It’s
More
Than
Just
Dirt!
Dale
Cruzan
Lesson
Plan
Title
of
Course:
Horticultural
Science
(Period
1),
Agricultural
Science
I
(Period
2
and
Period
3)
Level:
9
or
10th
grades
Teacher:
Dale
Cruzan
Duty:
Applying
Science
to
Horticulture
Unit
Title:
Scientific
Applications
in
Horticulture
(Horticultural
Science)
Task:
to
be
Taught:
Identify
how
environmental
factors
affect
plant
growth
(Horticultural
Science)
Analyze
Soil
Profiles
(Basic
Agricultural
Mechanics
and
Plant
Science)
Determine
Soil
Textures
(Basic
Agricultural
Mechanics
and
Plant
Science)
Take
Soil
Samples
(Basic
Agricultural
Mechanics
and
Plant
Science)
Lesson
Title:
Its
More
Than
Just
Dirt!
Class
Period:
Period
1,
2,
and
3
Time
Required:
1
Class
Period
(90
minutes)
Standards
of
Learning
(SOLs)
to
Be
Taught:
Horticultural
Science
Science
BIO.3
The
student
will
investigate
and
understand
the
chemical
and
biochemical
principles
essential
for
life.
Key
concepts
include
1. Water
chemistry
and
its
impact
on
life
processes;
2. The
structure
and
function
of
macromolecules;
3. The
nature
of
enzymes;
and
4. The
capture,
storage,
and
transformation
and
flow
of
energy
through
the
processes
of
photosynthesis
and
respiration.
BIO.9
The
student
will
investigate
and
understand
dynamic
equilibria
within
populations,
communities,
and
ecosystems.
Key
concepts
include:
1. Interactions
within
and
among
populations
including
carrying
capacities,
limiting
factors,
and
growth
curves;
2. Nutrient
cycling
with
energy
flow
through
ecosystems;
3. Succession
patterns
in
ecosystems;
4. The
effects
of
natural
events
and
human
influences
on
ecosystems;
5. The
complexity
of
the
Chesapeake
Bay
and
its
watershed;
and
6. Analysis
of
local
ecosystems,
including
flora,
fauna,
and
microorganisms.
Basic
Agricultural
Mechanics
and
Plant
Science
Science
ES.1
The
student
will
plan
and
conduct
investigations
in
which
a. volume,
area,
mass,
elapsed
time,
direction,
temperature,
pressure,
distance,
density,
and
changes
in
elevation/depth
are
calculated
utilizing
the
most
appropriate
tools;
b. technologies,
including
computers,
graphing
calculators,
probeware,
and
geographic
positioning
systems
are
used
to
collect,
analyze,
and
report
data
and
to
demonstrate
concepts
and
simulate
experimental
conditions;
c. scales,
diagrams,
maps,
charts,
graphs,
tables,
and
profiles
are
constructed
and
interpreted;
d. variables
are
manipulated
with
repeated
trials;
and
e. a
scientific
viewpoint
is
constructed
and
defended
Horticultural
Science
Criterion
Referenced
Measures
(CRMs):
In
describing
and
experimenting
with
the
influence
of
media
and
fertilization
on
plant
growth,
students
may
• Identify
the
major
components
of
true
soil
• Classify
soil
• Test
soil
for
texture
and
drainage
• Identify
types
of
soil
water
• Review
rationale
for
and
approaches
to
soil
sterilization
• Identify
components
of
soilless
media
• Explain
the
benefits
of
composting
• Build
and
maintain
a
compost
pile
• Improve
soil
with
amendments
• Test
soil
pH
• Adjust
soil
pH
• Interpret
fertilizer
analysis
• Mix
water‐soluble
fertilizer
• Apply
granular
and
slow
release
fertilizers
• Calibrate
and
use
a
fertilizer
spreader
• Explain
the
impact
of
humidity
• Examine
the
function
of
CO2
• Identify
the
impact
of
soil
and
air
temperatures
• Examine
the
role
of
light
• Define
Photoperiodism
and
phototropism.
Basic
Agricultural
Mechanics
and
Plant
Science
Criterion
Referenced
Measures
(CRMs):
The
determination
of
soil
texture
should
include
• description
of
the
feel
(ribbon)
method
of
determining
soil
texture
• use
of
the
texture
triangle
to
determine
soil
texture
• identification
of
the
three
major
soil
types
• distinctions
in
the
characteristics
of
sand,
silt,
and
clay
in
relation
to
plant
production
• determination
of
the
relative
sizes
of
sand,
silt,
and
clay
particles.
