consideration toward the self and others as needed for
successful participation in physical activities in and out of physical
education class
Health Education:
** How is the health of the environment connected to the health of

people?
Foundational and Learning Objectives Continuum:
Becoming Models of Wellness:

○ A Healthy Body
• Disease and Health
– Daily habits for good health
• Social Relationships
– Sharing
Assessment and Evaluation
Assessment and Evaluation for this unit will focus mainly on the
scientific objectives from the curriculum, as well as some of the more
broadly based objectives in other subject areas. The focus is on
content knowledge, a willingness to find out, and completion of
essential work.
Science Journals
Students will keep a science journal throughout the unit
teachings. They may write or draw in the journal at any time, and will
also be required to make an entry at certain times or in response to
certain prompts. The science journals are meant to provide evidence
of students’ level of understanding, ideas, and thought processes.
Therefore it will be absolutely welcomed if students require a message
be dictated at times in order to fully explain their thinking. I may also
use the science journals to assist me in keeping a checklist of essential
work that the student has completed.
Checklist
I will keep a checklist that keeps track of work each child has
done and assessment objectives each child has met for the lessons.
The absence of a checkmark will not result in failure of a concept, but
simply means that a student needs further time or encouragement to
complete an assignment. This may prove useful, as there are four JARP
students who will integrate out of the classroom during language arts
and math, both subjects I will occasionally teach in. It is most
important that students have an opportunity to learn within the
context of this unit and that they complete the assignments to insure
every opportunity for making learning transferable is used positively.
Documentation
Ongoing documentation in the form of video, photos and note
taking will be crucial to this experience.
Aboriginal and Cross-Cultural Content
Teaching in partnership with an Aboriginal perspective may be

especially vitalwhen teaching the Earth unit. As well as attempting to
teach and also practice in the context of an Aboriginal perspective of
Mother Earth and the interdependence between people and the Earth,
an Elder will speak to the class.
Students will learn who an Elder is and what an Elder’s
importance is to a community. Students will prepare questions for the
Elder about the relationship between humans and Earth, as well as the
connection between the health of the environment and the health of
people and animals. Students will then be prepared to ask their own
questions about the topic to the Elder. Students will debrief the Elder’s
visit, and engage in writing a thank you letter.
Petro glyphs will show the importance of water in other cultures.
Adaptive Dimension
Outdoors Space
Though it is winter, this unit provides a lot of inherent
opportunity to explore the outdoors! When possible (weather
permitting), students will use this opportunity.
JARP
Some of the content may need to be adapted for our JARP
students. This will likely be only due to time constraints, since four
JARP students integrate out of the classroom during language arts and
math, both subjects during which I will sometimes teach. These
students may need extra support.
Moving Instruction
I believe in being flexible enough to get up and move when the
students are in need of it. I suspect we will do a lot of this.
Classroom Management
Keep lesson engaging and hands-on! Changes may be to
learning environment, instruction style or the content currently being
focused on.
Lesson Plan
Name: Morgan Bayda and Corinne Pankewich Tentative Date: March 2 a.m.
Subject: Welcome/ Icebreaker Grade: One
Content (Topic): Pebbles of Promise
Learning Objectives:
• This is an activity meant for my teaching partner and I to reconnect with the
students in our pre-internship classroom
• This activity is meant to provide a foundation for a positive, caring community of
learners
• During closure students will write down their guess for what we will be learning
about. This requires no assessment: complete/incomplete
Assessment: N/A
Common Essential Learnings (CELs):

• Communication
• Personal and Social Values and Skills
Prerequisite Learning: N/A
Lesson Preparation
Equipment/materials:
• Pebbles (1 each member of the classroom), lg. clear bowl, overhead, “Pebbles of
Promise” poem (EPS 225), paper for each member of the classroom
Advanced Preparation: N/A

Presentation
Set: (10 min)
• Re-introduce ourselves to the students (names written on board)
• Introduce pebble poem
• Read “pebbles of promise”
• Talk about promises
• Talk about the ripples in water; applications here
• Brainstorm classroom promise ideas
• Teachers will model thinking of a promise and writing it down
Development: (20 min)

• Ask students to think of a promise they could make to their classmates and to us that
could help our classroom be a nice place to be
• Ask students to write down their promises
• When students are finished writing down their promises, re-focus the students
• Explain that we are going to tell each other our promises. A promise is not something
that should be broken. We are making promises to each other about our classroom
community.
• When you come up to read your promise, you may take a “pebble of promise” and drop
it into the bowl. (One teacher goes first).
• Ask for volunteers.
• After the third promise pebble is dropped in, draw students’ attention to the ripples.
See? Each of our pebbles, and each of our promises, touches all of the other pebbles
when the water ripples out to touch all of the pebbles
• When every student has made their promise, thank the students. Show them where the
pebbles of promise will stay in the classroom.
• (later Mrs. Pankewich and Miss Bayda will post each student’s promise on a paper
behind the pebbles of promise bowl)
Closure: (20 - 30min)

• Extra time: Tell students we have set up tables at the back of the classroom. One table
tells about what Mrs. Pankewich will teach about. One table tells about what Ms. Bayda
will teach about.
• Invite rows of children to go and explore both tables.
• Hand out pieces of paper
• Ask students to make a guess: what will we learn about?
Extensions: If more time, they can draw a picture of their guess; explore materials longer
Adaptive Dimension: Students who feel shy about talking in front of the class are
invited to say one word of promise (ex. nice, listen)
Lesson Plan
Name: Morgan Bayda Tentative Date: March 2 p.m.

Subject: Science - Earth Grade: One
Content (Topic): Introducing…The Earth!
Learning Objectives: Students will:

• Science 1.4. Use a globe and maps to [guess the] [location of] major features of
the Earth
• Science [1.] Know that rocks, soil, air and water are major features of the Earth
Assessment:
• Students will make a guess: where in the world are we? Complete/Incomplete
• Ongoing through observation, participation and science journals

• Communication
• Critical and Creative Thinking
Prerequisite Learning:
We live on planet Earth
Lesson Preparation
• Prepared science journals for each student
• Globe
• Sticky notes for students to mark their guess (write name on sticky)
Advanced Preparation: N/A

Presentation
Set: (5 min)
• Earlier you made a guess about what we would be learning about. Can you share that
guess with me? (Take answers)
• I will give you one more hint: bring out globe
• We will be learning about the Earth! The Earth is a home we all share.
• The Earth is a big place. I wonder where on Earth we are?
• Do you remember what an estimate is? Do you think you could make an estimate about
where on Earth we are? If the stars in outer space could look down and see us sitting on
this classroom floor in Regina, Saskatchewan, where do you think we would be on the
globe (Earth)?
• I have some sticky notes. When you think you have a guess, put up your hand. When I
ask you to, you can come and place your sticky note on the globe in the spot that you
think shows where we are.
• Give thinking time if necessary
• Criss-cross applesauce. I will call on the quietest students first. It is important that we
listen to everybody’s guess.
• Ask students to come up one by one to make a guess with their sticky note
• Great guesses!
• Wow, the Earth is a big place
• This globe is a model of the Earth. It is like a map. It shows where places are. This is
what the real Earth might look like (without all of the names and writing on it) if it were
way, way, way smaller than it really is.
• First, lets find our country on the globe. What country do we live in? Lets find Canada.
• Now, lets look for our province inside of Canada. What province do we live in? Lets
find Saskatchewan
• (If globe detailed enough) Now, lets look for our city inside of Saskatchewan. What city
do we live in? Lets find Regina.
• Here we are! All of us in this room are probably not even as big as a tiny speck,
compared to how big the Earth really is.
• Mark the spot on the globe with a large sticky note and arrow.
Closure: (5 min)
• When we study the Earth, we are going to look at little bit closer at what the Earth is
made of. When you look at the globe, a model of the Earth, what do you see that you
think we might study?
• Land (rocks), water and air. (Take answers and prompt to help them guess)
• Tomorrow we will start learning about rocks, which are everywhere, all over the Earth.
Before you go back to your desks, I will give you this science journal. This is the
journal we will write and draw in while we learn about the Earth. Keep this journal in
your desk. You may write or draw ideas about the Earth in your journal.
Extensions: Staple guesses from this morning into Earth journals. Write/draw a picture
about what you found out we will be learning about!
Lesson Plan
Name: Morgan Bayda Tentative Date: March 3

Content (Topic): Field Trip Around the World: exploring rock collecting

• Science 2.1. Observe different kinds of rocks
• Science 2.2. Compare and Classify rocks
• Language Arts: Writing a) Participate in a language experience
• Language Arts: Representing a) Use pictures to represent understanding
Assessment:
• Participation required during activity
• Science Journals: Draw about a rock you saw on our field trip. Where do you
think it comes from? How old do you think this rock is? Complete/Incomplete

