Kindergarten Investigation 3: Getting to Know Fabric

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1	2020/2021 Module Navigation Matrix—Materials and Motion Do not distribute without prior permission from the FOSS Project. Copyright © The Regents of the University of California						Find an error? Let us know.
2			In-Person Learning Resources	Synchronous Resources			Asynchronous resources (Links to FOSSweb resources coming soon)
3			In-Person Learning Resources	Modified Instruction	Teacher materials needed for remote learning	Optional consumable materials for students to use for remote learning

4		Description of columns	Specific modifications for teaching lessons when materials cannot be shared. In-Person Learning Recommendations	Recommendations for teachers providing instruction using video instruction. The sections are divided up into Introduction, activity, and discussion (sense-making). This provides some flexibility for blended learning opportunities. Synchronous Learning Recommendations	Materials teacher need to get from kits/home for remote learning.	Optional materials for students to use for remote learning. These should be considered consumable. Please check with district guidelines regarding allergies and sending home materials.	Recommended resources. While the content of these resources is similar to those provided in the Investigations Guide, the experiences differ. Note: The resources below are recommended for use during this modified instructional time. Many of these are available now by logging into Resources by Investigations on FOSSweb. Asynchronous Learning Recommendations
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6	Investigation 3: Getting to Know Fabric	Part 1: Feely Boxes and Fabric Hunt	Consider using a sharp pair of scissors and cutting each piece of fabric in half or even in fourths if necessary to allow each student to have their own piece of fabric. Check with your district and get permission to do this before cutting. Place samples in a zip bag with students' names on them. Step 6 and 7. Instead of using a "feely-box" students can be matched up with a nearby partner. One partner can shut their eyes, the other can select one of their fabrics, hold it under their desk, and then describe it to their partner. The partner will try and guess which one is being described. Note: this may be language intensive for the beginning of the school year.	Introduction Steps 1-2 Activity Steps 3-5 Steps 10-13, 16 Modify these steps. Introduce a few fabrics at a time and ask students to look around their homes for those kinds of fabrics. Play music while students search, and turn it off when they are to come back to the computer. Discussion Steps 14-15, 17-18	From Kit Samples of each kind of fabric: burlap, corduroy, denim, fleece, knit, ripstop nylon, satin, seersucker, sparkle organza, terry cloth	If your district/materials management center permits, cut fabric samples into smaller pieces and send one of each home to each student. These are consumable items so this may not be an option.	Link to resources by investigation
7		Part 2: Taking Fabric Apart	See general guidelines.	Introduction Steps 1-4 Activity Steps 5-7 Discussion Steps 8-9 Reading "What is Fabric Made From?" see step 11-12 for discussion questions. Video: What is agriculture? Online activity: "Weave a Pattern"	From Kit 3 Squares of burlap, 4 cm 6 Index cards 3 Squares of wool plaid, 4 cm 1 Loupe/magnifying lens From Home White glue	Send home 1 Square of burlap, 4 cm 1 Square of wool plaid, 4 cm 2 Index cards	Link to resources by investigation Reading (see the Interactive eBook) "What is Fabric Made From?" see step 11-12 for discussion questions. Multimedia Video: What is agriculture? Online activity: "Weave a Pattern"
8		Part 3: Water and Fabric	See general guidelines.	Introduction Steps 1-2 Activity Steps 3-6 (See the straw trick in column F so students could try this on terry cloth at home. Encourage students to try several fabrics at home and to describe these to the group.) Discussion Steps 7-10	From Kit Fabrics from 3.1 1 Plastic cup 2 Droppers From Home Paper towel Straw (see column F)	If your district would consider sending an eye dropper home and a cup for each student that is great. Otherwise send home a 1/2 a straw instead. Students can fill a cup with about 1 cm of water, stick the straw in it, cover the top, and then move it over each fabric (keep the top of the straw covered as they move it), and then can release their finger on the straw to drop water on each fabric.	Link to resources by investigation
9		Part 4: Graphing Fabric Uses	See general guidelines.	Introduction Steps 1-3 Activity Steps 4, 7 Discussion Steps 5-6 Reading, "How are Fabrics Used" see step 8-9 for discussion questions Step 10	From Kit Fabrics from 3.1 (Corduroy, denim, fleece, ripstop nylon, seersucker, sparkle organza) Tape From Home Chart paper Scissors	N/A	Link to resources by investigation Reading (see the Interactive eBook) "How are Fabrics Used" see step 8-9 for discussion questions Home/School Connection Getting to Know Fabric Other At-Home Activities Find Object Made of Fabric
10		Part 5: Reuse and Recycle Resources	See general guidelines.	Introduction Steps 1-3 Activity Steps 4-7 Online activity "Recycling Center" Discussion Steps 8-9 Video: Environmental Health (Chapter 8), see step 11 for key points and ways to guide the discussion Steps 12-13 optional song about wood	From Kit Basin From Home Recycling materials Magnets	N/A	Link to resources by investigation Reading (see interactive eBook) "Land, Air, and Water" see steps 1-2 for discussion questions "I Am Wood" see step 12-13 for discussion questions Multimedia Online activity "Recycling Center" Video: Environmental Health, chapter 8, see step 11 for key points to emphasize Song: "I Am Wood" Video: Clothing and Building Materials
11		Part 6: Building Structures	3. Modify this step to have students stand in the sunshine and shut their eyes and then go to the shade and shut their eyes. Students should feel the difference in temperature with their bodies (see step 9). Steps 5-8 Don't do these steps during a pandemic.	(Either send materials listed in step 16 in the margin home or ask parents to gather some scraps ahead of time.) Introduction Steps 1-2 Activity Steps 4-5 Steps 6-8 (Students work asynchronously with a parent or older family member and bring out two cups of water--one to place in the sun and one to place in the shade. Students can do step 9 while they are waiting.) Breakpoint Steps 10-15, 17-20 Breakpoint Steps 21-23 (Asynchronously with parent or older family member. Have students draw or take a picture of their structures and submit it to you and the class to share.) Discussion Steps 23-24, 26	From Kit 2 Containers, 1/2 L 10 Craft sticks 3 Paper plates 2 Cups From Home Clothes pins or binder clips Hot glue gun/glue sticks Paper scraps, wood scraps, fabric scraps Scissors White glue Masking tape Newspaper Cardboard Natural materials such as sticks or bark	Send pieces of various kinds of paper, paper plate, scrap fabrics, and scrap woods, craft sticks, home with students (see list in margin with step 16). Students may need white glue if their homes do not have this or a glue gun (to be used with adult supervision only!). Two cups (the ones in the kit aren't consumable) Masking tape (can be wrapped around a craft stick for each student) Students can also use natural material such as leaves, sticks, bark	Link to resources by investigation Teacher master (for parents) No. 34--Building Structures
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