Science module.playing in the dirt

Playing in the Dirt!: A Module on Soil and

Rocks and their Connection to the Plant &

Animal Kingdom

Third Grade

Science Topic: Soil and Rocks

Authors: Kate Chelak, Ericca Dent, and Rob Schupbach

November 6, 2011

Schedule

Day 1:Soil

Exploration

Day 2:Soil

Exploration

Day 3:Soil

Exploration

Day 4:Soil Erosion

Day 5:Soil Erosion

Daily Question: What is soil made of?

What are the different types of

soil?

How do earthworms help

soil?

What are the effects of weather

on soil?

How can soil erosion be prevented?

Learning Outcomes: Students will learn that soil is made of worn-down rocks

(pebbles, sand, silt, and clay) and

decaying matter.

Students will be able to identify the

layers of soil. (Subsoil, humus, bedrock, topsoil)

Students will understand the

symbiotic relationship

between earthworms and

soil.

Students will understand what happens to loose

soil on a windy day.

Students will determine the best methods to prevent

soil erosion.

Activities: Students will collect soil from outside of

the schoolhouse.

Students will examine the layers of soil in a precut

section of soil.

Students will set up a worm bin.

Students in small groups will

construct a wind erosion recorder.

Students, with their wind erosion

recorders, will investigate wind

erosion prevention methods.

Assessment Plan: Participation in classroom

discussion and soil collection. Students

will document

Students will complete an exit

card to identify the layers of soil.

Student participation in

creating the worm bin and reflecting in

their science journal.

Lab jobs will identified and

distributed among group members.

Students will be assessed on the

creative ways that they determine

how wind erosion can be prevented.

Day 6:Growing Crystals

Day 7:Properties of

Rocks

Day 8:Breaking

Rocks

Day 9:Growing Crystals

Day 10:Making Soil

Daily Question: How can you grow crystals?

Can you identify rocks by their properties and

characteristics of how they are

formed?

How do rocks break apart?

Can you describe the characteristics

of different crystals?

How can you model soil layers

with food?

Learning Outcomes: Students will be introduced to how

crystals are formed.

Students, using a rock field guide, will be able to

identify three types of rocks

(metamorphic, sedimentary, and

igneous).

Students will explore the ways in

which rocks can break apart.

Students will examine crystals

and their properties.

Students will sum up their knowledge gained in this unit by creating their own soil model.

Activities: Under teacher supervision,

students will create crystals using three different solutions.

Using hand lenses, students will

examine different types of rocks with

sight and touch.

Students will be engaged in an

exploration of the school grounds and will participate in a group discussion

about the rocks they collected.

Students will use hand lenses to investigate the formation of

crystals.

Students will create models of soil layers using

chocolate pudding, Oreo cookies, and gummy worms.

Assessment Plan: Safety officers will monitor cooperative

groups for compliance with determined rules.

Observations in science notebooks will be assessed.

Group discussions will be assessed

based on the engaging discourse between students.

Students will be assessed on their discussion of the various properties and characteristics

of crystal formation.

Accuracy and creativity will be assessed in the

models made by students.

Overview

Theme: What is soil and how does it affect the animal and plant kingdom?

Virginia Standards of Learning :

3.1 The student will plan and conduct investigations in which a) predictions and observations are made; b) objects with similar characteristics are classified into at least two sets and two subsets; c) questions are developed to formulate hypotheses; g) data are gathered, charted, and graphed (line plot, picture graph, and bar graph); j) inferences are made and conclusions are drawn; and k) natural events are sequenced chronologically.

Interrelationships in Earth/Space Systems3.7 The student will investigate and understand the major components of soil, its origin, andimportance to plants and animals including humans. Key concepts includea) soil provides the support and nutrients necessary for plant growth;b) topsoil is a natural product of subsoil and bedrock;c) rock, clay, silt, sand, and humus are components of soils; andd) soil is a natural resource and should be conserved.

Essential Understandings, Knowledge, and Skills The students should be able to

• observe and recognize that soil, as a natural resource, providesthe support and nutrients necessary for plant growth;• explain how soil forms over time;• analyze and describe the different components of soil,including rock fragments, clay, silt, sand, and humus;• comprehend the key terminology related to soil, includinghumus, nutrients, topsoil, and bedrock;• interpret and illustrate a basic diagram showing major soillayers, including bedrock, subsoil, and topsoil;• design an investigation to compare how different types of soilaffect plant growth. This includes organizing data in tables andconstructing simple graphs;• collect, chart, and analyze data on soil conservation on theschool grounds;• evaluate the importance of soil to people;• describe how soil can be conserved.

National Science Education Standards

Content Standard A: As a result of their activities in grades K-4, all students should develop

• Abilities necessary to do scientific inquiry • Understanding about scientific inquiry

Content Standard D: As a result of their activities in grades K-4, all students should develop an understanding of

• Properties of earth materials • Objects in the sky • Changes in earth and sky

Content Standard F: As a result of their activities in grades K-4, all students should develop understanding of

• Personal health • Characteristics and changes in population • Types of resources • Changes in environments • Science and technology in local challenges

Teaching Standard B: Teachers of science guide and facilitate learning. In doing this, teachers

• Focus and support inquiries while interacting with students. • Orchestrate discourse among students about scientific ideas. • Challenge students to accept and share responsibility for their own learning. • Recognize and respond to student diversity and encourage all students to participate fully in science learning. • Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

Teaching Standard C: Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers

• Use multiple methods and systematically gather data about student understanding and ability. • Analyze assessment data to guide teaching. • Guide students in self-assessment. • Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice. • Use student data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to learn to students, teachers, parents, policy makers, and the general public.