• Communication
• Independent Learning
Prerequisite Learning: N/A
Lesson Preparation
• All rock samples (arrange major samples around the room in logical
places/groupings
• Geologist explorer “costume” (green tilly hat) (sunglasses) (sunscreen on nose; on
their noses!!)
Advanced Preparation:
• Background knowledge about the rocks
Presentation
Set: (7 min)
• Welcome students back to the classroom. Ms. Bayda had to step out for a bit this
morning, so she asked me to step in for a bit. My name is Fara Fossil, and I am a
geologist. (word on board…can you help me spell it?)
• A geologist is somebody who studies the Earth and what the Earth is made of. I
especially like to study rocks.
• Does anybody in this room like rocks?
• I think rocks are some of the coolestthings I have ever seen.
• Here is a rock I brought to show you. How old do you think this rock might be? (Take
guesses)
• This rock is _______ years old! It is older than you, me, your parents, your
grandparents, and even your great grandparents. This rock is older than the oldest
person you know! Some rocks are over 4 billion years old. That’s even older than the
dinosaurs! Some rocks are almost as old as the Earth itself. That is one reason why I
think rocks are so cool. Rocks have seen everything that has happened on this Earth.
Rocks have seen the dinosaurs, and rocks have been part of the lives of people and
animals on the Earth since the very beginning of people and animals. I think rocks are
very wise.
• There is another reason why I think rocks are so cool. Rocks are everywhereon Earth!
Under every piece of land, and even under every lake, river and ocean is rock. There is
rock all the way from the surface of the Earth all the way to the very middle of the Earth
(use globe for this demo). Rocks can be gigantic, or itty bitty, teeny-weeny.
• Have you seen rocks in your own neighborhood? What did they look like?
• One of the best ways to learn about rocks is to explore in your own neighborhood by
going on rock-collecting walks.
• When you look out the window…do you think this would be a good time to go outside
looking for rocks? In the winter rocks are covered up by snow. So instead of looking
for walks in our own neighborhood.,we are going to go on a special field trip that will
take us all around the world! We’ll see what kind of rocks we can find!
• Would you like to go on a geologist-explorer field trip?
• Well then, we’d better get ready. I’ve got my hat (sometimes it’s really sunny). I’ve got
my camera. I’ve got my magnifying glasses, and you need some magnifying glasses
too. (handout) But, I need one more thing. Sunscreen! Don’t want to get burnt in some
of those hot places! (place large dollop of sunscreen on my nose!)
• There is one special thing we need to remember. We are just going to take a quick look
at the rocks we see, for now. We only have 3 minutes to explore at each of our
destinations. If we are late, we might miss our plane home!
• Have you got your magnifying glass? Don’t forget to put on your hats!
• Line up behind me so that I can show you the way.
• Follow me!
Development: (25 min) (see appendix for list of stops and background info)
• First stop: ______________
• Get on the airplane/bus on the way to each stop.
• At each stop, gather and look for rocks. Try to prompt the children into finding them
first. When you find a rock, exclaim: Oh my goodness! That is a very special rock!
Tell the students about the rock (how it was made, where it came from, etc)
• Occasionally, ask the geologistswhere they think the rock came from. If they could
name the rock, what would they name it?
Closure: (25 min)

• The end of the field trip will bring them to the carpet, to a large stash of rocks in the
centre. Ask students to sit down in a circle, with the rocks in the center. Be very
excited!
• Geologists, we have discovered a whole new kind of rock! This is very exciting. I have
never seen rocks like these before. What do you think of them?
• I think we should take a closer look at them. Lets go around the circle. When it is your
turn, choose a rock to study and pick it up.
• What does your rock feel like? Whisper to a neighbor.
• What colour is your rock? Whisper to a neighbor.
• How heavy is your rock? Whisper to a neighbor.
• Do you think we should share our important discovery with your teacher, Ms. Bayda?
• I think so too.
• Here’s what I’ll ask you to do in just a minute. (Have instructions on chart paper)
○ 1. Go back to your geology lab (desk). Take your rock with you.
○ 2. Take out your science journal and find this page (show page).
○ 3. Draw a picture of your rock. Make sure to use colours.
○ 4. Write about your rock: Where do you think your rock comes from?
What name will you give your rock?
*Give each student a plastic bag for their rock (depending on rocks, if they cannot keep them,
they will just put them in their desk for now (or clip to book); if they can keep them, staple
them to book)
Extensions: Geologists collect information about the rocks you discovered on the field
trip. Take your science journal, pencil crayons, and pencil and find a rock that you
remember was very special. Draw a picture of the rock. Try to make it look just like the
rock you see. Then answer: why is this rock special?
Adaptive Dimension: Might have to remind students I am Fara Fossil, not Ms. Bayda;
Students are never required to touch a rock. The lead ore must not be touched (toxic)
Professional Development Plan (attach):
Lesson Plan

Content (Topic): Introducing Sed, Iggy and Morph; rock stories/rock families

• 2.1: Observe different types of rocks
• 2.2: Compare and classify rocks
• Language Arts; Listening: Participate in shared listening experiences
• Mathematics; Demonstrate understanding of how to collect and interpret data
Assessment:
• Participation (by observation) (completed igneous rock experiment) – science
journal
• Igneous rock questions: tell a friend or write down. Observation.
• Data collection (interview) – tell me one thing you learned about igneous rocks
today. Do you have any questions about igneous rocks?

• Communication
• Numeracy
• Rocks are found everywhere on Earth
• Rocks are formed in different ways and have different uses
Lesson Preparation
• Lets Go Rock Collecting by ___________ (focus on specific pages)
• Sedimentary rock to become “Sed”, igneous rock to become “Iggy”, metamorphic
rock to become “Morph”
• Rocks from field trip during previous lesson
• Paper bags with rocks to sort (1ea. pair)
• Red and blue clay
Presentation
Set: (15 min)
• Rocks have been on the Earth for a very long time. Rocks have many stories to tell,
because they have seen so many years of life on Earth. Each rock has a special story to
tell about how it was made. We are going to learn about some rock stories.
• Gather on the carpet. Read intro and igneous pages of: Lets Go Rock Collecting by
_______________.
• Collect data from story; Rock words: What are some important words from the story?
What do they mean? (write on chart paper)
• Tell students I have a new friend to introduce to them today. We met some this friend
during our field trip yesterday, but we weren’t formally introduced.
• I would like to introduce you to Iggy!
• Do you remember learning about igneous rocks in our story? Iggy is an igneous rock.
What do you think is special about Iggy? He was made from lava that came out of a
volcano and then hardened. What’s that Iggy? Oh. Iggy wanted me to tell you that it
was really hot underneath the Earth’s surface! He is glad that he got a chance to cool
off and become an igneous rock.
• (Consult Iggy). Iggy is saying that he has a story to tell you. He would like to tell you
the story of how he was made. Oh! Iggy says that he would like us to sing a song to
learn about how he was made. It goes like this:
I am an igneous rock,
I am an igneous rock,
I am made from lava cooled and hardened,
I am an igneous rock.
Can you sing it with me? (Sing three times)
• Where does lava come from? Lava is melted rock from inside a volcano. When a
volcano erupts, the lava spills out. It is very, very hot. The air outside the volcano is
much cooler than the air inside the volcano. What happens to the water outside in the
winter? It freezes into solid ice. The lava from a volcano cools off and becomes solid
rock, like Iggy. Not all igneous rocks look the same, but they are all made the same
way.
• Lets write the story of an igneous rock. Can you help me with some words?
****Write one a piece of construction paper for bulletin board, not on chart paper****
An igneous rock is made when a _________ erupts. The hot _______ cools. It
hardens and becomes an _______ rock.
Development: (15 – 20 min)

• Today we are going to make our own igneous rocks. Do you see any volcanoes in our
classroom? Well, I guess we will just have to pretend about the volcano part. I am
going to give you a sheet like this. [Reference instructions, which are on chart paper]
When I ask you to go back to your desk, I would like to you draw a big volcano on your
paper. I will put some pictures of volcanoes up on the board in case you would like to
know what they look like. Colour in your volcano with crayons. When you are finished
colouring your volcano, put up your hand and I will come around a pour some lavaonto
your picture, to make your volcano erupt. These (show gray paper pieces in basket) are
going to be our rocks. After I make your volcano erupt, make a pile of rocks at the
bottom of your volcano in the pool of lava.
• When the lava in your picture hardens, the new rock you made will be harder too. It
will be an igneous rock.
• If you are on a _________ square, please take a paper and go to your desk.
• Put pictures of volcanoes up on board. Ask students to start drawing their volcanoes.
Bring instructions. Remind students that when they are finished they should put up their
hand.
Closure: (5 min)
• Set up a rock exploration station at a table on the side of the room. Students who are
finished will explore different kinds of igneous rocks. Provide magnifying glasses and a
list of questions to guide the students in their exploration. Ask students to share their
answers with a friend.
• If there is lots of time, ask students to write answers in their science journals (on sheet
provided)
Extensions:Students draw pictures of the igneous rocks they explored in their science
journals.
• The story of an igneous rock: Students will fill in the blanks in the story of an
igneous rock. The words are provided on the same sheet.
An igneous rock is made when a________ erupts. The hot lava _____. It
hardens and become an igneous _______.
• Where could you go to help you fill in some blanks if you can’t remember? Share
your story with a friend.
• Choose a rock from the rock shelf. Take it to a private spot. Draw a picture of the
rock on a blank piece of paper in your science journal. Write down a question (or
more) that you have about this rock.
• Add characteristics to your rock description. Circle: heavy or light?
How many colours? 1 2 3 more
Smooth or rough?
Shiny or dull?
Adaptive Dimension:Students can copy words that are difficult to write. If students
want to write about their picture, they can dictate words to me.
Lesson Plan

Subject: Science: Earth; rocks Grade: One
Content (Topic): Introducing “Sed” and “Morph”, new rock friends!

• Social Studies; Skills and Abilities: Practice cooperative behaviours
• Arts Ed: Exploration, development, and expression of ideas in the language of
visual art, language arts
Assessment:
• Participation in discussion (through observation, note taking)
• Questioning: what is one thing you learned about rocks today? (Dictated an
written in children’s words)

