Background information for “What is Soil” lessons The enduring understanding for these lessons of study is for students to understand how to test predictions and examine data to solve problems. Students will be predicting if all soils contain organic materials, inorganic materials, water and air. They will also predict if all soils contain similar amounts of these components. Within guidelines, they will learn to test for each soil component. Soil is like the life support system of our world. All food webs originate with plants as producers. Most plants need soils to live. Soil is the product of erosion, weathering and biological cycles. The contents of soil depend on the parent materials, or the rocks/mineral, plants and animals in a given environment. As plants and animals die and decompose, humus is formed from their remains. Humus fertilizes and enriches the soil as it contains nutrients and improves the soil's ability to hold water and air. It takes thousands of years for soil to form making it a precious natural resource. Soils contain varying amounts of nutrients for plants and soil dwelling organisms.
Outline for What is Soil? Sessions
4th grade core objectives addressed
Curriculum area (s) addressed
Materials
Session 1 What is Soil?
Language Arts Objective 1 Develop language through listening and speaking. Science Standard 3 Objective 3 Observe the basic components of soil and relate the components to plant growth.
Science/Language arts
Big BookWhat Is Soil? Sunshine Science Series-The Wright Group
Session 2
Science Standard 3 Objective 3 Observe the basic components of soil and relate the components to plant growth.
Science Math Language arts
Journal 1,2
Soil Observation
Math Standard 4
Students will understand and use measurement tools and techniques.
Soil samples Hand lenses paper or plastic to cover tables- (light color is best) balance with gram weights
Assessment
Journal rubric
Activity
resources
Read Aloud
What is SoilISBN:07802-2795-6
Observe soil for it’s Components
Dirt Secrets in the SoilUtah Agriculture in the Classroom Soil Component Chart
Session 3 Testing for air and water
Science Science Objective 3 Observe the basic components of soil and relate the components to plant growth.
Journal 3 cup water brown paper towel 3-soil samples dry, moist, wet
Journal Rubric
Groups Test for air and water in soilestimate amount of each
Dirt Secrets in the SoilUtah Agriculture in the Classroom Soil Component Chart
Session 1- What is Soil Guiding question- What do you think soil is make of? 1. Before you begin write” IOWA” on a piece of chart paper, leaving room under each letter to list examples of these components as they occur in the book. “I” stands for inorganic materials like minerals and rocks. “O” stands for organic materials like decomposing leaves, insects and wood. “W” stands for water. “A” stands for air. Most soil also contains many microorganisms. While they are not the soil, they live in the soil and are often part of the cycles which create soils. 2. Activate prior knowledge about soil by asking, “When you think of dirt or soil, what ideas come to mind?”, “What do you think soil is made from?” Read aloud the big book, What is Soil? (Any book that explains the components of soil may be used). Stop and discuss with students as unfamiliar vocabulary arises. Allow children to make connections between the text and their own experiences. Ask students to share with a partner every few pages to facilitate comprehension. Reading this book aloud will take more than one sitting. 3. As you read and come across examples of the materials soil is made from, point these out and have a child scribe them under the appropriate letter of the chart. Students will soon begin to look for these examples. Allow them to add soil elements to the chart. You may also wish to include explanations, or similar words for each component. For example humus is another word that describes organic material and is made from decomposing plants and animals. 4. Let students know that they will be observing soil in another session and looking for the IOWA components.
Session 2-Soil Observation Guiding Question: Do all soils have organic materials? Do all soils have the same amount of organic material? How do you know? Have a different soil sample for each group of 4/5 students. Ask students to bring these in or collect them from different locations so that you have a variety. Cover tables or groups of desks with paper or plastic. 1. Review what soil is made from (IOWA). Explain that each group of 4/5 students will be looking at a sample of soil and trying to find organic and inorganic materials. Explain that they will test for air and water in the next session.
2. Show students the Journal Sheets 1, 2 and Rubric. Explain that you want them to use good scientific observation skills to record their observations in full sentences. They are also to draw and label a picture of their soil sample. Show them the balance and ask, “What could we measure as we observe the soil samples”. (Students should have had prior experience with the use of balances) If needed, prompt them to weigh the soil sample as a whole as well as the organic and inorganic materials they separate from the sample. After comparing soil samples as a class, this will lead them to understand that soils have varied amounts of inorganic and organic matter based on their origins and parent materials. Not all soil is the same. 3. Allow students to observe the soil samples and complete journal entries. You may need to support students as they try to figure out the percent or fraction for the amount of organic material in soil Move from group to group prompting and asking questions as needed to support their observations. When they share with you something they find in the soil sample, ask, “Is that organic or inorganic material?” Encourage sharing and use of the vocabulary soil, organic, inorganic, minerals, and sediment etc. 4. Have students complete the journal rubric. 5. Encourage students to share their observations and journal entries with the class (author’s chair fashion). This is the time that students can reflect on their own work as well as get ideas form others.