Teaching Standard D: Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers

• Structure the time available so that students are able to engage in extended investigations. • Create a setting for student work that is flexible and supportive of science inquiry. • Ensure a safe working environment. • Make the available science tools, materials, media, and technological resources accessible to students. • Identify and use resources outside the school. • Engage students in designing the learning environment.

Teaching Standard E: Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning. In doing this, teachers

• Display and demand respect for the diverse ideas, skills, and experiences of all students. • Enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility for the learning of all members of the community. • Nurture collaboration among students. • Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse. • Model and emphasize the skills, attitudes, and values of scientific inquiry.

Description of Students

This unit is designed for a 3rd grade class of 24 students at Matoaka Elementary School in Williamsburg, Va. The students range in age from 8 to 9. Demographically, there are three minority students in the class. There are two students who will need assistance with writing in their science journal and completing science worksheets. During the science period, the Special Education teacher comes to aid the students with these activities.

Connectivity

Day-to-day: The first week of the unit focuses on the make-up of soil and soil erosion. The lessons for days 1-3 explore the components of soil, the layers of soil, and how earthworms help the soil. Students are first introduced to what soil is and how it is important before the impact of soil erosion can be understood. Soil erosion is then explored in days 4-5. These three lessons connect to lessons for days 4-5. The second week of the unit focuses on rocks (which is a composition of soil). Days 7-8 focus on the properties of rocks and how rocks become part of the soil. These two lessons connect to days 1-3 when students learn the components of soil. Day 10 connects to days 1-9 by allowing students to demonstrate the knowledge they gained over the two weeks.Connection to Students: Students are surrounded by soil, and it is important for students to look at soil as more than just dirt. Students will see the importance of objects in their environment that

may are usually overlooked (soil, earthworms and rocks). Most students have had experiences playing in soil or with rocks and the opportunity to work with soil and rocks in the classroom will motivate students. Also having the opportunity to grow crystals and create an edible model soil model will interest students.

Nature of Science and Inquiry-based activities

The nature of science is addressed in our lessons on days one, two, four, five, seven, and ten. On Day 1 the students are introduced to a different method of science (observation) than is typically thought of, use empirical evidence in their observations (using hand lenses to determine the composition of soil), and base their conclusions on evidence (see what the soil looks like to determine what it is made up of). On Day 2 the nature of science is addressed through the use of empirical evidence (identifying the layers of soil using sight) and by using another method (geologists stratify soil to gather information). The nature of science is addressed on Day 4 through observation and inference. On Days 5 and 10, the nature of science is seen in the creative aspect of the lessons. The nature of science on Day 7 revolves around the use of hand lenses to identify rocks (empirical evidence).

All of our lessons are inquiry-based and all of them are hands-on activities. Days 1 through 9 (90%) are authentic as well. Day 10 is the only lesson that is not authentic because food (pudding, Oreo cookies, gummy worms, etc.) is used to model soil layers. All of the other lessons use real science/natural materials to encourage students to explore and think about soil.

Technology and Safety

Technology will be utilized throughout the module. Access to a computer, projector, and document camera is required for the lessons plans, particularly for Lesson 4 when teacher-tube is accessed. Most of the lessons are hands-on, authentic activities not requiring the use of technology.

Safety will be monitored both by instructor and by students. Each cooperative group will have one student as the Care and Safety Officer for every day of the unit. When necessary, each station will be equipped with a bottle of hand sanitizer, paper towels, newspapers, and an extra set of goggles. When working outside, as occurs in lessons 1 and 8, students will treat the outdoors as a classroom, following the outdoor classroom rules (stay together, listen to each other, and respect plants and animals).

Daily Lesson Plans

Lesson Plan Days #1-3: Soil Exploration Topic: Investigating Soil Day: 1-3NSES: Content Standards A, D, F; Teaching Standards B, C, D, E Grade level: 3rd

SOL:

3.1 The student will plan and conduct investigations in whicha) predictions and observations are made;b) objects with similar characteristics are classified into at least two sets and two subsets;c) questions are developed to formulate hypotheses;g) data are gathered, charted, and graphed (line plot, picture graph, and bar graph);j) inferences are made and conclusions are drawn; andk) natural events are sequenced chronologically.

3.7 The student will investigate and understand the major components of soil, its origin, and importance to plants and animals including humans. Key concepts includea) soil provides the support and nutrients necessary for plant growth;b) topsoil is a natural product of subsoil and bedrock;c) rock, clay, silt, sand, and humus are components of soils; andd) soil is a natural resource and should be conserved.

Subject: Interrelationships in Earth/Space SystemsDaily Question: What is soil?What are the different types of soil?

Procedures for Learning Experience Guiding Questions Materials Needed

E valuation (Assessment)

Approximate Time Needed

Engagement: Gather the students’ attention and explain that today you are going to be talking about soil. Ask them “what is soil?” and “what can you find in soil?” After fielding a few answers, explain to the

What is soil?

What can you find in soil?

Observation of discussion participation (see rubric)

5 min.

students that today we are going to find out what soil is made up of. (If someone gives the “correct” answer – that soil is composed of worn-down rocks and decaying plants and animals – then say something along the lines of “Interesting idea. Let’s test it out.”)Exploration: Explain that today they will be taking samples of soil from around the school and then examining the soil to see what soil is made up of. Students will be paired for this activity. After pairing off the students, give each pair the position cards and explain that they will need to decide who is the Communications Specialist (responsible for recording observations and reporting them) and who is the Investigator (responsible for collecting the soil samples). Both students are responsible for examining the soil samples. Once they have done this, remind the students that the outdoors classroom has the same rules as the indoor classroom. Tell them that they will be going to three different sites, and that at each site they will collect a small soil sample and put it in their cups. Tell them to use a spoon to collect the sample, and to use a different spoon for each sample to avoid contamination. Then have the pairs gather their supplies for collecting (three clear