• Communication
• Rocks are made in different ways
• Igneous rocks are lava cooled and hardened
Lesson Preparation
• Paper cup ea. student
• Popsicle stick ea student
• Plaster of Paris
• Rocks, sand, dirt, twigs, leaves, etc
• Jar for demonstration
• Collection of sedimentary rocks
• “Sed” (a special sedimentary rock)
• Magnifying glasses
• Mix Plaster of Paris
Presentation
Set:
(2 min)
**Show bulletin boards, where is Iggy, read children’s comments**
(10 min)
We have some more research to do. Lets read. Read Sedimentary rock pages and gather info.
(or write rock story)
• Introduce Sed! Sed is a sedimentary rock. Pass Sed around the circle and introduce
yourself.
Development (20 min):
• (Consult Sed). Oh how exciting! Sed has a special story to tell you. It is his rock story.
This jar will help us tell the story. Today, this jar is going to be a river.
A long time ago before Sed was made there was a river. This was a very special river
because it was in this river that Sed was born.
This river was a very strong river and sometimes as the water flowed through it little
pieces of the land would get carried away.
Have you ever been to a river? How fast was the water moving? Have you ever
seen something get carried away with the water?
Sometimes the river would take sand from the beaches along the river.
Add some sand to the river. (Go around circle with sand and each student adds 1
scoop)
Sometimes the river would take some dirt from the edges of farmer’s fields.
Add some dirt to the river. (Go around circle with dirt and each student adds 1
scoop)
Along some places on the river there were tall trees. These trees would blow in the
wind.
Can you show me with your arms like branches how the trees would sway in the
blowing wind?
Sometimes the wind would knock off the leaves on the trees and these leaves would fall
into the river and float down it.
Add some leaves to the river. (Go around the circle and each student adds 1
pinch of pine needles)
Other times the tiny animals that lived in the trees would break off small branches with
would fall into the river and float downstream.
Add some twigs to the river. (Go around the circle and each student ads 1 twig
to the river)
After a while, once some time had passed by, all of the stuff that had fallen into the river
sank to the bottom.
What did we put into the river?
As more and more and more stuff piled up on top of each layer, the sticks, dirt, sand, and
leaves and rocks started to get squished.
Ask for a volunteer to be some sand. Have this student sit on a chair in front of
the class. Ask another volunteer to be some dirt. Have this student sit on top of
the sand. Ask for another student to be some twigs. Have this student sit on top
of the dirt and sand. Ask the sand how he/she feels. Explain that the stuff on the
bottom of the river began to feel the same. SQUISHED!
As more and more things piled up, the layers became more and more squished until they
started to squish all the way together until they were one, hard rock. That rock was Sed!
• Wow! That is a lot of layers! Do you think you can remember all of that? Sed taught
me a song to help us remember. It goes like this (reference song lyrics, written out):
Sedimentary rock
Sedimentary rock
Sand and dirt and leaves and twigs
Squished to make a rock
(sing it twice)
• All of our layers of sand, dirt, leavesand twigs aren’t looking much like a rock yet.
*Nature sometimes has its own way of making glue. It pushes and presses things so
hard together that they stick. We are going to use a different kind of glue to make our
river sediment into a sedimentary rock. This is called plaster of paris. It will be like the
extra layers that push and push and push down on the layers of sediment. I will pour
some into our river.
OR: I realized that our river needs water! We need water on top of our layers to create
sedimentary rocks. This water is muddy, but that’s okay. I’m going to pour some water
into our river.
• Can you sing the sedimentary rock song with me while I mix it in? (singsong and mix).
**If time: have each child mix it three times. Sing the song while we mix!
Closure: (min) (If time. If no time, simply show students where the sedimentary rock
story, Sed, and sedimentary rock we made will sit on the counter. Tell them we will check
the layers when we get back on Monday. Do you think they will turn hard like a
sedimentary rock? ) *****CARSON needs to do his Rock Discovery!!!!
****MATTHEW needs to do his volcano!
• Instructions: I will help you choose a partner.
1. Each partner chooses a sedimentary rock from the counter
2. Together, find a spot in the classroom to study your rocks.
3. Find the “Sedimentary Rock Questions” sheet in your science journal.
4. Read the questions and tell your answers to your partner.
***DURING THIS ASK “tell me one thing you learned” and record!
WHEN YOU ARE FINISHED (if time) Options:
1. Take out the yellow “Rock Observation Guide” sheet. Draw your rock
and circle the words. (demo)
2. Find the “Sedimentary Rocks” page in your science journal. Practice
writing sedimentary rock words on the page.
Extensions: Students could make their own sedimentary rocks in plastic cups
Adaptive Dimension: Students may need a stretch break. More students may want to
try the layers demo (with students layered in a chair).
Lesson Plan

Content (Topic): Introducing Morph, rock explore stations

• Mathematics; Demonstrate understanding of how to collect and interpret data
Assessment:
• Participation (By observation and checkmarks)
• During Stations (following lesson or next day)

• Communication
Lesson Preparation
• Book Lets Go Rock Collecting by Roma Gans (illus. Holly Keller)
• Various colours of clay, instructions written out, data sheet for collecting info
from book, materials for poster/card making, materials for stations (TBD), Morph
(labeled)
• Set up stations, roll balls of clay
Presentation
Set: (10 min)
• Ask students by rows to go to the mat
• Go to “teacher’s spot” across the mat. Tell them we will read more of the story from
yesterday to learn more about rocks. First read about metamorphic rocks. Write down
important info from book. (or write rock story) NOT ON CHART PAPER PUT IN
CENTRE OF CIRCLE
• Get sitting in a circle.
• Introduce Morph. Morph is a metamorphic rock. That means that Morph used to be
another kind of rock. What’s that Morph? Oh. She says she can’t remember if she used
to be a sedimentary rock or an igneous rock. She thinks maybe she was made from a
sedimentary rock andan igneous rock. PassMorph around circle and kids introduce
themselves.
• The book told us that metamorphic rocks are made when there is a lot of pressure and
heat, and then a lot of time goes by. Metamorphic rocks are rocks that have changed
from one kind of rock to another.
• Oh…just a minute (check with Morph)…Oh I thought so. Morph would like to show you
how she was made. Morph says to rub your hands together as fast as you can. What do
you notice? Rubbing your hands together makes heat. That way to make heat is called
friction. Inside of the Earth it can get very, very hot. Sometimes the heat comes from
huge chunks of rocks shifting and rubbing against each other. Pretend your hands are
those huge chunks of rocks. What next, Morph? Morph says to press your big rocks
(hands) together as hard as you can. All thatpressing creates pressure. What does it
feel like? Morph says she was under so much pressure when she was becoming a
metamorphic rock that he felt like she was going to explode!
• Thanks Morph! We are going to do a metamorphic rock experiment.
• I have brought two rocks with me today (one blue, one red). They are notmetamorphic
rocks. They are other rocks, like Iggy or another kind of rock. Do you remember the
three things we need to make a metamorphic rock? Pressure, heat, time. I would like
you to press your hands together as hard as you can again. I will pass our rocks around
the circle. Everybody gets 3 seconds to press as hard as they can down on the two rocks
in between their hands. Maybe by the time the rocks get around the circle, they will be a
new, metamorphic rock. Rock goes around circle.
• Is it a metamorphic rock yet? Hmmmm….Idon’t think so. I think we need something
else! What else do we need? Heat. Show me your hands rubbing together again. Can
you feel the heat? This time, when the rock is passed to you, rub it in between your
hands quickly for 3 seconds, thenpass it to the next person. Maybe by the time the rocks
get around the circle this time, they will be a new, metamorphic rock. Rock goes around
circle.
• Is it a metamorphic rock yet? Hmmmm… it’s close. But it needs one more thing. A
little more time. Lets pass the rock around the circle one more time, and maybe that will
be enough time.
• Wow! Look at this new rock! Does it look like the other rocks? It is a brand new,
metamorphic rock! Not all metamorphic rocks look the same, but they were all made
this way, just like Morph was.
Closure: (20 min)
• Boys and girls, do you see all of those special rocks we have collected on our counter?
Have you enjoyed having those rocks in our classroom? We are very, very lucky that we
got to spend some time with all of those amazing rocks, and meet our three new friends,
Iggy, Sed and Morph.
• We are lucky because a friend of mine named Stephen Bend let me borrow these rocks.
He is a geologist. Do you remember what a geologist is?
• These are some of his favourite rocks from his rock collection. His rock collection is
enormous! Can you imagine what it would have been like to learn about rocks without
all of these fabulous rocks in our classroom?
• Do you think we should send Stephen Bend a thank you card? I think so too.
• Do you think it would be a good idea to tell Stephen Bend something that you learned or
something that you liked about the rocks that he let us borrow? (Write Stephen Bend on
the board)
• First, lets write Stephen Bend a letter. What are some words that we could write? (Take
answers. Aim for a general Thank you very much. We loved the rocks that you let us
borrow! We especially liked igneous rocks made from lava. From, The Grade Ones at
Wilfred Hunt School.
• Your first job is to use one of these pieces of paper to draw a picture and write a
message for Stephen bend. You can tell him Onething you learned about the rocks, or
you can tell him your favourite thing about the rocks. (havesentences: One thing I
learned about rocks is…. and…My favourite thing about the rocks is… on board)
• When you are finished making your card, stay in your desk and put up your hand. You
may use markers, pencil crayons, or crayons to write and draw your message. Don’t
forget to write your name (From: )
• When you are finished you can explore the two tables at the back.
• I have set up two tables. I would like to tell you about what you can do at each table.
For the remaining time today, you have two options.
• Go to the first table. In our card to Stephen Bend, I would like to include some photos
of our learning. At this table, you may choose 1 photo to include in our card. Glue the
photo to the back of your drawing/message sheet with a glue stick and bring it to me.
How many photos may you choose? One.
• Go to the second table. At this table, there are lots of metamorphic rocks. (Show which
ones are dinosaur bones, petrified wood, etc – and have labeled). There is also a bunch
of “rock observation guide” (yellow) sheets at this table. Use the magnifying glasses to
look at the rocks and do the observation guide. You need to circle the word that
describes your rock. For example (do an example).
• If we don’t have time to go visit the tables, don’t worry because you will get a chance to
do some exploring tomorrow.
Extensions: Stations will be extended in the following lesson. Students will help write
the words to a message for Stephen Bend tomorrow.
Lesson Plan

Content (Topic): Rock Discovery Stations

Assessment:
• Participation checklist
• Documentation: pictures and ideas (throughout unit)
• Video answer: This is my favourite rock because ______. I think it was made __.