Analysis
of
soil
structure
should
include
• exploration
of
the
function
and
benefits
of
aggregates
• determination
of
the
benefits
of
a
well‐aggregated
soil.
The
process
of
taking
soil
samples
should
include
• determination
of
necessary
supplies
and
equipment
• exploration
of
the
options
for
soil
analysis
• explanation
of
the
steps
involved
• exploration
of
the
soil
testing
options
available
to
homeowners
and
agricultural
producers
Instructional
Performance
Objectives
Overall
Objectives:
On
a
demonstration
evaluation,
students
will
identify
soil‐testing
techniques
and
describe
the
components
of
soil
with
85%
accuracy.
Enabling
Objectives:
1. Identify
the
components
of
soils
and
the
relative
sizes
of
soil
particles
2. Describe
and
evaluate
soil
texture
in
the
soil
system
3. Analyze
and
describe
soil
profiles
4. Demonstrate
soil
testing
techniques
Standards
of
Learning
(SOLs)
to
Be
Taught:
Horticultural
Science
Science
BIO.3
The
student
will
investigate
and
understand
the
chemical
and
biochemical
principles
essential
for
life.
Key
concepts
include
1. Water
chemistry
and
its
impact
on
life
processes;
2. The
structure
and
function
of
macromolecules;
3. The
nature
of
enzymes;
and
4. The
capture,
storage,
and
transformation
and
flow
of
energy
through
the
processes
of
photosynthesis
and
respiration.
BIO.9
The
student
will
investigate
and
understand
dynamic
equilibria
within
populations,
communities,
and
ecosystems.
Key
concepts
include:
1. Interactions
within
and
among
populations
including
carrying
capacities,
limiting
factors,
and
growth
curves;
2. Nutrient
cycling
with
energy
flow
through
ecosystems;
3. Succession
patterns
in
ecosystems;
4. The
effects
of
natural
events
and
human
influences
on
ecosystems;
5. The
complexity
of
the
Chesapeake
Bay
and
its
watershed;
and
6. Analysis
of
local
ecosystems,
including
flora,
fauna,
and
microorganisms.
Basic
Agricultural
Mechanics
and
Plant
Science
Science
ES.1
The
student
will
plan
and
conduct
investigations
in
which
1. volume,
area,
mass,
elapsed
time,
direction,
temperature,
pressure,
distance,
density,
and
changes
in
elevation/depth
are
calculated
utilizing
the
most
appropriate
tools;
2. technologies,
including
computers,
graphing
calculators,
probeware,
and
geographic
positioning
systems
are
used
to
collect,
analyze,
and
report
data
and
to
demonstrate
concepts
and
simulate
experimental
conditions;
3. scales,
diagrams,
maps,
charts,
graphs,
tables,
and
profiles
are
constructed
and
interpreted;
4. variables
are
manipulated
with
repeated
trials;
and
5. a
scientific
viewpoint
is
constructed
and
defended
Resources
Needed
for
Lesson:
• Soil
Textural
Triangle
Handout
• Soil
Lab‐
Texture
by
Feel
• Soil
Lab‐
Jar
Test
Equipment
and
Supplies
Needed:
• Water
• Buckets
of
Soil‐
Collected
from
School
Fields
• Soda
bottles
• Dish
Soap
or
Salt
• Measuring
Spoons
• Buckets
• Shovels
Content
Outline
I. Objectives
(1
minute)
Overall
Objectives:
On
a
demonstration
evaluation,
students
will
identify
soil‐testing
techniques
and
describe
the
components
of
soil
with
85%
accuracy.
Enabling
Objectives:
1. Identify
the
components
of
soils
and
the
relative
sizes
of
soil
particles
2. Describe
and
evaluate
soil
texture
the
soil
system
3. Analyze
soil
structure
in
the
soil
system
4. Demonstrate
soil
testing
techniques
Methods,
Strategies,
Teaching
Tips
II.
Set
Induction
(2
minutes)
How
many
people
like
or
still
like
to
play
in
the
dirt?
What
did
you
notice
about
soils
when
you
played
in
them?
Why
are
soils
important?
III. Introduction‐
Review
(20
minutes)
Over
the
last
few
days,
you
have
discussed
soil
and
its
components.
We
will
have
a
quick
recap
of
the
last
couple
days.
1. Identify
the
Major
Components
of
Soil
Questions:
Ask
the
students
about
each
component
before
describing
them.
1. Minerals
Soil
Minerals
Consist
of
Sand,
Silt
and
Clay.
Sand
is
the
largest
particle
at
2.00‐0.05
mm,
followed
by
Silt
at
0.05‐0.002
mm,
and
clay
at