3 plastic containers for each pair

3 spoons for each pair

science journals

Observation of soil activity (see rubric)

20 min.

plastic containers and three spoons), and go outside to the first location. Collect samples from all three locations, having the Communications Specialist record observations of the site while the Investigator collects the soil sample. Then return inside. Tell the students to examine each of the samples carefully, and to record what they see in the soil. Walk around the room observing and assisting as necessary.Explanation: Once all the students have examined their soil samples and recorded their observations, gather their attention again. Ask them what they observed. What was in the soil samples? Was it what you expected What does this tell you about what is in soil? Allow the students to lead the discussion. Direct the discussion toward the common features the students found in each sample. Make a chart listing those common features. Explain the main components of soil: worn-down rocks and decaying plants and animals. Tell the students that a lot of the other things they saw in the soil help the soil to be nutritious for plants (see “notes” for more information).

What did you find in the soil samples?

Was it what you expected?

What does this tell you about what is in soil?


10 min.

Extension: Ask the students “Are the different soil samples the same? What makes them different? What do you think this tells

Are the different soil samples the same?

Observation of discussion participation (see

5 min.

you about soil?” Make a chart listing those differences, and explain that there are three types of soil: sand, silt, and clay. The differences are based on how fine the particles are ground up (sand having the largest particles and clay the finest).

What makes them different?

What do you think this tells you about soil?

rubric)

Notes: Soil makes up the outermost layer of our planet. Topsoil is the most productive soil layer. Soil has varying amounts of organic matter (living and dead organisms), minerals, and nutrients. Five tons of topsoil spread over an acre is only as thick as a dime. Natural processes can take more than 500 years to form one inch of topsoil. Soil scientists have identified over 70,000 kinds of soil in the United States. Soil is formed from rocks and decaying plants and animals. An average soil sample is 45 percent minerals, 25 percent water, 25 percent air, and five percent organic matter. Different-sized mineral particles, such as sand, silt, and clay, give soil its texture. Fungi and bacteria help break down organic matter in the soil. Plant roots and lichens break up rocks which become part of new soil. Roots loosen the soil, allowing oxygen to penetrate. This benefits animals living in the soil. Roots hold soil together and help prevent erosion. Five to 10 tons of animal life can live in an acre of soil. Earthworms digest organic matter, recycle nutrients, and make the surface soil richer. Mice take seeds and other plant materials into underground burrows, where this material eventually decays and becomes part of the soil. Mice, moles, and shrews dig burrows which help aerate the soil.

Sources: http://www.epa.gov/gmpo/edresources/soil.htm http://www.math.louisville.edu/gems/LessonPlans/SoilLessonPlan.pdf

http://www.math.louisville.edu/gems/LessonPlans/SoilLessonPlan.pdf

http://www.epa.gov/gmpo/edresources/soil.htm

Soil Exploration: Layers of Soil

Name: _______________________Date:_________________

Label the soil layers in the diagram, using the following terms:

subsoil

humus

bedrock

topsoil

Lesson Plan Days #1-3: Soil ExplorationTopic: Soil Exploration Day: 3NSES: Content Standards A, D, F; Teaching Standards B, C, D, E Grade level: 3rd

SOL:



Subject: Interrelationships in Earth/Space SystemsDaily Question: How do earthworms help soil?




Engagement: Gather the students’ attention and explain that today you are going to be talking about earthworms. Ask them “what are earthworms?” and “how do earthworms help soil?” and “what does composting mean?” After fielding a few answers, explain to the students that today we are going to make a worm bin and

What are earthworms?

How do earthworms help soil?

What does


5 min.

that by observing the worm bin every day for a few weeks we will find out more about earthworms. (If someone gives the “correct” answer – that earthworms help aerate soil and produce good fertilizer by eating soil – then say something along the lines of “Interesting idea. Let’s make a worm bin to test out your hypothesis.”)

“composting” mean?

Exploration: Explain that today each group will be making a worm bin. (Students will be grouped into fours.) Give each group the position cards and explain that each group will need to pick a Communications Specialist (responsible for recording observations and reporting them), a Materials Manager (responsible for gathering the needed supplies), a Safety Officer (responsible for making sure everyone is being safe), and a Principal Investigator (responsible for relaying instructions from the teacher, helping teammates when needed, and making sure everyone knows what to do and is participating). Once they have done this, call the Principle Investigators (PIs) up and give them the list of materials for the materials manager. Also tell them that their first direction is to tear the newspaper into strips (show them an example), and to come back to you when they are done. Walk around the room observing and

1 large plastic tub (5+ gallons) with lid per group

shredded newspaper

tub of red wigglers

1 cup of soil per group

½ cup sand per group

vegetables/other organic items (worm food)

Observation of penny experiment (see rubric)

15 min.

assisting. When the PIs start to come back to you, tell them to fill half of the container with shredded newspaper and to put a tablespoon of soil and a half-cup of sand in as well. Tell them to come back to you when they have finished. Walk around the room observing and assisting. When the PIs come back to you, tell them to mix everything up and then to bury the worm food half way into the newspaper. Tell them to choose some of the “random objects” they have in their collection and to put those in the worm bin. Tell them to come back to you when they’re done. Walk around the room observing and assisting. When the PIs come back to you tell them to put the worms in the container and to observe/take notes on what they see.Explanation: Once all the students have had a chance to observe their worm bins for five minutes, gather their attention again. Ask them what they observed. What did the worms do? What do you think is going to happen to the newspaper? The worm wood? The worms? The plastic caps/pieces of wood/peanuts in the shell? Allow the students to lead the discussion. Direct the discussion toward how the students think earthworms might help the soil that they have put in the containers. Then explain to the students that over the next two weeks they will be observing the worms and what happens to

What did the worms do?