• Communication
• Technological Literacy
Lesson Preparation
• Thank you card made yesterday for Stephen Bend
Station 1: Sedimentary Rocks
Instructions, class-made sedimentary rock, new “river” jar, layer task cards, 1
chair, sedimentary rocks, Sed, Rock Observation Guide sheets, coloured paper, etc
Station 2: Metamorphic Rocks
Instructions, class-made metamorphic rock, balls of clay in various colours, Make
a Metamorphic Rock sheets, metamorphic rocks, Morph, Rock Observation Guide
sheets.
Station 3: Igneous Rocks
Instructions, iVideo slideshow set up on laptop, picture cards, igneous rocks, Iggy,
Rock Observation Guide sheets.
Station 4: What have you learned?
Instructions, various rock samples, Flip video camera, magnifying glasses,
teacher, glue sticks.
• Make slideshow and set up, charge Flip camera batteries, role balls of clay, set up
Presentation
Set: (10 min)
• Show students the card we made for Stephen Bend. Read the pages to them. Show the
pictures. Tell them I will bring the card to Stephen Bend today or tomorrow.
• We have had such fun studying rocks this week. Today is going to be our last day that
we get to study all of the special rocks that Stephen Bend lent to us.
• We are going to explore the rocks one more time, and this time we are going to use rock
discovery stationsto explore those neat rocks.
• I would like to show you how each station works.
• Go to station #1. This station is the station where you can explore sedimentary rocks.
Remember the river we made? Put your hand in and feel how hard it is. All those
layers turned into rock! Here are the instructions for this station (hold up). Do you
remember how to make sedimentary rocks? This station is all about layers. The cards
inside the “river” will tell you to show layers in different ways.
○ 1. Take turns. One person will go first.
○ 2. Choose a card from the “river”. Read what it says out loud.
○ 3. Work as a group to show layers.
○ (ex. A card might say “Can you show layers with your bodies?” How might you
do that as a group?
○ 4. Keep playing the game. Take turns drawing cards so that everybody gets a
turn.
○ 5. If you get finished, explore some of the sedimentary rocks at this station
using a rock observation guide sheet from the table.
• Go to station #2. This station is the station where you can explore metamorphic rocks.
Remember the metamorphic rock that we made? Do you remember what three things
are needed to make a metamorphic rock? Heat, pressure and time. Follow the
instructions to make your own metamorphic rocks. The instructions say:
○ 1. Choose two clay “rocks” in two different colours. Write down the colour of
each clay “rock” on the sheet of paper provided.
○ 2. Hold one clay “rock” in each hand.
○ 3. Add pressure: Press your hands together as hard as you can with the rocks in
between your hands. Keep on pressing as hard as you can!
○ 4. Add heat: Rub your hands together with the rocks in between your hands.
Keep pressing hard! Rub the clay together until it starts to feel hot.
○ 5. Add time: Count to 30 out loud.
○ 6. A new metamorphic rock! Write down the colour of the new rock you made
on your sheet. How else has your rock changed?
○ 7. If you get finished, explore some of the metamorphic rocks at this station
using a rock observation guide sheet from the table.
○ **Place your new rock on your desk before you go to the next station**
• Go to station #3. This station is the station where you can explore igneous rocks. Do
you remember how igneous rocks are formed? Igneous rocks are made when lava cools
off and becomes hard. At this station, there is a short video to watch to start the station.
There are chairs setup around the computer. Sit in a chair to watch the video. If
everybody sits in one of the chairs that isset up, everybody should be able to see. Here
are the instructions:
○ 1. Miss Bayda will start the video.
○ 2. Watch the slideshow to see how lava becomes igneous rock. When the video
is over, just leave the computer the way it is.
○ 3. Work together to put the pictures in order.
○ 4. Retell the story of an igneous rock by saying words out loud. Use the
pictures to help you.
○ 5. If you get finished, look at the igneous rocks at this station using the rock
observation guide sheets at the station.
• Go to station #4. This station is where you can show what you have learned about
rocks. We will use this small video camera to record you talking about what you have
learned. Here are the instructions:
○ 1. When you get to the table, choose a rock that you like the best from the table.
Think about why you like that rock the best.
○ 2. Miss. Bayda will tell you when it is your turn to tell what you have learned.
○ 3. Miss. Bayda will film you.
○ 4. While you are being filmed, say one thing that you learned about rocks. You
can also say what is special about the rock that you chose from the table.
○ 5. After you are done being filmed, have fun looking at the rocks on the table
with the magnifying glasses.
• Tell students they will have 7 minutesfor each station. I will set the timer clock each
time we start a station, so they will know how much time is left. When you hear the
bell ringing (shake jingle bells), that means it is time to move to the next station (could
also use the playing of music!!)
• The stations go like this: 1, 2, 3, 4. If you were at station 2, what station would you go
to next? What if you were at station 4?
• Ask specific groups to start at a specific station.
• Group 1/ Station 1: Annica, Carson, Matthew
• Group 2/ Station 2: Colby, Lauren, Liam, Rupert
• Group 3/ Station3: Camry, Hanna, Xavier, Adam
• Group 4/ Station 4: Taggart, Muhammad, Sterling
Development: (min)
• Send each group to their starting station. Set the timer clock and start the video for
group #3. Allow stations to play out. Record the learning of group 4 while they look at
rocks. Monitor classroom behaviour. If someone is being too silly, ask them to sit back
at their desk. (Let these people re-join in a few minutes).
• Every 7 minutes, ring the bell and start over again.
Closure: (min)
• 5–4–3–2–1
• Thank students for doing a wonderful job. Bring Iggy, Sed, and Morph to the front.
(Consult each rock). Iggy, Morph anSed wanted to thank you all for having them as
visitors in the classroom and for treating them and their families so nicely. Wave
goodbye to our new friends! They will miss you! (IF there is not time for this, do it
before lunch)
• Get ready for recess.
Extensions: Students might also need this time to finish a project they are working on.
Matthew needs to finish his igneous rock volcano picture. Perhaps some students will
need to finish their card for Stephen Bend.
Adaptive Dimension: If the set takes too long, each station will only last 5 minutes. If
the set is shorter than anticipated, each station will be 8 – 9 minutes long.
Lesson Plan

Subject: Science: Earth; water/pollution Grade: One
Content (Topic):Introducing…Water! (So much, but so little to share)

• 1.4. Use a globe and maps to locate major features of the Earth.
• 3.3. Understand that air and water are essential for plants and animals.
• 3.4. Discuss the effects of wind and water on our environment.
• 3.5. Explain how wind and water can be useful.
• 3.6. Observe and describe the effects of air and water pollution.
Assessment:
• Continuing throughout subsequent lessons (science journal, Flip video, pictures,
documentation)
• Participation

• Communication
• Numeracy
• The Earth contains land, water and air
Lesson Preparation
• Inflatable globe, fresh water spinners (4), fresh water colouring game pages,
Presentation
Set: (5 min) Start in desks.
• Bring out the globe we used during the first Earth lesson.
• Remind students of where we are (using the sticky note and estimates we made).
• The Earth is a big place!
• I told you we would be learning about 3 things when we study the Earth. (Land, air,
water) (Prompt students to remember/guess)
• Today we are going to start learning about the water on the Earth that we share.
• The first experiment we will do today is to find out how much water is on the Earth.
• I would like you to think in your head, is there more water or land on Earth?
• Ask for guesses and keep a chart of answers.
• We are going to find out. Here is how the experiment will work: Not yet, but when it is
time to do our experiment, we are going to stand in a line that stretches all the way from
the door to the calendar. (Also consider making a box around the desks). Your job is to
toss this globe softly to your neighbour in the line. And when you catch it, look at your
right thumb. Can you show me your right thumb? (Make sure they know which thumb
is right). Our job as a class is to record if your thumb lands on land, or water. I will
keep a tally on the board at the front of the room. If your right thumbs land on land
more times than water, we will know that there is more land on Earth. If your right
thumbs land of water more than land, we will know that there is more water on Earth.
• There is one trick. Do you remember telling me that you saw snowon the globe? These
top and bottom parts of the globe are snow. What is snow made of? Snow is really
frozen water. If your thumb lands on one of these top or bottom snowy parts, that
counts as water,not land.
• Get a volunteer to stand up and demonstrate a toss (not hard but soft, throw it up a little
bit high)
• I would like numbers 1, 2, and 3 to line up. (Then 4, 5, and 6; then 7, 8, and 9; and so
on). Everybody take one big step this way (toward the calendar). Spread out until the
ends of the line touch both walls.
• So remember, when you catch the ball, stop and tell us in a voice loud enough so that
everyone can hear, is your right thumb on land or water?
• We are going to pass the ball until it goes all the way there, and comes all the way back.
• Give student on the end the Earth ball. Direct the tosses and keep a tally of the findings
(use chart paper or a poster paper)
• When the tosses are complete, collect the Earth ball and have students find their spot on
the mat (so we can take a look at the results of our experiment).
• Bring the chart to the mat. Ask the students to help count up the tallies with me. What
would be the fastest way to count up the tallies? (Count by fives and singles)
• What did we find out? Wow! There is a lot of water on Earth!
• I would like you to think about two things that you use water for and whisper them to
your neighbor.
• Put up your hand if you can think of something people use water for. (Take a list with
the name of the speaker on chart paper). [Prompting ideas: what do you use to cook
noodles? What do you do in the morning to your teeth? What if you get thirsty? What
if you have been playing outside, and you have mud and sticky stuff in your hair, on
your body?)
• All people need water. Everyone, everywhere in the world needs water. Do animals
need water? Do plants need water?
• We found out that there is a lot of water on Earth. Do you think that there should be
enough water for every person, plant and animal on Earth who needs water to survive?
• To find out, we are going to do another experiment! (I will use the close round table for
this experiment)
• I would like to show you how much water there really is for us to drink. Pretend that
this juice jug full of water represents all of the water on Earth. (Use globe). That means
all of the water everywhereon Earth.
• Pretend that all of the people and animals and plants on Earth look like this. Can you
see all of the small dots on this page? Pretend that this many dots, represents all of the
people, and animals, and plants in the world.
• Do you think that there will be enough water for all of these people?
• Put up your hand if you do think there would be enough water for all of these people.
• Put up your hand if you don’t think there would be enough water for all of these people.
• Lets find out.
• This is all of the water in the world. (hold up juice jug 1000 ml)
• Where do you see the water on the globe? Most of the water that you see is in the
ocean. Have you ever been to the ocean? Have you tasted the water? Ocean water is
salty. It is so salty that it is not healthy for us to drink.
• Pour 30 ml into another container (graduated cylinder). The water left in the juice jug
represents all of the water in the ocean. Out of all of the water in the world, this is what
we cannot drink because it is in the ocean and it is too salty (pour some salt into the
water). The 30 ml poured out represents all of the fresh water in the world. What does
fresh water mean? Fresh water is water that is not salty. We can drink fresh water and
use fresh water to survive.
• Do you remember what the white parts are at the top and bottom of the globe? Those
are the Earth’s north and south poles. They are snow and ice. They are too frozen for us
to use. We cannot use that water either. Pour 24 ml of water into a new dish. This
water is water that is frozen. Most of this water is underground, and we cannot reach it
to use it.
• Get the eyedropper ready. I am going to show you how much water there is in the world
that humans, animals and plants can actually use to survive. Remember how much
water we started with? Look at all of this water that we cannot use. The amount of
water on Earth is starting to look pretty small now.
• Get your ears ready to listen. Be very quiet and very still. Here it comes.
• Did you hear it? That one dropis how much water there is for all of the people, animals,
and plants on Earth to share.
• Show students the drop of water in the pan. Show them the picture of the dots again.
Do you think this is enough water for all of these people, animals, and plants to share?
• Even though there is a lot of water on Earth. There is not much water that we can use to
drink and wash and survive.
• It is very important for us to conserve water. What does conserve mean? Conserve
means to save (write it down somewhere). Water is important. We need to share it
carefully. We will talk more about that in our next lessons.
Closure: (min)
• Stretch break!
• I am going to give each of you one of these sheets. The sheet is divided into squares.
On the side there are some words. The bottom row says “Ocean Water”. This row is an
ocean water row. The next row says “Frozen Water”. This row is a frozen water row.
The top row says “Fresh Water”. This row is a fresh water row. It is the kind of water
that we can drink.
• I will send you to your desks with a partner. Each partner will use on of these spinners.
This big part of the spinner is “Ocean water”. This little piece of the spinner is “Frozen
water”. The smallest piece of the spinner is “Fresh water”. Your job is to take turns
spinning the spinner. If it lands on “Ocean water”, use crayons to colour in 1 ocean
water square. If it lands on “Frozen water”, use crayons to colour in 1 froze water
square. If it lands on fresh water, what do you think you will do? Colour in 1 fresh
water square. I want to see you taking turns in your partners.
• Pairs: Colby/Sterling; Adam/Hanna; Anicca/Matthew; Liam/Rupert;
Lauren/Carson; Muhammad/Taggart; Xavier/Camry
**If there is no time for this closure, it can be a Thursday morning activity**
Extensions: Use the spinner game as a follow-up activity if there is not enough time.
Students can draw pictures about ways that they use water.
Students can make a list/draw pictures of 5 people/plants/animals that they share
water with.
Students can write letters/make posters/etc about the conservation of water
Adaptive Dimension: Rupert and Liam tend to work well as partners; If Max is there he
may want to do the activity by himself (with Mrs. Halverson); Ifstudents are too silly
during the globe toss they might have to sit at their desk until they are ready to come
back.
Lesson Plan