Session 3-Testing for Air and WaterDo all soils have air and water? Do they have the same amount of air and water? How do you know? Prepare three ½ cup soil samples for each group, one that is dry, one a little moist, and one very moist. Label the plastic bags 1, 2, 3from dry to wet. Cover each table or group of desks with paper or plastic. 1. Show the students the Journal Sheet 3 and the Rubric. Explain that they are to record their observations in full descriptive sentences. Explain that each group will be testing for air and water in 3 soil samples. 2. Hold up a paper towel and let students know that they will be using the towel to measure the water in each soil sample. Let students know that they will need to use the entire half cup of each soil in order to have an accurate test. Students will use different methods (i.e. some will squeeze each sample in the towel; others will just sit the samples on the towel) to test for moisture. Ask each group to be sure and decide how they will know which sample has the greatest and least amount of water. You may wish to review or talk about the words control and variables at this time. How ever they use the paper towel it should be consistent through all three samples. 3. Show the cup and water. Ask students what they will see if you pour water over soil in a cup. Demonstrate using a dry soil sample and point out the bubbles rising to the top. Ask, “What are these?” (They are air bubbles rising to the top.) Tell students that they can measure air bubbles by counting the number of bubbles and perhaps comparing the size of bubbles that rise. Ask them to remember to predict which soil sample will have the most air bubbles. 4. Allow students to perform the tests and record their observations. Again circulate and ask questions to support student thinking. Encourage sharing of observations and use of the vocabulary such as soil, air bubbles, observe. 5. Ask each group to choose a spokes person to share their data. Allow for questions and discussion. Were their differences from group to group? How did each group test for water in their samples? Which soil samples seemed to have the most air? The least air? 6. Give students time to adjust their journal entries and complete the rubric. Extension: Use an online graphing program and have student graph the results of their soil components tests making a pie graph.
Soil Journal 1 Name: ____________ Draw and label your soil sample with as much detail as possible. Be sure to use your hand lens.
Soil Observation 2 Name: _______________ Hypothesis: About what fraction or percent of this soil sample is organic matter? __________________ Predict weight of the Soil sample: ________ Actual Weight: _________ Science Vocabulary: humus, soil, organic, inorganic, gravel, course sand, fine sandy, clay, silt, decomposing, leaves, insects
Organic Material found
Total weight of organic materials:_____
Inorganic Materials Found
Total weight of inorganic materials:_____
Actual percent or fraction of organic materials based on weight: ________
Testing for Air and Water in Soil-Journal 3 Name: __________ Soil Sample 1 Draw the paper towel after testing
Soil Sample 2 Draw the paper towel after testing
Soil Sample 3 Draw the paper towel after testing
Draw the water bubbles
Draw the water bubbles
Draw the water bubbles
About how many bubbles? _____
About how many bubbles? _____
About how many bubbles? _____
Which sample has the most water? ___________ How do you know? _________________________________ Which sample has the most air? ___________ How do you know? ___________________________________
Journal Rubric Name: Journal Elements
Total Points: Proficient
Room for improvement
More attention needed to this skill
Drawings are neat
10
9
8
7
6 5
4
3 2 1
Writing is legible& descriptivecontains 6 or more relevant observations
10
9
8
7
6 5
4
3 2 1
Drawings contain details about the soil and labels
10
9
8
7
6 5
4
3 2 1
Science Vocabulary Is used
10
9
8
7
6 5
4
3 2 1
Measurement, data or references to size, number and scope are included
10
9
8
7
6 5
4
3 2 1
Comments
Soil Resources: Soil Lesson and a great videohttp://extension.usu.edu/aitc/cart/index.cfm?keywords=&category=0&secondary=15&Submit=Search Graphing programhttp://nces.ed.gov/nceskids/createagraph/index.asp?ID=858F44E689CC2F68F Soil Website http://www.waite.adelaide.edu.au/school/Soil/index.html On-line movies of soil creatures and components- Beyond the core but sure to answer student questions and peak curiosity. Awesome! http://www.agron.iastate.edu/%7Eloynachan/mov/ Good Basic Information- kid friendly http://www.nrcs.usda.gov/feature/education/squirm/skworm.html