What do you think is going to happen to

the newspaper? The worm wood? The

worms? The plastic caps/pieces of

wood/peanuts in the shell?


10 min.

them.Extension: Have the students observe their worm bins for a few minutes at the start of every science class. Then lead them in a discussion about what they have observed.

What changes do they notice over time?

How long does it take the worms to

consume the food you give them?

Are there certain foods they seem to prefer over others?

Is there anything the worms won't eat

(plastic caps, wood, peanut in the shell)?

worm bins Observation of project participation and discussion participation (see rubric)

10 min.

Notes: Earthworms dig large burrows which let water and air into the soil. This helps stop erosion and lets the water and air get down to the roots of plants. The burrows also helps plant roots to move more easily through the soil and into new spaces. Worms drag leaves and plant bits down into the earth. As they burrow, the worms swallow soil and eat the plant matter that is in it. The soil they swallow passes though the worm's body and is left in little piles on top of the ground. This is called castings and is excellent fertilizer (food for plants). People who farm worms do it to collect the castings to sell to gardeners.

Sources: http://archive.fieldmuseum.org/undergroundadventure/teachers/worm_bins.shtml

http://archive.fieldmuseum.org/undergroundadventure/teachers/worm_bins.shtml

Rubric: Soil Exploration— How do earthworms help soil?

Discussion Participation Participation in Worm Bin Scientific Concepts and Creation Related Content

Novice Displays little to no Makes little to no effort to No use, or mostly inappropriate

understanding of earthworms and composting during discussion.

Does not volunteer information on earthworms and composting during discussion.

Listens infrequently when others are talking during discussion.

complete tasks for the worm bin. Occasionally or never follows

directions. Cannot state what the worm bin

taught him/her about earthworms and composting when asked.

use, of scientific terminology. No mention or inappropriate

references to the relevant scientific concepts, principles, or theories (big ideas) of earthworms and composting.

Some evidence of understanding observable characteristics and properties of earthworms and composting.

Apprentice

Displays a fractured understanding of earthworms and composting during discussion, but also displays a willingness to learn.

Volunteers information on earthworms and composting during discussion.

Mostly listens when others are talking during discussion.

Makes an effort to complete tasks for the worm bin.

Follows directions for the worm bin.

Can vaguely state what the worm bin taught him/her about earthworms and composting when asked.

Used some relevant scientific terminology.

Minimal reference to relevant scientific concepts, principles, or theories (big ideas) of earthworms and composting.

Evidence of understanding observable characteristics and properties of earthworms and composting.

Practitioner

Displays an understanding of earthworms and composting during discussion.

Volunteers astute and relevant information on earthworms and composting during discussion.

Listens attentively when others are talking during discussion.

Makes a determined effort to complete tasks for the worm bin.

Follows directions for the worm bin.

Can clearly state what the worm bin taught him/her about earthworms and composting when asked.

Appropriately used scientific terminology.

Provided evidence of understanding of relevant scientific concepts, principles or theories (big ideas) of earthworms and composting.

Evidence of understanding observable characteristics and properties of earthworms and composting.

Expert Displays an excellent understanding of earthworms

Makes a clear and determined effort to complete tasks for the

Precisely and appropriately used scientific terminology.

and composting during discussion.

Volunteers astute, relevant, and novel information on earthworms and composting during discussion.

Listens attentively when others are talking during discussion and then responds to what they said.

worm bin. Follows directions for the worm

bin. Volunteers and can clearly state

what the worm bin taught him/her about earthworms and composting.

Provided evidence of in depth, sophisticated understanding of relevant scientific concepts, principles or theories (big ideas) of earthworms and composting.

Revised prior misconceptions when appropriate.

Observable characteristics and properties of earthworms and composting went beyond the task/investigation to make other connections or extend thinking.

Lesson Plan Day #4-5: Soil Erosion Topic: Soil Erosion Day: 4-5NSES: Content Standards A, D, F; Teaching Standards B, C, D, E Grade level: 3rd

SOL:

3.1 The student will plan and conduct investigations in whicha) predictions and observations are made;

b) objects with similar characteristics are classified into at least two sets and two subsets;c) questions are developed to formulate hypotheses;g) data are gathered, charted, and graphed (line plot, picture graph, and bar graph);j) inferences are made and conclusions are drawn; andk) natural events are sequenced chronologically.


Subject: Interrelationships in Earth/Space SystemsDaily Question: What are the effects of weather on soil?

Procedures for Learning Experience Guiding Questions Materials Needed E valuation (Assessment)

Approximate Time

NeededEngagement: Begin with the video “Wind Erosion and the American Dustbowl” (2:44-5:00). Have students watch the video, and then discuss in groups of four what they observed in the video and how it applies to us today.

Why do you think the soil was able to move around like that?

Do you think the farmers thought this would happen? What effects did this have on

people? Animals?

“Water Erosion and the American Dustbowl” http://www.teachertube.com/viewVideo.php?video_id=147083&title=Wind_Erosion_and_the_American_Dustbowl

The teacher will walk around and listen to the group discussions making note if the students are on task, and the ideas that are formulated.