Subject: Science: Earth (Phys. Ed) Grade: One
Content (Topic): Water Pollution

• 3.3. Understand and (air) and water are essential for plants and animals
• 3.6. Observe and describe the effects of water pollution
○ Phys Ed: Apply strategies and rules necessary for safe and skillful involvement in
physical activities, alone and with others
○ Phys Ed: Behave in ways that are personally and socially responsible in physical
activity settings
○ Phys Ed: Understand and respect differences among people in physical activity
settings
○
Assessment:
• Observation of thumbs-up/thumps-down activity
• Continuous throughout science journals, documentation, observation

• Communication
• Numeracy
• Even though there is a lot of water on Earth, there is not much fresh water for all
plants, animals and humans to share.
• Humans, plants and animals need water to survive.
Lesson Preparation
• Clean/polluted water pictures, beanbags, 4 hoola hoops
Check for appropriate equipment in the gym
Presentation
Set: (10 – 15 min)
• Students gather on the carpet in their spots.
• Show students the display I have set up. Remind them of the “We Use Water for…” list
(what they said). Show them where the spinners are and the globe. Remind them of the
experiment we did (more land or water?). Show students jars of water amounts. Prompt
them to see if they can remember what the amount in each jar represents.
• Next, hold up the jar with one drop in it. This is the amount of fresh water in the world
that we can reach. But people, animals and plants don’t just need fresh water, they need
clean,fresh water. Not all of thisdrop is clean.
• We talked about a word: conserve. What does conserve mean? (Add it to a water word
wall for the bulletin board).
• What does pollution mean? (Add it to the water word wall). Show pictures of types of
pollution as you talk about them. (Ex. car exhaust, factory smoke, garbage, oil spill).
• What does pollution do to the people, plants and animals?
• All these types of pollution can get into the world’s water systems. If people, animals
and plants don’t have clean water to drink, they will have to drink polluted water! What
do you think would happen?
• I am going to show you clean water pictures and polluted water pictures. Thumbs up if
you think the pictures shows clean water or polluted water. If you are not sure, cross
your arms.
• When we go to the gym today, we are going to practice how we can help stop pollution
from getting into the Earth’s water and air.
• When we get to the gym, would you like to do the warm up where you run back and
forth across the lines? Okay we will start with that warm up. When we get to the gym,
do your back-and-forth running across the lines and when you hear me blow the whistle,
sit on the black line. (Use paper to demo). Did I ask you to run up the stairs and across
during your warm up today? No. We are just going to do the back and forth lines today.
• After we do our warm up, here is what we’ll do. I am going to make the gym look like
one of these pictures, by putting pollution all over the ground. Your job is to be a
pollution buster. When I ask you to, it is time to start cleaning up the lake! There will be
a hoola hoop in each corner of the gym (draw). These hoola hoops are the garbage cans.
Every time you pick up a piece of pollution, take it to a garbage can and put it inside.
You can only take one piece of garbage at a time. Every time you pick one piece up,
you have to take it to a garbage can before you can pick up another piece. Listen for the
whistle, so you will know when to freeze and listen for directions.
• Have students repeat directions for warm up.
Development: (25 - 30 min)
• Head to the gym! Students do their warm up. (Set up hoola hoops and get out bags)
• Blow whistle to get students sitting on the black line.
• Repeat directions for the game. Tell students to listen for whistle. Pretend you are
driving your car, taking some garbage to the dump, when all of the sudden, you hit a big
bump and all that garbage falls off the side of your truck into the river! You think, oh
well…I will just leave it. I am in a hurry.
• Tell students it is their job to be pollution busters. Remember, you can only take one
piece of garbage at a time back to a garbage can! Remember to watch out for your
friends while you are running. No crashes.
• Once all beanbags are collected in garbage cans, blow whistle. Congratulate pollution
busters on a job well done!
• This time I want you to pretend you are the litter bugs! When I blow my whistle, pick
up two pieces of garbage (or more, depending on amount) and pretend you are just
walking along…minding your own business (model), and you decide to throw your
candy bar wrappers in the lake (the center of the circle).
• When you have finished throwing your wrappers in the lake, sit down and wait for the
whistle.
• Whistle. Freeze! Oh no! Look at the lake! We cleaned it all up, but it just got polluted
even more this time!
• Boys and Girls, sometimes cleaning up pollution can be hard work. This time, you need
to hold hands with a partner the whole time! (Demonstrate). You and your partner hold
hands, run to pick up one piece of garbage, and take it back to the garbage can.
Remember, only one piece at a time!
• Listen for my whistle….getinto partners. Go pollution busters!
• (keepgoing, adding one more person, unless students are getting bored. In the end,
groups of up to 5 students will have to work together, but there will be less pollution)
• Use the whistle to get students to pick up the beanbags and return them to the basket,
then return students to the black line. Congratulate them! The river is all cleaned up
thanks to the pollution busters!
• Water conservation. Remember the word “conservation”? It is important to conserve

water, to save water, so that there is enough clean, fresh water to go around, so that
people, animals and plants can survive all over the world.
• Pretend that a beanbag is all the water you have. In order to conserve the water you
have, to save it, you have to balance it on your head, walking nice and slowly and
carefully to make sure it doesn’t fall. If your water falls onto the ground, it is in danger
of becoming polluted! You have to pick it up as quickly as you can and balance it on
your head again to conserve it and keep it clean.
• Go down line with basket so students can choose a beanbag. Conserve!
• To make this activity harder, students have to balance two beanbags, or conserve by
keeping a ball in between the chest of two people while moving. Or, students could have
to conserve while walking on the lines. To make this activity easier, students throw a
beanbag from one hand to another, being careful not to drop it.
Closure: (2 min)
• Use whistle to ask students to return the beanbags to the basket (3 at a time) and line up
at the door. Tell students you are proud of them for conserving water today and helping
clean up water pollution!
• Have students reach up high and pretend they are a raindrop falling from the sky. Can
you make the shape of a water drop with your body? Then, at the floor they become
waves (wavy legs, arms), then they become still water.
Extensions:
Adaptive Dimension:
• Individual students might need the water conservation game to be adapted to an
easier or harder level (see development)
• Students feel strongly about not holding hands can keep participating in the
pollution buster activity by themselves, or can link elbows instead
• Students who are not following directions or being destructive may need to sit out
for a few minutes

Lesson Plan

Subject: Science; Earth: Water and Air (pollution) Grade: One
Content (Topic): Air Takes up Space; we all share the same air and water

• 3.1. Infer that air takes up space
• 3.2. Infer that air moves by observing things affected by it
• 3.4. Discuss the effects of wind and water on our environment
• 3.6. Observe and describe the effects of air and water pollution
Assessment:
• Written answer: what is in the bag?
• Questioning during “follow and air molecule” experiment
• Science Journals: write down (draw a picture of) 5 people or animals that you
share air and water with.