7 minutes

Exploration:The teacher will explain to the students that they will be simulating (on a smaller scale) what they observed in the

What were the effects of wind on the soil/sand? What effect

did the “trees” and rocks have

Wind erosion recorder materials: Shoeboxes with lids, clay, popsicle

The teacher will walk around to see if students

25 minutes

http://www.teachertube.com/viewVideo.php?video_id=147083&title=Wind_Erosion_and_the_American_Dustbowl



video. Students will be placed in groups of four. Each group will be given wind erosion recorder materials. Have students poke a pole in one short side of their shoebox. Have students push each popsicle stick in a ball of clay to stand up at the bottom of their shoebox. Place a thin layer of sand and soil at the bottom of the shoebox. Scatter rocks at the bottom as well. Have students mark on each craft stick the level of the sand or soil. Now have students draw a picture of how their diagram looks. Have students place the lid on top of their shoebox and tape it closed. Have students take turns blowing once through the hole with their straw (remind students not to shake the box). After each round of students, have them mark where the sand or soil is on the stick in different colors. After they have made their observations, have students repeat the activity without rocks and trees. Record observations.

on this process? If you wanted to prevent erosion, what could

you do? Discuss your ideas with your group. Make a prediction for what will happen if there

are no trees/rocks? Is the effect better or worse?

sticks, sand, dry soil, rocks, tape, straws (for each student).

Observation sheet, markers, pencils, ruler

have created their wind erosion recorder. The teacher will listen to the group discussion, and will later collect the observation sheets for summative assessment.

Explanation: Soil erosion occurs when the upper part of the soil cover is washed or blown away by rain and wind. Soil erosion is a problem in almost every county. There is evidence that human activity is accelerating the erosion of the Earth’s soil. Soil erosion is an important environmental issue because humans depend on the soil for food, forestry, and wildlife.

How do you think water erosion is similar to or different than wind erosion? Record your thoughts. Is soil a natural resource? What are ways the soil erodes naturally, and how do humans accelerate this process? Who/what depends on the soil, and in what way?

Observation sheet The teacher will listen to students’ responses.

10 minutes

Extension: Have students use their erosion diagram to come up with ways to prevent erosion. Have students create a sand hill, and

Besides natural objects (trees and rocks) are there other things that can be used to

Pebbles, small sticks, gravel, mud, clay, and water.

The teacher will listen to group discussions and

20 minutes

repeat the above activity. Then have students use additional materials to see if they can slow down erosion.

prevent wind erosion? Why do you think trees can help prevent wind erosion? Do any of the objects provided slow erosion? If so, which objects work best/least? Discuss with your group. Record observation.

make note of the objects being used by each group.

Notes: Soil-Net (2010). Soil erosion. Retrieved from

http://www.soil-net.com/dev/page.cfm?pageid=secondary_threats_erosion

GK-12 Fellows Program (2010). Wind erosion and how we can prevent it. Retrieved from http://gk-12.osu.edu/Lessons/4th%20Grade/Wind%20Erosion%204.pdf

Teacher Tube (2010). Wind erosion and the American dustbowl. Retrieved from http://www.teachertube.com/viewVideo.php?video_id=147083&title=Wind_Erosion_and_the_American_Dustbowl

California Science Center (2011). Post visit activity: Wind erosion. Retrieved from http://www.californiasciencecenter.org/Education/GroupPrograms/BigLab/Erosion/docs/ ErosionPost.pdf

http://www.californiasciencecenter.org/Education/GroupPrograms/BigLab/Erosion/docs/%09ErosionPost.pdf



http://gk-12.osu.edu/Lessons/4th%20Grade/Wind%20Erosion%204.pdf



Soil ErosionRecord the level of sand or soil in your wind erosion recorder.

_____________centimeters

Draw a picture of your wind erosion recorder.

Record the level of sand or soil in your wind erosion recorder after the first round.

______________centimetersRecord the level of sand or soil in your wind erosion recorder after the second round.

______________centimetersRecord the level of sand or soil in your wind erosion recorder without trees or rocks after round one.

______________centimetersRecord the level of sand or soil in your wind erosion recorder without trees or rocks after round two.

______________centimetersWhat do you notice?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Preventing Soil ErosionWhat are ways soil erosion can be prevented?__________________________________________________________________________________________________________________________________________________________________________________________

Why do you think these ways will prevent soil erosion?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________

Using the given materials, test your methods.

Were you able to help prevent or slow down soil erosion with your method? Why do you think this method worked or did not work?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Lesson Plan Day #6 and 9: Growing Crystals Topic: Soil Components Day: 6 and 9NSES: Content Standards A, D, F; Teaching Standards B, C, D, E Grade level: 3rd

SOL:



Subject: Interrelationships in Earth/Space SystemsDaily Question: How can you grow crystals?




E ngagement: Remind students of the short science project they did on Day 6 ago. Remind students that they were wearing safety goggles when they stirred as much salt as would dissolve into a half-cup of boiling hot water. Then students added sugar into boiling hot water. Finally we added Epsom Salts to boiling water. Ask student what steps we did on Day 6.

It is interesting to see the crystals that make up some

rocks. Most crystals are formed underground when melted minerals collect and

grow in size as they cool. You can learn more about crystals and how they

“grow” by making some

1 saucer with table salt crystals, 1 saucer with sugar crystals, 1 saucer with Epsom salt crystals.

Students should be able to correctly answer that we placed the separate liquids into two separate saucers. They should also recall that every Friday we check the saucers, dump off the

10 minutes

yourself. How can you grow crystals?

excess water and added a string to drain off the excess water.

Exp loration: Have students come up to the science table in groups of three where the three saucers are located. Have each student make observations of the three crystal types. Ask students what they think happened over the time from Day 6. Ask students if they can think of another solution that

How do the salt crystals look? What is their shape and size compared to the

sugar crystals?

24 Hand lens Students should record observations in science notebook.

20 minutes

E xplanation: Explain to the students that crystals form from molten rock or may be grown from mineral solutions. Ask them what we have done in class. The size of crystals depends on how fast the molten rock and solutions cool.

How do you think cooling of the water affects crystal

size?

10 minuets

E xtension: Create another solution of mineral solution using salt. Immediately place the crystal solution into the refrigerator. Have students make predictions in their science notebooks about what they think will happen. Take the solution out of the refrigerator. Let students examine and have them discuss in cooperative groups.

What do you think these crystals will look like

tomorrow? Do you think they will resemble the crystals we looked at

today?

½ cup boiling water, table salt, Pyrex bowl, mini refrigerator

Predictions should be made about what will happen to the crystals. Observations will be made in cooperative groups of the characteristics of crystal formations.

20 minuets

Notes: Crystals should NOT be eaten. http://www.geologyshop.co.uk/educat~1.htmhttp://sosclassroom.org/summersciencefair2011/grades-k-2-chemistry-growing-crystalshttp://www.lessonplanspage.com/scienceartmdchristmascrystals46-htm

http://www.lessonplanspage.com/scienceartmdchristmascrystals46-htm

http://sosclassroom.org/summersciencefair2011/grades-k-2-chemistry-growing-crystals

http://www.geologyshop.co.uk/educat~1.htm

Lesson Plan Day #7: Properties of Rocks Topic: Soil Components Day: 7NSES: Content Standards A, D, F; Teaching Standards B, C, D, E Grade level: 3rd

SOL:



Subject: Interrelationships in Earth/Space SystemsDaily Question: Can you identify rocks by their properties and characteristics of how they are formed?




Engagement: Have students cover the desks in newspapers. Project three types of rocks onto the screen. Pass out three different types of rocks. Have students examine them with hand lens. Ask students if they see similarities and differences. Have students record these

Have you ever heard the saying, “It’s as hard as a rock”? Does this mean all

rocks are equally hard? What do you think? How can you

find out the hardness of different rocks? What other

24 metamorphic rocks, 24 sedimentary rocks, 24 igneous rocks, 24

Students will make observations of the rocks in science notebooks.

10 minutes

observations in their science notebooks. Ask students to sketch each rock.

properties of rocks can you observe and describe?

hand lens, newspapers

Exploration: Hand out rock field guide. Have students once again make observations of the rocks in front of them. Tell them to use the field guide to see if they can properly identify the rocks. Have them label them igneous, sedimentary, and metamorphic. In their science notebooks, have them write a description of the three different types of rocks and how each is formed. Project a copy of the rock cycle on the board.

What are some of the characteristics of an igneous rock? How are sedimentary

rocks formed? Where could I find an example of a metamorphic rock?

24 copies of rock field guide

15 minutes

Explanation: Rocks are earth materials made up of minerals. Minerals areelements or compounds that occur naturally in the earth’s crust. Geologistsstudy rocks and minerals to help us learn about the formation of the earth.Geologists classify rocks according to their properties or characteristics thatcan be observed (hardness, color, shape, size, luster, texture, number ofminerals). Give students a copy of the blank rock cycle worksheet.

What are some of the characteristics that can help us determine the differences between the three types of

rocks? What does each rock feel like?

24 copies of the rock cycle

20 minutes

Extension: Ask students to gather in a circle in the middle of the classroom. Ask three students to represent igneous, sedimentary, and metamorphic rocks.

What is happening to the sediments right now? What are the two things that are

needed to create metamorphic

15 minutes

Have students act out the rock cycle by enacting erosion, magma, heat, cooling, and pressure.

rocks?

Evaluation: Give students an exit card. Each card will have one type of rock on it. Students can use their science notebooks to help them identify the rock.

24 cards with random rocks on them.

Notes: Newspapers will be laid out on the students’ desks. For students with visual impairments, use the sense of touch to have them describe what the rock feels like. Students must tie shoes before the rock cycle activity can take place.

http://www.rocksforkids.com/RFK/identification.html


Rockin’ It! Properties of Rocks

Identify this type of rock

This rock is an example of________

Sedimentary Metamorphic Igneous

Lesson Plan Day #8: Breaking RocksTopic: Soil Components Day: 8NSES: Content Standards A, D, F; Teaching Standards B, C, D, E Grade level: 3rd

SOL:



Subject: Interrelationships in Earth/Space SystemsDaily Question: How do rocks break apart?




E ngagement: The teacher will ask the students, “How do rocks break apart to become part of the soil?” Write their responses on the board. After students have finished responding, give each student a plastic egg and a sugar cube. Model placing the sugar cube (rock) inside the egg

How do rocks break apart? What does the plastic egg represent?

What happened when you shook the egg?

Ice cubes and plastic eggs

(for each student).

The teacher will make note of

students’ ideas, and if students stay on

task.

7 minutes

(representing weathering) and shaking the cube. Have the students shake their eggs for several minutes. Have the students open their eggs and pour out the “soil.” Lead a discussion asking students what the plastic egg represents. After the brief discussion, the teacher will tell the students’ that they will be learning about the effects of weather or rocks and how rocks become a part of the soil.Exploration: The teacher will lead a field exploration for broken and weathered rocks. Remind students of the rules when traveling outside. Before leading students outside, explain that students will be looking for rocks to bring back inside. When students have collected their rocks, lead them back inside. Students will be given magnifying classes to examine their rocks. Students will then discuss in groups how they think rocks break apart. Students will record their thoughts and provide reasons for their ideas. Students will then be asked to share their thoughts.

What are some ways rocks are broken? How can wind or rain break rocks, but it

is hard for us to break them with our hands? How do you think your group’s

rock got here?

Students will choose their own rocks

from outside the school.

Teacher will see if each student has

chosen a rock. The teacher will listen to each group’s

discussion.

20 minutes

Explanation: Rocks are broken down in different ways-by wind, rain, and rock slides. Over the years, rocks are continuously broken down and they become a part of the soil.

Can you think of any other ways rocks can be broken?

The teacher will listen to students’

responses.