• Communication
• Water and air are important; Pollution in the water and air can make us sick; We
have to conserve water because there is not enough clean, fresh water for
everyone on Earth to share
Lesson Preparation
• Empty large Ziploc bag, bucket for snow collection, 2 medium sized balls, pieces
of “garbage” to tape to one ball, pinwheels, garbage bag, picture of car and
exhaust
Presentation
Set: (10 min)
• Start at desks
• I would like you to guess what we are going to learn about today. I have passed out a
small piece of paper to you. When I show you your clue, write down your guess
without talking. Show students the Ziploc bag full of air.
• Ask if anyone would like to share theirguess. They don’t have to, but are welcome to.
• That’s right, we are going to learn about air.
• Where is the air on the globe? The air is all around. Is there air in this room, too? Yes,
there is air all around us, all the time.
• Put out your arms and feel the air around you, just with the tips of your fingers. Can
you feel the air, or does it just feel normal? Now move your hands in little, small
circles. Can you feel the air now? What if you move your arms around a lot, really
fast? Now can you feel the air?
• We can’t see air, and we can’t feel it unless it is moving. Have you ever seen the
branches of a tree moving outside? Of course you have! That is the air moving the
branches. Air is constantly moving. What if you use your mouth to blow air onto the
back of your hand? Now can you feel it? When air moves fast, it is easy to feel.
• Boys and girls, do you think that air takes up space? Take guesses (raised hands),make
a “yes/no” chart quickly on board. We are going to do a quick experiment to find out.
(Students gather around front table) Show students the dry paper towel and wedge it into
the bottom of the cup. Show students tub of water. Plunge cup into tub of water
quickly. Pull the cup out. What has happened to the paper towel? Have one student
come up to tell what has happened to the paper towel. It is dry! But we put the whole
thing in water! We’d better try again. It’s dry this time too! This time, let students pass
around dry paper towel. What do you think stopped the paper towel from getting wet?
There was air in between the water and the paper towel. That is what kept it dry. Air
does take up space!
• There is something else that is very special about air. The same air that we breath today,
is the same air that even the dinosaurs breathed. That is because every thing that has
ever lived on Earth has shared the same air. The dinosaurs breathed in air, and then
breathed it out. (Demo breathing in and out) Even though they lived a long time ago,
that same air has being breathed in and out forever. People and animals kept on
breathing it in, then breathing it out, until it got to us, here today.
• We all share the same air.
Development: (15 - 20min)

• We are going to do a demonstration. We are going to follow an air molecule. Do you
remember making your giant microbes with Mrs. Pankewich on Friday? An air
molecule (write up on board) is kind of the same way. Air molecules are so small we
cannot see them. During our demonstration, we are going to pretend that this ball is a
giant air molecule, just like Mrs. Pankewich’s stuffed germs are giant microbes.
• Would a real air molecule look like this? No. They are too small for us to see. But for
our demonstration, we need to be able to see the air molecule that we are going to
follow. When it is time, I am going to ask you to stand in a circle around your desks
(consider going to mat for this). We are going to follow this air molecule as it goes in
and out of our bodies, as we breath it in and breath it out.
• When the air molecule comes to you, take a deep breath and pretend that you are
breathing it in, then breath a big breath out and pretend that you are breathing the air
molecule out. Then, pass it to your neighbor. You don’t need to throw it to your
neighbor, just hand it to them. We will go all the way around the circle with our air
molecule.
• Take students to carpet where they can hold hands to get into a circle, thentake one giant
step back. I will start the first breath, modeling breathing the “air molecule” in and out,
and then pass it to the student next to me. I will facilitate the demonstration to make
sure students are understanding, using language such as, “The air molecule, went into
my body, into my lungs, and then out of my body. Now it is going into Xavier’s body”.
• When the ball has made it all the way around, put it aside for a minute. Tell students the
same air molecule that I breathed in was breathed in by everybody. Were we sharing
air? We all shared the air. We all shared this one air molecule.
• Ask students this time to just imagine one of those tiny, invisible air molecules being
passed around. We are going to go around the circle again. When it is your turn, take a
big, big deep breath in, then a big, big deep breath out. Then, name one person in the
circle who shares the same air as you. It is that person’sturn next. So, if I take a big, big
deep breath in, then breath out, then I will say “I share the air with Matthew”, because
Matthew is someone who I share this air with. Then, Matthew will take a deep, deep
breath in and breath out, and then Matthew will choose the name of someone who shares
the same air. Only pick people who have not had a turn yet.
• Do breathing activity
• Even though we did not have a giant molecule to pass around, were we all sharing the
same air? We were! We all share the same air, just like we all share water.
• Have students sit down in their circle.
• Yesterday we talked about pollution. Yesterday we talked about water pollution, which
happens when people put unnatural garbage into water. Can air get polluted too? It sure
can! Air gets polluted when toxic gasses and bag garbage goes into the air. Look at the
exhaust coming out of this driving car. That is pollution. Look at the black smoke
coming out of this big factory. That is pollution, and it is getting in the air.
• Yesterday, you said that people could get sick if they drink polluted water. What do you
think would happen if people breath polluted air?
• If we all share the same air, and somebody pollutes the air, will everybody’s air be
polluted? Yes.
• We are going to do our giant air molecule demonstration again. This time, pretend that
the air molecule passes through a stream of exhaust at the back of a car. (Show air
molecule passing at the end of the car picture. Stick some garbage to the air molecule.)
• What has happened to the air molecule? It is polluted! What might happen if you
breath too muchpolluted air? Maybe you might get a cough, or feel like you can’t breath
as well. This time, breath the molecule it, breathit out, and before you pass it to your
neighbour, pretend to cough (into your arm, of course!).
• Do demonstration.
Closure: (15 min)

• Ask students to return to their desks.
• We have learned that there can be pollution in the air and in the water. There can also be
pollution on land. Pollution sure is gross. It can make the Earth sick.
• Sometimes, pollution can be hard to see. Since we know that snow is really water, and
we’ve been learning about water pollution, we are going to collect some snow. When it
melts, we will be able to see if it looks like clean water or dirty water.
• We are going to go outside to look at the ways pollution affects the environment. Before
we go outside, you have a job to do.
• Ask each student to name one person or animal (or dinosaur!) that they share the air
with.
• Tell students that they will use this sheet (show) in their science journal to write down 5
people or animals that they share air with.
• Ask one student to hand out the science journals.
• When you are finished, start to get ready for outside and sit back down in your desk.
• ***Students could also do the pinwheel experiment while they wait
• **If some students are taking too long, tell them they can finish later. Once all students
are dressed and seated: I will bring a garbage bag outside in case you find any pollution
that you think should be picked up. What are things that are not safe to pick up? Sharp
things and cigarette butts (show picture of cigarette butts). If you see these, just leave
them on the ground.
• The first thing we will do outside is collectsome snow for our observation. I will give
everybody a cup. Fill your cup with snow and dump it in the bucket. Do this 2 times,
thenbring me your cup so that I can recycle it later.
• Then, look for spots on the ground where you see pollution. If you see some that is safe
to clean up, bring it back to our garbage bag.
• If you here my whistle blow, come back to me. I will stand by the bucket.
• **Also bring pinwheels outside. If there is lots of time, ask students to take turns in
pairs (or threes) and observe how the air they move with their mouth makes the
pinwheel spin. Make sure students are taking turns. (Everyone gets two big blows at a
time, then pass it on)
**Blow whistle to tell students it is recess time. Collect pinwheels and tell them to look for the
bucket of snow inside the classroom on the science counter.
Extensions: Observe the melted snow we collected. Draw a picture of what you see and
write whether or not you think it is clean water or dirty water.
Adaptive Dimension:Some students may not finish their science journal (so that there is
time to go outside). Students who have trouble listening outside will have to stand
against the wall.
Lesson Plan
Name: Morgan Bayda and Corinne Pankewich Tentative Date: March 17

Subject: Science, Health, Social Studies Grade: One
Content (Topic): Perspectives on relationships between humans and environment

• Show understanding that there are various perspectives about the relationships
between humans and the environment
• Understand the importance of respecting people and the environment
• Begin to view global relationships as interdependent
Assessment:

• Communication
Lesson Preparation
• Aboriginal type drum, Aboriginal artwork depicting essential relationships
between people and the Earth, book The Family of Earth by Schim Schimmel, list
of possible questions for Elder Mike
Presentation
Set: (min)
**Begin sitting in a circle on the mat
• The beat of the drum is like the heartbeat of Mother Earth.
• Have students try to find/hear their own heartbeat. Mother Earth has a heart beat, too.
• Who is Mother Earth? Why do some people call the earth Mother Earth?
• Where does this belief come from? (Explain what culture the drum belongs to, and from
whom this philosophy of the drum beat as the heartbeat of Mother Earth came from)
• When you hear the beat of the drum, try to follow along with your hands. Pat your
hands on your knees to the beat of the drum. Your hands should pat your knees at the
same time that the mallet hits the drum.
• Do a round of drum beating and keep it to a simple beat at first. Make sure all students
are trying to pat their knees to the beat of the drum.
• Refocus students. This time we will try a trickier beat. This beat might sound more like
your own heartbeat. Try patting your knees to this beat. (Do a round using the more
complicated beat…sounds more like heartbeat)
• Then ask students to do the same thing, but this time, show the beat by patting their
hand over their heart. We have a heartbeat, and so does Mother Earth.
Development: (min)
• Do things that are not living have heartbeats? No. Mother Earth is living. It is
important to respect everything that is living.
• Talk about the word respect. What does it mean? Who should you respect? Who
should respect you?
• Introduce the book The Family of Earth by Shim Shimmel . Read the book.
• Discussion: Who is the Earth’s family? Are we all part of the family of Earth? (Take
students’ responses down on chart paper?)
• Introduce the belief about a respectful, interdependent relationship between humans and
everything and everybody in their environment as an Aboriginal belief. (Use
terminology “First Nations” as the students are familiar with)
• Brain Break: Stand up and move to the beat of the drum for 1 minute.
• Humans have a special relationship with the Earth, or Mother Earth.
• We have brought some pictures of artwork. These pieces of art were made by artists
who are from the First Nations culture. When you look at the picture, what do you see?
What is the relationship between the humans in the picture and the environment? (May
need to ask simpler questions, then define the relationship later)
• Show additional pieces of artwork and have a similar discussion. (Pass the pictures
around the circle? Everyone shares one thing they see??)
Closure: (min)
• Discussion: Why do humans need the Earth? Why do animals need the Earth? Why do
humans need animals and plants? Why does the Earth need humans? What happens if
the environment gets sick? What can happen to people if the environment gets sick?
Why does the environment sometimes get sick? (Maybe because people were not taking
good care of it…)
• If time could close by re-doing the drum/heartbeat activity from the set.
Extensions: Who is an Elder? (Next lesson)

Adaptive Dimension:
Lesson Plan
Name: Morgan Bayda and Corinne Pankewich Tentative Date: March 17, p.m.
Subject: Science, Health, Social Grade: One
Content (Topic): Who is an Elder?