10 minutes

Extension: Each student group will choose one rock from their group to keep. The class will then attempt to break apart a rock. Each group will be given a plastic bottle with water inside. Each group will drop their rock inside. The containers will be placed in a freezer to be repeatedly frozen and thawed in an attempt to break apart the rocks. Have the students record their observations of the rock in the bottle before and after it is frozen. Have students discuss with one another about their prediction, and if they found evidence to support it.

Predict what will happen to the rocks when they are repeatedly frozen. Justify

your prediction.Why do you think the water

breaks apart the rocks (aren’t rocks solid)?

Plastic bottle for each group,

students’ chosen rock,

freezer.

The teacher will make note if the students stay on

task, and will later collect the students’

observation worksheet for

summative assessment.

Over the course of 3 days.

Notes:

http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml (Engagement activity)http://www.hometrainingtools.com/rock-cycle-project/a/1349/ (Extension activity)

http://www.hometrainingtools.com/rock-cycle-project/a/1349/

http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml

How Rocks Break Apart?Draw how your rock looks before it is frozen below.

What do you think will happen to your rock after it is repeatedly frozen? Explain your answer.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Draw how your rock looks after it has been frozen

Was your prediction supported? Explain you answer.____________________________________________________________________________________________________________________________

Lesson Plan Day #10 : Making Soil Topic: Soil Exploration Day: 10NSES: Content Standards A, D, F; Teaching Standards B, C, D, E Grade level: 3rd

SOL:



Subject: Interrelationships in Earth/Space SystemsDaily Question: How can you model soil layers with food?

Procedures for Learning Experience Guiding Questions Materials Needed E valuation (Assessment)


Engagement: Ask students what kind of models they can think of. Show examples of different models such as solar system made out of Styrofoam balls and a volcano made out of clay.

What are some different models that

you can think of?Can you make a

model using food?

5 minutes

Exploration: Give each student a plastic cup. Have each student layer the ingredients in the following way:

1. ¼” layer of vanilla cookie (semi-crushed for larger crumbs)

2. ½” layer of vanilla pudding 3. ½” layer of graham cracker

crumbs 4. ½”layer of butterscotch pudding 5. ¼” layer of chocolate pudding /

chocolate cookies mixture 6. sprinkle of dyed coconut (enough

to cover top layer) 7. gummy worm

Clear plastic cups, Vanilla cookies (semi-crushed), Vanilla pudding, Graham crackers (crushed), Butterscotch pudding, Chocolate cookies (semi-crushed), 1 gummy worm per student, Chocolate pudding (mix with chocolate cookies (semi-crushed) Shredded coconut (dyed green)

Students ability to follow

directions in constructing

their own edible soil

will be assessed.

35 minutes

Explanation: As a class, students should discuss what each layer of food represents in reference to soil layers: • vanilla cookie (semi-crushed) = rock • vanilla pudding = sand • graham cracker crumbs = silt • butterscotch pudding = clay • chocolate pudding / chocolate cookies (semi-crushed) = topsoil with humus There are three main types of soil—sand, silt and clay. When all three are mixed together they create loam. Humus, anything in the process of decaying, is the organic matter found in soil. In this activity, students will

Spoons 15 minutes

layer pudding and cookies to model the major components and layers of soil. This lesson will review the layers of soil as they are in the ground. On the bottom is bedrock, which is the parent material for the soil that will not be shown until erosion or an earthquake exposes it to the world. Next is subsoil, which is mostly sand/silt and clay. This is where most of the nutrients are found and deep plant roots will come here for water. Next is topsoil, which is where plant roots grow and animals live. This is sometimes called the organic layer where decomposers recycle dead plants and animals into the top layer. On top is humus, which includes more decomposing organic material. Students will enjoy their own edible soil models. Extension: While students are enjoying their soil models, lead a review discussion on the major components of soil and rocks and how they interact with the plant and animal kingdoms.

What are the different layers of soil? Why is

it important to conserve soil?

5 minutes

Notes: Students must wash hands before beginning creating their models. Students with food allergies should be given alternative foods. Students should also understand that NOTHING in the science laboratory should be eaten, that this experiment was with food and thus alright to enjoy.

http://www.agintheclass.org/Teachers/Documents/Dirt%20Pudding.pdf

http://www.agintheclass.org/Teachers/Documents/Dirt%20Pudding.pdf

Stories of Use

The following are a series of email, text messages, and Twitter messages sent to our fellow colleague, Gertrude Okyere, on the execution of our lesson plans.

Hey Trudy!You will not believe the day we had in science today! You know that we are finishing up our soil unit, right? Well, I had two boys in my class today dare each other to eat the crystals that we made! Stressing the importance of NOT eating anything that we make during labs is really not sinking in with the students. If you don’t lay the foundation for the understanding of how to work safely in the scientific laboratory now, what do you think it is going to be like for these kids in freshman chemistry? It was totally chaotic for the first half of the lesson. Although we had made the solutions on the sixth day, and I had stressed the importance wearing goggles, I still had students who would put the goggles on their head and not over their eyes! Having bad vision myself, and a touch of the claustrophobia I can understand how goggles can be uncomfortable. The lab coats that we got them really seemed to motivate them! Hope you are well!Take care, Rob

Hey Trudy! Last day of the soil module. We made models with pudding and cookies. Everything went alright at the beginning. I was quite impressed with how much the students remembered about the layers of soil. Then it happened! Ricky took a giant gob of chocolate pudding on his spoon and flung it at Mackenzie. The whole class was in chaos. I had the principal investigators take charge of their groups, while I dismissed Mackenzie to the restroom. I had Taylor go with her. I pulled Ricky out into the hall. I had him explain his actions. I told him that he wasn’t making a good choice by flinging pudding across the classroom. I had to send him down to Ms. Pickles. By the time I got back into the class, they had settled down and were enjoying their yummy models. Sadly, I don’t think my blood sugar could take all the richness,

so I just had one gummy worm and no cookies or pudding. Hope everything is going well in your classes. Let me know.

Take care, Rob

Day 1: Soil Exploration Me (7:30am): Hey Gertrude! Startin’ my unit today! Wish me luck!Me (9:45 am): I don’t no y I wasted by breath explaining the class rules. The moment we got outside the kids took off runnin’. its gonna be one of those days… Day 3: Earthworms Me (10:00am): I shouldve known, I should’ve known! I just sent one of my boys to the nurse bcuz he swallowed a worm. He said his group dared him to. Now he is crying bcuz his group also told him that the worm is gonna to eat his insides >_< Day 5: Soil ErosionMe (9:30): ________ ___________ _____________________Me: (10:15): TGIF!!!!!!!!!! Day 6: Growing CrystalsMe (9:35): So you kno the boy who ate the worm? Well he is now sittin’ in the principal’s office bcuz he threw salt into another boy’s eyes after the boy asked him how the worm was doing. You know, no matter how much you prepare, something is bound to go wrong. Day 7: Properties of RockMe (9:50): So far so good. Today has been pretty good. I can’t wait toMe (10:15): Fire Drill….it was raining Day 8: Breaking RocksMe (945): I’m in a dark corner somewhere, please HELP.ME! Day 10: Making SoilMe (9:30): Last day of the unit! Hooray!Me (10:00): Free at last! Free at last! Thank God Almighty, I’m free at last!

http://help.me/

DAY 1klchelak Kate Chelak

@gertrude Starting our unit on soil today! Woo!!! #soexcited7:45am

klchelak Kate Chelak

@gertrude Just saw a third grader high-tailing it out of here, @ericca flying behind him. Shielding my students’ eyes so theydon’t get ideas.9:44am


@gertrude The sky is blue, the air is warm, the warn-down rocks and decaying matter are in the kids’ hands…10:02am


@gertrude Overheard today at the end of class: subsoil, humus, bedrock, topsoil, these are the things for which we toil#studentsongs10:05am


@gertrude #worried about how my squeamish girls are going to react today to the worm bins7:43am


@gertrude the girls were awesome! “Totally into it” as one of them said. #wormbinforthewin11:37am


@gertrude You wouldn’t believe how creative some of these kids are! Erosion wouldn’t be a problem if they were in charge ofthings.3:14pm


@gertrude Growing crystals today! Wish us luck.7:32am


@gertrude No one ate anything! #success5:56pm


@gertrude No success. Remember those crystals we made? Two kids decided they wanted to see how they tasted today.#goingtothenurse11:34pm


@gertrude They’ve learned SO MUCH this unit! #soproud Also, #tgif4:01pm

Bibliography

California Science Center (2011). Post visit activity: Wind erosion. Retrieved from http://www.californiasciencecenter.org/Education/GroupPrograms/BigLab/Erosion/docs/

ErosionPost.pdf

Dent, E. (2011). Breaking Rocks: Exploration activity.

Geology Shop (2002). Education, geology. Retrieved from http://www.geologyshop.co.uk/educat~1.htm

GK-12 Fellows Program (2010). Wind erosion and how we can prevent it. Retrieved from http://gk-12.osu.edu/Lessons/4th%20Grade/Wind%20Erosion%204.pdf

Home Science Tools: The Gateway to Discovery (2011). Rock experiments. Retrieved from http://www.hometrainingtools.com/rock-cycle-project/a/1349/

Hot Chalk Education (2011). Crystals, Christmas, and Science. Retrieved from http://www.lessonplanspage.com/scienceartmdchristmascrystals46-htm

Rocks for Kids (2011). Identifying Minerals. Retrieved from http://www.rocksforkids.com/RFK/identification.html

Soil-Net (2010). Soil erosion. Retrieved from http://www.soil-net.com/dev/page.cfm?pageid=secondary_threats_erosion

S.O.S Classroom (2010). Crystal growing- cool science experiment. Retrieved from http://sosclassroom.org/summersciencefair2011/grades-k-2-chemistry-growing-crystals

Teacher Tube (2010). Wind erosion and the American dustbowl. Retrieved from http://www.teachertube.com/viewVideo.php?

video_id=147083&title=WindErosionandtheAmericanDustbowl

Underground Adventure (2005). Worm bins for you classroom. Retrieved from http://archive.fieldmuseum.org/undergroundadventure/teachers/worm_bins.shtml

University of Louisville Department of Mathematics (2005). Lesson Planning Guide. Retrieved from http://www.math.louisville.edu/gems/LessonPlans/SoilLessonPlan.pdf

U.S. Environmental Protection Agency (2009). What on Earth is soil? Retrieved from http://www.epa.gov/gmpo/edresources/soil.html

http://www.epa.gov/gmpo/edresources/soil.html

http://www.math.louisville.edu/gems/LessonPlans/SoilLessonPlan.pdf

http://archive.fieldmuseum.org/undergroundadventure/teachers/worm_bins.shtml

http://www.teachertube.com/viewVideo.php?video_id=147083&title=WindErosionandtheAmericanDustbowl

http://www.teachertube.com/viewVideo.php?video_id=147083&title=WindErosionandtheAmericanDustbowl

http://sosclassroom.org/summersciencefair2011/grades-k-2-chemistry-growing-crystals



http://www.lessonplanspage.com/scienceartmdchristmascrystals46-htm

http://www.hometrainingtools.com/rock-cycle-project/a/1349/


http://www.geologyshop.co.uk/educat~1.htm



Virginia Department of Education (2011). Science standards of learning curriculum framework: Grade three. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml

http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml

Science module.playing in the dirt

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