• Understand the role and importance of Elders in First Nations communities
• Begin to understand the significance of traditional practices
• Participate in contributing and choosing a question to ask the Elder that will visit
our classroom
Assessment:
• Participation, observation
• Did the student choose and practice a question?

• Communication
Lesson Preparation
• Index cards, picture of pipe stem
Presentation
Set: (min)
• Gather in a circle on the mat. Ask students to remind you of what we were taking about
this morning (want them to remember the heartbeats, the word respect, the family of
Earth, pictures of relationships between people and the environment)
• Tell students that we have invited a visitor to come to our classroom to help us learn
more about those ideas. Tell students that the visitor will come tomorrow morning, and
that the visitor is an Elder, named Elder Mike Pinay.
• Ask students for ideas about who an Elder is.
• Tell students that an Elder is a very special person in a First Nations community. An
Elder is someone who has special knowledge about the world, about life, and about the
First Nations culture. Elders have learned important things and important stories which
have been passed down to them from many people in their culture who lived before
them, like their parents, grandparents, and even their grandparents grandparents.
• Elders are seen as leaders in their First Nations communities. People can go to an Elder
and ask for advice or ask to be taught about something, because they know that Elders
are very wise and have such special knowledge.
• We have invited Elder Mike Pinay into our classroom. He has agreed to share with us
some of his special knowledge about what we talked about this morning: the
relationships between people and Mother Earth.
Development: (min)
• In First Nations culture, it is a privilege to be able to ask an Elder to share special

knowledge with you. There is a certain protocol you have to follow to make sure you
are being respectful to the Elder and thanking the Elder properly for sharing with you.
Do you know what protocol means? A protocol is like a special set of rules that we
should follow.
• We are going to make sure that we follow the right protocol when Elder Mike visits us
tomorrow, so that he knows that we respect him and his culture.
• Do you remember the picture of the pipe stem that you looked at with Miss Huber last
week? (Show picture). This has something to do with one special rule we should
follow. First Nations people sometimes use a pipe stem like this to smoke tobacco. It is
a very important tradition in many First Nations cultures to smoke tobacco at special
ceremonies.
• When you ask an Elder for advice, it is protocol to present the Elder with a gift of
tobacco first.
• It is also protocol to present the Elder with a different gift after he or she shares their
knowledge with you, to say thank you.
• We will present Elder Mike with a gift of tobacco when he comes, and we will give him
a gift from our school before he leaves.
• Another thing that Elder Mike might do when he comes is to say a prayer when he first
meets our class, and before he leaves. This is called an opening and closing prayer.
Have you ever said a prayer before or heard someone else say a prayer before? A prayer
is a special thing in many different cultures. In different cultures, prayers can mean
different things. Elder Mike might pray in English, or he might pray in his first
language. The language of his people is called Cree. Elder Mike might ask us to stand
and hold hands, to help make sure that his prayer is said the right way.
Return to desks
• What do you think Elder Mike will look like? (Show poster of Miss. Huber’s) Elder
Mike might wear special clothes that are important in the First Nations culture for
special ceremonies, but most of the time, he probably dresses just like you or I would.
• We would like you to think of some questions that you could ask Elder Mike.
• Write questions on board. Use prepared list of questions to help prompt students. (We
thought of some questions too)
• Each student will choose a question and write it down on an index card, so that we can
remember the questions we want to ask Elder Mike tomorrow when he comes.
• Students choose questions one at a time. Each student should write theirquestion on the
index card. When they are finished writing, they need to practice reading their question
to 2 friends and a teacher.
• While students are writing and practicing, speak to a few students who are finished
about helping present tobacco and gift???
Closure: (min)
• Tell students that Elder Mike is a visitor to our classroom, and it is important to show
him respect and welcome him into our classroom, just like we would welcome any
visitor!
• You have practiced some good questions to ask Elder Mike. If you think of any more
questions you want to ask him while he is here, you can ask those questions too.
Extensions:
Adaptive Dimension:
Lesson Plan

Subject: Science; Earth Grade: One
Content (Topic):What does the Earth do for us?

• 3.3. Understand that air and water are essential for plants and animals
• 3.4. Discuss the effects of wind and water on our environment
• 3.5. Explain how the wind and water can be useful
Assessment:
• Participation
• Flip Video answer: which resource is the most important to you?

• Communication
• Animals, humans and plants need water and air to survive
• Not all the water and air on Earth is clean and safe; some is polluted
• We all share the same water and air
Lesson Preparation
• Paper bags: 1 has a bottle of water inside, 1 has a pinwheel inside, 1 has a jar of
soil inside, pictures: windmill, trees, plants, food (vegetable, fruit), animals,
lungs; science journals sheet (add), Flip video camera, various “research
materials” for group work during scavenger hunt.
• Hide the 3 paper bags before the lesson begins
Presentation
Set: (10 min)
• Start with students in desks. Read the book Touch the Earth
• Tell students that there are a lot of important things that the Earth does for us so that we
can survive and be happy and healthy. Elder Mike talked about some of those things
yesterday. Today we are going to go on a scavenger hunt to find some of those things,
then we are going to do some research to find out what the Earth does for us to help us.
• We are going to work in groups today. I would like to show you some things about
working in a group. Each person in the group has an important job. Unless everyone in
the group does their job, the group will not work properly.
• In our groups today, each member of the group will have the same job. Here are the
jobs you will do today:
○ 1. Help look during the scavenger hunt
○ 2. Take turns passing the object around and choose one research clue to read.
○ 3. Read your clue to your group
○ 4. Take turns sharing what you have learned about how your item helps us.
• When you are working in groups, it is very important to take turns. If someone else is
holding the item, wait your turn instead of grabbing for it. If I see group members who
are not taking turns, they will have to go and sit at their desk.
• Sometimes, when we do a lesson, we sit in a circle on the mat. When we sit in a circle
like this, everybody gets a turn to speak. That is how you will work with your group.
One group will sit in a circle around this table, one group will sit in a circle around that
table, and one group will sit in a circle on the mat. Each group will find an object.
When you are holding the object, it is your turn to talk. When you are not holding the
object, your job is to listen.
• Groups are: ***If many students are sick, group members might have to read more than
one research clue!
○ Anicca, Carson, Hanna, Xavier, Sterling
○ Matthew, Liam, Lauren, Camry, Rupert
○ Taggart, Colby, Muhammad, Adam, Max
• When you do your scavenger hunt with your group, look for a brown bag with a picture
of the Earth on it. When you find one bag, the whole group should take it to your
group’s spot. Look inside the bag. What is it? Pass the object around the circle. Look
at the research clues in the bag. Each group member chooseone. Read the clue that you
chose. When I ask you to, go around the circle and read your clue out loud to your
group.
• Afterward, each group will tell the class about their object using the research clues.
• Send each group to their spot (one of the round tables or the mat).
• Tell the groups to start looking!
• Groups look. Facilitate the scavenger hunt: make sure students are not being silly and
are following directions. Have group instructions at each spot, in case students forget
what to do.
• If students are not taking turns, they will have to sit at their desk.
• Consider facilitating it this way: Just tell students the first few instructions. Then, once
each group has found an object and is in their spot, flick the lights on and off. Tell the
groups to pass the object around, each group member hold it for 5 seconds. Flick the
lights on and off. Tell each group member to choose a research clue and read it
independently. Flick the lights on and off (or another signal). Tell the students they
must take turns reading their clue out loud to their group. When it is not your turn, it is
your job to listen. Pass the object around the group. You can only speak when you are
holding the object. Flick the lights on and off. Facilitate the closure.
Closure: (20 min)

• When the group work is completed, tell the students it is time for them to share what
they learned with the rest of the class. Students will return to their desks.
• Each group will come up to the front, show the class their object, and then read their
research clues.
• After each group is done, I will elaborate on why that resource is important for us.
• I will film each group as they speak.
**If time: Choose the resource (of the 3) that you think is most important to you. Fill out the
sheet and draw a picture of it. During this time, I will take one student aside at a time so they
can answer: which resource is most important to you? Why? If there is not time, this activity
will be done tomorrow.
Extensions: Students can do an observation of the playground snow we collected for

their science journals, draw a picture/add words to a water droplet paper showing 5
people/animals/plants they share water with, experiment with the pinwheels, fill out the
“Water is Important” sheet in their science journal, re-do the Earth Ball Toss experiment
in small groups (keeping track of their tallies), or do an activity with the ocean
water/frozen water/fresh water spinners.
Adaptive Dimension:Students may or may not need extra re-enforcement while working
in groups. Some students may need help staying with their group and participating.
Lesson Plan
Subject: Science; Earth Grade: One
Content (Topic): Pollution Solution Stations!

• Discuss the effects of air and water pollution
Assessment:
• Observation of matching partners activity
• Science Journals: “Pollution Solutions” page

• Communication
Lesson Preparation
• Pollution/solution matching picture card necklaces, pictures from the three week
block experience, Bristol board, glue, scissors, Earth’s Water spinners, Earth’s
Water directions
Presentation
Set: (min)
• Read Ten Things I Can Do to Help My Planet
• Ask students if they have any questions about the problems in the story.
• Ask students if they remember any of the “pollution solutions” from the story
• Tell students we are going to play a pollution solution game.
• Every student will wear either a “pollution” or a “solution” necklace. We will go over to
the mat and mix ourselves all up! When I play the music, your job is to find the solution
that matches your pollution…or find the pollution that matches your solution
Development: (min)
• Play “Pollution Solutions”. Mix up the cards that are in circulation, have students
switch cards. After each round, each pair must read their pollution and their solution
card. See how fast the students can do it!
• Have students sit in their spot on the mat. Tell them we have two table jobs today
• On one table I have put out lots of pictures of the time we have spent learning together.
At this table, we are going to make a poster for you to show your families on Book and
Bannock Day. At this table, your job is to remember all of the things we learned about
the Earth in science. Use the pictures to help you remember. Then, choose 1 picture
that is your favourite. To tell all of the families about your picture, you need to make a
caption. A caption is the words that go underneath or beside a picture on a poster so that
everybody who looks at the poster knows what the picture is about.
• In your caption, you need to tell who is in the picture
• You need to tell what is happening in the picture. Use these cards to help you. You
need to practice on this piece of paper first, thenyou can write your caption on one of
these cards. You need to use your neatest printing, because we want our poster to look
great.
• Once you are done writing your caption, you can come to the mat, where I will put some
directions for a spinner game. (Read directions). You can play these spinner games in
small groups.
• Your first job is the photo table. When you have chosen your photo and you are finished
your caption, you can bring them to me and I will help you choose a spot to glue them
on the poster.
***Have instructions on photo table or at the front of the room
*** Focus on facilitating the photo table; students should be able to do the spinner game on
their own
***If there is lots of time left, help students finish work in their science journals or play Earth
Ball Toss together as a class!!
Closure: (min)
• Tell students how they can show their parents their documentation on Book and
Bannock day and explain everything they learned. Go over what will be on the counter.
Extensions:
Adaptive Dimension:
Science Journal
Name:____________________
What will we learn about? What is your

guess?
Rock Discovery!
Geologists study rocks. We discovered a new

type of rock!
• What does your rock look like? Draw a
picture of your rock. Use colours.
I will call this rock
__________________________________________.
This rock comes from

_______________________________________
_______________________________________________
_______________________________________________
__________________________________
Igneous Rocks
Fill in the blank:
The Story of an Igneous Rock
An igneous rock is made when a ______________erupts. The hot

_____________cools. It hardens and becomes an _____________
rock.
Igneous Rock Words:

lava volcano harden cool igneous
rock erupt
Igneous Rock Questions

What colours do you see?
Which rock is the biggest?
Which rock is the smallest?
What is special about these rocks?
Do all the rocks look the same?
What does the rock smell like?
Metamorphic Rocks
• A metamorphic rock is a new rock made

from other rocks.
• To make a metamorphic rock, you need
heat, pressure and time.
Metamorphic Rock Words:

heat pressure time
changed new metamorphic rock
Metamorphic Rock Questions

What colour is the rock?
Do you see anything in the rock?
How does the rock feel?
Sedimentary Rocks
• Sedimentary rocks are made in layers
Dirt
Sand
Twigs
Leaves
Other rocks
Sedimentary Rock Words:
layers time pile weight
press sedimentary rock fossil
Sedimentary Rock Questions

What colour is the rock?
Do you see anything in the rock?
Is the rock round or flat?
Water is Important!
• Is there more water or land on Earth?
There is more ______________ on

_________________.
• How do you know?
_______________________________________________
________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
____
Water Words:
water Earth land more
less drop ocean lake
river globe
Follow an Air Molecule

We all share the same air.
List five people or animals you share the same

air with:
1.
2.
3.
4.
5.
The Earth and I
People need the Earth to help them. The Earth

needs people to help it.
Elder Mike Pinay will tell us about the

relationship between the Earth and us.
What is one question you have for Elder Mike

Pinay?
Pollution Solutions
Write about one way you can help the Earth.

Draw a picture.
I can help the Earth by

______________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Copy so that there is
I promise…
_______________________________________________
one “I promise…” sheet
for each classroom
____ member
I promise…
I promise…
I promise…
A pebble
does not
enter a pond
without
a ripple
moving out
and
in time
touching
every
single
shell
we are
all
everyone of
us
in this thing
together
(Rick Masters)
Pebbles of Promise
Sample Student Promises Made by Grade Ones:

• I promise to share
• I promise not to touch
• I promise to be anyone’s friend
• I promise to listen
• I promise to always play with you
• I promise to listen to your questions and respect feelings
Rock Information (for Field Trip Around the World)
** Sand is an igneous rock

** Mount Rushmore is igneous rock
Japan
Obsidian (igneous glass) – I; hardened in seconds
(Basalt?) Other igneous rock – I; hardened in minutes
Lava Bombs – I; drops that hardened in the air
Mexico
Amethyst (Leo daVinci said gets rid of bad thoughts; geode) – S, M, I
Fluorite – M (once S)
United States
Pyrite (fools gold) – S, M, I
Quartz (most abundant mineral in Earth’s crust) – S, M, I
Rome
Lead Ore (first pipes, faucets; toxic) - ??
Australia
Quartz
Russia
Mica (first car windows) – M (used to be S)
Saskatchewan
Petrified Wood (already became stone) – M
Bison Bones (becoming stone)
Dinosaur Bones (already became stone) – M
Regina
Rock Discovery!
Try it like this: Earth’s Water Spinners
Try it like this:
Ocean Water: 3 jumping
(Make larger, glue onto top of paper plate, make 1 pointer and 2
Ocean Water: Move
washers your
out of stiff bodyAttach with a brad clip)
cardboard.
jacks
like a wave
Frozen Water: Spin in a
Frozen Water: Pretend you
circle
are as stiff and hard as an icicle
Fresh Water: High five!
Fresh Water: Pretend to drink
a glass of water. Gulp!
Earth’s Water Spinners

Water
Soil
Try it likeResearch
this:
OceanResearch
Water: Make a long
Clues!
“shhhhhh”sound.
Clues!
Frozen Water: Make a sharp “pop!”
sound.
Fresh Water: Make a big “gulp!”

sound!
Air
Research
Clues!
Here’s what to do!
1. Sit in a circle
2. Pass around the object. Take turns!
3. Each person choose a research clue.

4. Pass the object around the circle.
When you have the object, read your
research clue out loud.
5. Trade research clues with someone

else.
6. Pass the object around the circle again.

When you have the object, read your new
research clueout loud.
Air is an important
resource from the
Earth!
Windmills can turn air into energy and
electricity.
People use electricity for lights, to heat their
houses, and to make food.
When you laugh, you
are really just breathing
air in sharp bursts!
People, plants and animals all breathe air.
Without air, they cannot survive!
People use air to play some musical
instruments!
Water is an
important resource
from the Earth!
Farmers need water to grow
the food that we eat!
More than half of

your body is water!
People, plants and animals all need to drink
water. Without water, they cannot survive!
There is morewater on
Earth than land.
Soil is an important
resource from the
Earth!
Many important creatures live
in the soil.
We need soil to grow the food that we eat!
Soil soaks up water

to stop dangerous
floods from
happening.
Soil can help clean dirty
water.
What does the Earth do for me?
What do you think is the most important

resource from the Earth?
(circle the word)
Water Soil Air
Why?
_______________________________________________
________________
_______________________________________________
________________
_______________________________________________
_________________
_______________________________________________
_________________
_______________________________________________
_________________
_______________________________________________
_________________
Solution!
Solution!
Throw
Turn mylight
off the trash away
when I leave
a room
Name: _____________________
Pollution Solution Cards

Solution!
Solution!
Work together with friends and
Use both sides of the paper
Solution!
family
Turn off the tap when I brush
my teeth
Solution!
Solution!
Remind my parents
Make toys to unplug
from things around
the TV whenthe
we house
are not using
Solution!
it
Sort the recycling

Solution!
Walk to school
Solution!
Plant seeds and help them

grow
Solution!
Feed birds in winter

Pollution! X
Pollution! X
Too many lights on
Garbage
wasteson the ground
energy!
makes a dirty mess!
Pollution! X X
Pollution!
Leaving the one
Using only water
side of
running all the time
the paper is a waste!
wastes water!
Pollution! X
Throwing
Leaving there-usable
TV on alltin
the
cans and
time bottles
wastes into the
energy!
garbage…oh no!
Pollution! X
Pollution! X
Pollution! X
Driving everywhere
Cutting down
creates lots too
of manyair
gassy
treesThrowing
to make old stuff
paper
pollution! andin the
garbage when it could
other things!
be used for something
else!
Pollution! X
In the city, there are not

enough seeds for the
birds to eat in winter!

Earth Unit - Grade 1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Earth Unit - Grade 1

Uploaded by

Copyright:

Available Formats

Earth

Foundational and Learning Objectives in Science

Cross Curricular Connections

Assessment and Evaluation

Aboriginal and Cross-Cultural Content

Preparation and Pictures

Foundational Objective Components:

** How is the health of the environment connected to the health of

Foundational and Learning Objectives Continuum:

Becoming Models of Wellness:

Aboriginal and Cross-Cultural Content

Teaching in partnership with an Aboriginal perspective may be

Common Essential Learnings (CELs):

Prerequisite Learning: N/A

Advanced Preparation: N/A

Development: (20 min)

Closure: (20 - 30min)

Name: Morgan Bayda Tentative Date: March 2 p.m.

Content (Topic): Introducing…The Earth!

Learning Objectives: Students will:

Common Essential Learnings (CELs):

Advanced Preparation: N/A

Name: Morgan Bayda Tentative Date: March 3

Learning Objectives: Students will:

Common Essential Learnings (CELs):

Prerequisite Learning: N/A

Closure: (25 min)

Name: Morgan Bayda Tentative Date: March 4

Learning Objectives: Students will:

Common Essential Learnings (CELs):

Development: (15 – 20 min)

Name: Morgan Bayda Tentative Date: March 5

Content (Topic): Introducing “Sed” and “Morph”, new rock friends!

Learning Objectives: Students will:

Common Essential Learnings (CELs):

Name: Morgan Bayda Tentative Date: March 9

Content (Topic): Introducing Morph, rock explore stations

Learning Objectives: Students will:

Common Essential Learnings (CELs):

Name: Morgan Bayda Tentative Date: March 10

Content (Topic): Rock Discovery Stations

Learning Objectives: Students will:

Common Essential Learnings (CELs):

Name: Morgan Bayda Tentative Date: March 11

Learning Objectives: Students will:

Common Essential Learnings (CELs):

Name: Morgan Bayda Tentative Date: March 13

Content (Topic): Water Pollution

Learning Objectives: Students will:

Common Essential Learnings (CELs):

• Water conservation. Remember the word “conservation”? It is important to conserve

Professional Development Plan (attach):

Name: Morgan Bayda Tentative Date: March 16

Learning Objectives: Students will:

Common Essential Learnings (CELs):

Development: (15 - 20min)

Closure: (15 min)

Name: Morgan Bayda and Corinne Pankewich Tentative Date: March 17

Content (Topic): Perspectives on relationships between humans and environment

Learning Objectives: Students will:

Common Essential Learnings (CELs):

Extensions: Who is an Elder? (Next lesson)

Content (Topic): Who is an Elder?

Learning Objectives: Students will: