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SOLESciences of Life Explorations:

Through AgricultureGrades 4 and 5

Suggested Month: October

Teacher GuideUnit: Let’s Learn About Soil

UNIT PLAN

UNIT TITLE Let’s Learn about soil

MONTH October

GOALIn this lesson, students will begin to understand the difference between ‘dirt’ and soil and discover how soil is formed. Students will learn the meaning of organic and inorganic. If possible, they will examine soils closely and evaluate the differences in its properties due to origin, location and climate. Students should begin to realize that soil, especially healthy soil, is important to all living creatures.

OBJECTIVESStudents will:1. Listen to and repeat simple directions by stating the procedure of collecting a soil sample from

his or her backyard (NYS Learning Standard 3a: Universal Foundation Skills: Elementary 1).2. Use basic mathematical concepts and computations (subtraction, division) to solve problems

(NYS Learning Standard 3a: Universal Foundation Skills: Elementary 1).3. Listen to date to acquire information and understanding, involving collecting data and

discovering relationships (NYS Learning Standard 1: Language for Information and Understanding: Elementary 1).

4. Gather and interpret information from charts, graphs, and maps (NYS Learning Standard 1: Language for Information and Understanding: Elementary 1).

5. Listen attentively and recognize when it is appropriate for them to speak, by taking turns and responding to others’ ideas in group discussions (NYS Learning Standard 4: Language for Social Interaction: Elementary 1).

6. Use scientific inquiry and ask “why” questions to develop explanations of why plants grow differently in different soils, and why soils are different in different places (NYS Learning Standard 1: Analysis, Inquiry, and Design: Elementary 1).

7. Explore natural phenomena through direct observation and the use of simple instruments (scale, ruler) that permit measurement of quantities (NYS Learning Standard 1: Analysis, Inquiry, and Design: Elementary 2).8. Gain new insights into phenomena by organizing ob-servations and measurements by preparing simple charts and interpreting observations and measurements to recognize patterns and relationships (NYS Learning Standard 1: Analysis, Inquiry, and Design: Elementary 3).

9. Use measurement to describe and compare objects and data by selecting appropriate mea-surement tools, finding measures of length, weight, volume, and density, collecting and displaying the data, and used graphs and tables to interpret the data (NYS Learning Standard 3: Mathematics: Elementary 5).

10. Describe the characteristics of and variations between living and nonliving things (NYS Learn-ing Standard 4: Science: Elementary 1 Living Environment).

11. Draw maps to represent and locate where they live in the local community and locate areas with different soil types (NYS Learning Standard 3: Geography: Elementary 1).

12. Explain the importance of managing soil to agricultural production (Food and Fiber Systems Literacy: Understanding Food and Fiber Systems, 4-5). CONTINUED...

13. Explain how geography influences food and fiber production (Food and Fiber Systems Literacy: History, Geography, and Culture, 6-8).

14. Discover how ecosystems regenerate (Food and Fiber Systems Literacy: Science, Technology, and Environment, 4-5).

15. Describe the components of an ecosystem (Food and Fiber Systems Literacy: Science, Technol-ogy, and Environment, 2-3).

TERMS

Bacteria - a one-celled organism that can live in soil, water, organic matter, plants, and animals and is important for decomposition

Clay - a very fine-grained part of the soil, with particles smaller than 0.002mm in diameter; becomes sticky when it is wet

Components - elements or parts that make up a wholeErosion - the process by which material is worn away from the surface of the earth by the action

of water, glaciers, winds, waves, etc.Fungus - an organism, like mushrooms, that decomposes and absorbs organic material and

nutrientsInorganic Matter - composed of matter that is not plant or animal, not livingMagnification - the process of making something look larger, as with a magnifying glass or

microscopeNutrition - the process by which organisms take in and use food for energy and growthOrganic Matter - something that comes from living organisms, such as plants and animalsOxygen - a gas that makes up 1/5 of the air we breathe; most abundant element in the Earth’s

crust, essential for plant and animal respirationParent Materials - the underlying material that soil forms from, such as bedrockParticle - a very small piece or portionSilt - a fine-grained part of the soil, with a size in between sand and claySoil Horizon - a layer in a vertical section of soil, usually lettered A, B, C, beginning at the surfaceSurface - the outermost or upper level of the land or seaTexture - the physical qualities of something such as its size, shape, or arrangement of its parts

Integrated Pest Management is a specialized form of environmental management wherein scientific research and real world application work together to reduce pests such as insects, diseases or weeds. 1. Properly identify pests 2. Learn the pest/ host biology 3. Sample the environment for pests 4. Determine an action threshold 5. Choose the best tactic 6. Evaluate results

SAFETY General school safety practices.

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10 Let’s Learn About Soil 3a:2 e1 3a:2 e1 1:7 e1 I B 4-5

1:3 e1 1:3 e1 3:16 e1 II D 6-8

1:7 e1 4:5 e1 III A 4-5

1:7 e2 III A 2-3

1:7 e3

3:9 e5

4:10 e1

Standards Matrix for this Lesson:

Matrix Key:NYS Learning Standards arranged by Standard: Category, Level e = elementary i = intermediateCategories:1 Career Development 10 Science2 Universal Foundation Skills 11 Technology3 Language for Information and Understanding 12 Interconnectedness: Common Themes4 Language for Literary Response and Expression 13 Interdisciplinary Problem Solving5 Language for Social Interaction 14 History of the U.S. and New York6 Communication Skills 15 World History7 Analysis, Inquiry, and Design 16 Geography8 Information Systems 17 Economics9 Mathematics

ADDITIONAL RESOURCES http://school.discovery.com/schooladventures/soil/ http://soil.gsfc.nasa.gov/ “Simon & Schuster’s Guide to Rocks and Minerals” (ISBN 0-671-24417-5)

SUPPLIES AND EQUIPMENT pencil/pen, scissors, glue To gather soil: shovels, trowels, buckets, zipper-style plastic bags To examine soil: magnifying lenses, plastic sheeting or old vinyl tablecloths

BACKGROUND FOR TEACHERS

Soil covers much of the land on Earth. All soils are made up of sand, silt, or clay. This describes the particle sizes, not the type of parent material it is composed of. Parent materials are the types of rocks and minerals it is derived from. Soils have other components: air, water and organic matter (decomposing plants and animals). There are many types of soils, and each has different colors, textures, structure and mineral content. The depth of the soil also varies.Soil is formed slowly as rock breaks down into tiny pieces near the Earth’s surface. This is called erosion and results from the effects of wind, water, geological movement and freezing and thawing. Most soil has some amount of organic matter, which decays and mixes with inorganic matter (rock particles, minerals) and water to form the makeup of each particular soil. Soil is catalogued around the world, and in the United States, is mapped by type in each county and state. A soils map is available at public libraries to document the type of soils found right in your neighborhood. New York is a great agricultural state because we have good soils for plants.Soil is layered (horizons); the upper A Horizon has more organic matter, water and air. This is good for plants. The lower layers tend to be less broken down, with less organic matter, air and water. Once students understand the nature of soil, they may see a difference between “soil” and “dirt.” Remind them that plants grow in soil, and that it is an intricate environment of living and non-living things.An important property of soil is active, living soil microorganisms such as bacteria, fungi (fungus) and mites. Some things can be seen with a hand lens or magnifying lens. We can only see bacteria with a microscope.Soil Fungus - good fungi help plants get nutrients from the soil.Mites - soil mites eat good and bad fungus. They carry bacteria around on their backs! They are an important part of healthy soil.Bacteria - Bacteria can be good or bad. 1000 bacteria can fi t on the head of a pin. They decompose other elements of the soil into nutrients. When you smell “soil” in the springtime, you are smelling bacteria at work after a long winter!Spiders, beetles, earthworms, ants and many other arthropods are some of the visible members of the soil community. Soil is important to every living creature on Earth. All living things need an energy source; a majority of it is based on plant life at the bottom of the food chain. Poor soils do not contain minerals needed by plants and other living creatures. Healthy soils pass on minerals to plants, which pass them on to us. Soil must be cared for.

ACTIVITY PAGES INCLUDED IN THIS UNIT What is Soil? Is Soil “Dirt?” How is Soil Formed? What is in Soil? What Does Organic Mean? Let’s Collect Soil Can Soils Be Different? Why is Soil Important A Food Chain Test Your Knowledge

QUESTIONS FOR STUDENTS What is soil? Is soil dirt? How is soil formed? What does organic mean? What is in soil? How can we collect soil? Can soils be different? Why? Why is soil important? Is soil part of the food chain? INTEREST APPROACH ACTIVITIES

Background:

Soil is the foundation for life. It is like the Earth’s building blocks. Soil is made of particles of rock, decomposed animals, and decomposed (by the action of microorganisms) plants, leaves, and grass from lawn mowing. The world’s 6 billion people depend on soil for their food, clothing, and shelter.Soil texture and many other soil characteristics are determined by the relative amounts of sand, silt, and clay that are present. Sand is a naturally occurring, fi nely divided rock, made up of par-ticles (or granules) ranging in size from 0.063 mm to 2 mm. An individual particle in this range size is termed a sand grain. The next larger size class above sand is gravel, with particles rang-ing up to 64 mm. Silt is the next smallest size class below sand. Its particles range from 0.063 mm down to 0.004 mm in size. Clay is made of particles less than 0.002 mm in size and can become sticky and putty-like when wet.

MAKING MUD BALLS

Materials required: * water * containers (ie. jar or Styrofoam cup) * rulers

1. Find an area outside where you can dig a hole.2. Have students get a handful of soil. (Provide plastic gloves if desired.)3. Add a little bit of water to the soil. Do not have students add too much water. If it starts run-

ning through their fi ngers, it’s time to stop! More soil can be added to thicken runny soil.4. Squeeze soil and make a mud ball.5. Now make the mud ball into a long cylinder, approximately 1/2” thick.6. Holding it in a loose fi st and slowly pushing it upright, see how long it gets before breaking

off.7. Now examine the soil characteristics (color, any odor?, any rocks?) and use the chart to de-

termine the soil type.

Characteristics Soil TypeCrumbly SandySticky ClayLoose Lumps Sandy Loam

8. Look for a relationship between the soil type and length.

*Option: Teacher could save soil for next demonstration.

(For related activities please refer to student worksheet #7)

“TAKE AND SHAKE” SOIL TEXTURE EXPERIMENT

Materials required: * mayonnaise jar or similar glass jar * soil * water

Day 1:1. Find an area somewhere near the school to dig soil (two or three different places if possible).2. Demonstrate to the students the safe use of tools. 3. Getting a Soil Sample: Explain to the class that when they take a soil sample, they should

not just dig at the surface. Direct students to dig approximately 8 inches for samples with shovel or trowels.a. Dig down about 8 inchesb. Take a soil sample (enough to fi ll the jar about 1/3 of the way).c. Return to classroom e. Add water until the jar is about 3/4 full, put lid on jar.f. Taking turns, shake the jar to mix.g. Continue until big clumps are brokenh. Let jar sit for 90 seconds.i. Use a permanent marker to make a line where soil has settled.j. Let jar sit and settle for 2 days.k. Students write predictions to the following questions as a journal assignment.

Discuss with students how soil is formed and that it is made of different size particles. Let students know that sand makes the heaviest particles. (Refer to background information)

Student Questions:1. What things in the soil should be at the bottom of the jar? 2. What will make up the middle?3. What will be at the top?4. What might fl oat?

* Organic matter will fl oat to the top (nutrients for plant growth)* Top layer should be clay* Middle layer will be silt* Bottom layer will be sand

After 2 Days:1. Students to investigate the layers and compare to their predictions through class discussion.

(For related activities please refer to student worksheet #3, #4 & #5)

BACKYARD SOIL SCIENTISTS

Background: The school district covers a large area of land. There is a wide range of difference in the quality of soil. In this demonstration, students should discover that different areas produce different results with plant propagation. Materials required: * Styrofoam cups (1 each) * Marigold Seeds (3 each) * Empty coffee creamer containers (1 each) * Scale or balance * Town map (available at the public library or town offi ces)

1. Each child is given a Styrofoam cup.2. Weigh an empty cup.3. AT HOME: Use a trowel to fi ll the cup with soil from your yard.4. Identify on the town map each student’s home.5. Weigh each student’s fi lled cup, subtract the weight of the empty cup, and chart results on the

chalkboard.6. Using the volume of the cup, calculate the denisty of each student’s soil sample.7. Add densities to chart and make a bar graph from the results.8. NEXT DAY: Each student will be given 3 marigold seeds to plant. Seeds to be planted 1/4”

deep in a triangle formation.9. Label cups with name, date, and “marigold.”10. Place cups near natural light or under grow lights.11. Each student is given a small empty creamer container and directed to water once a day be-

fore attendance is taken.12. Students record their daily observations in a journal. tudents could include drawings as seeds

begin to sprout.13. After 2 weeks make conclusions about which backyards had the best results and why. (nutri-

ents, texture, density of soil)

SUMMARY OF CONTENT

i. How much do you know about soil?

II. An apple and the earthA. Use an apple as an example to show how

much soil there is on the earth by remov-ing 3/4 of the apple.

III. How is soil formed?A. Soil makeupB. Soil profi lesC. Layers in the soil

IV. What is in soil?A. ErosionB. Inorganic matterC. Soil horizon

V. What does organic mean?A. TextureB. Organic matterC. FungusD. Bacteria

VI. Differences in soilA. Parent materialsB. Environment

VII. Why is soil important?A. Soil is important for every living thing.

VIII. Food chainA. SunB. SoilC. Everything else: plants, aphids, ladybugs,

frogs, snakes, eagles, etc.IX. Food chain: The EagleX. VocabularyXI. Review activity sheet

TEACHING-LEARNING ACTIVITIES

I. How much do you know about soil?A. Soil defi nitionB. What makes up soil?C. What is the difference between soil and dirt?

II. An apple and the earthA. How much of the earth is covered by

water?B. What fractional part is left?C. From what remains: what land mass

cannot be used for farming?III. How is soil formed?

A. What does soil profi le mean?B. Why is New York a great agricultural

state?IV. What is in soil?

A. Name the particles that make up soil.B. What is erosion?C. Why is the upper layer of soil darker?

V. What does organic mean?A. Explain the term “organic.”B. What does inorganic mean?C. Why are fungus and bacteria impor-

tant for healthy soil?VI. Differences in soil

A. Would reddish soil be good for growing plants? Explain your answer.

B. How do parent materials cause soil to be different?

C. How does environment cause soil to be different?

VII. Why is soil important?A. Name edible plantsB. Are there animals that you eat?C. What do animals eat?D. Draw the three basic parts of the food

chain.VIII. Food chain

A. Illustrate the food chain.

IX. Food chain: The EagleA. Cut and paste the eagle’s food chain.

X. VocabularyXI. Review activity sheet

Student Lesson: Let’s Learn about Soil name____________________________

What is soil?

Is soil dirt?

How is soil formed?

What does organic mean?

What is in soil?

How can we collect soil?

Can soils be different? Why?

What can we learn by examining soil?

Why is soil important?

Is soil part of the food chain?

Compare the two photographs of soil. What makes them different?

Student Worksheet 1


What is soil?

Soil is a thin covering of land areas on the Earth’s surface. It has many sizes of particles, and is made up of minerals, organic matter, water, and air. It is important to all living creatures.

Soil covers much of the land on Earth.

What covers most of the Earth’s surface?

Is Soil “Dirt?”

You might think that dirt and soil are the same things. However, soil is the substance plants grow in. When an adult says your room is dirty, it doesn’t mean it is full of soil. (Although your hands may become dirty by playing in the soil.)

Remember to use the term soil to describe the useful part of the Earth’s surface needed for plant growth. Plants use soil for nutrition, water, oxygen, and stability.

Student Worksheet 1

Student Worksheet 1

Student Worksheet 2


How is soil formed?

Soil is formed from large rocks that have broken down over time by forces of nature. There are many types of soil, each with different colors and textures. These are called soil properties. Can you see layers in the soil profi les below?

One soil profi le is from

New York State.

One is from Florida.

Do you see a difference?Which one is from New

York?

A soil profi le is a way to look at the layers in soil. When someone digs a hole in the ground, you may see the difference in these layers. In New York State, the soil closest to the surface is usually darker. We will learn why. Can you guess?

New York State is a great agricultural state because we have good soil for plants.

Student Worksheet 3


Soil is formed slowly as rocks break down into tiny pieces, through erosion. Organic matter decays and mixes with inorganic matter and water to form soil. Soil even has air in it!

Soil is layered. The upper layer, or soil horizon, has more organic matter and water, causing it to be darker. Plant roots use this area to get nutrition, water and oxygen.

Soil is described by its particle size. All soil is made up of sand, silt, and clay. The larger, or coarser, particles are sand. The smallest particles cling together to make clay.

What is in soil?

Student Worksheet 4


What does organic mean?

When talking about soil, organic means something that is alive or was once alive. Things like leaves and animals can be alive. When they are no longer alive, they can still be called organic. Organic matter is an important part of soil because it adds nutrients and improves the texture.

Inorganic matter means something that was never alive. What is an example of something that is not alive, and never was?

______________________________________

Soil is made up of both organic and inorganic matter. Usually soil that has organic matter is very good for plants. It also contains living creatures that we can see and some we can’t see. Fungus and bacteria are important parts of healthy soil.

Fungus and bacteria can’t always be seen in the soil and may require magnifi cation. Fungus and bacteria help break down organic matter so that plants can get the nutrients they need to be healthy. Soils that do not have any organic matter, fungus or bacteria are usually not good for plants.

What other creatures live in the soil?

___________________________________________________________

___________________________________________________________

Student Worksheet 5


Let’s collect soil and learn more about it.

With a shovel or trowel, gather soil from two or three different places, such as near a sidewalk, and in a garden or fi eld. If you can, collect from a third site that is different from the other two, such as from under a tree, or across town.Go ahead and fi ll the bags, as you can use them for experiments later.(Your teacher may have already done this step.)The fi rst soil activity will show you the different components of soil.

Fill a mayonnaise jar or similar jar about halfway. Add water till the water level is about 3/4 of the jar.

Close tightly and shake the soil and water to mix.Let the jar sit for at least two days. Don’t move it.

When the water is almost clear, you will see that the soil has settled.

What things in the soil should be at the bottom of the jar?

___________________________________________________________

Do you think you will see layers? Why?

___________________________________________________________

What might fl oat in the water?

___________________________________________________________

--3/4--

Student Worksheet 6


Can soils be different? Why?

If you can, examine some of your collected soil on a table covered with plastic. Use magnifying lenses. Soils may look, feel and smell differently.

Circle the things that describe your soil: wet no stones

dry has sticks in it

sandy has worms in it

smooth crumbly

sticky has leaves in it

dark has an odor

light does not have an odor

full of stones Other: _______________

Look at the soil photographs on page 2. One shows reddish soil from the western U.S. It has a lot of minerals but not a lot of organic matter. Do you think it would be good for plants?

Soil is different because it is created from rocks and boulders. This is called parent material. Because rocks in different parts of the country are made of different types of parent material (granite, limestone, shale, quartz) the soil is different, too. Another reason soils are different is because of the environment. N.Y. soils have a lot of organic matter and appear a darker brown. Do you think that having a lot of trees and plants around adds organic matter? Rainfall and snow help organic matter decompose.

Student Worksheet 7

Name some plants you eat:

__________________________________________________________

__________________________________________________________

Do you eat any animals or any of their products? What do they eat?

__________________________________________________________

__________________________________________________________

Draw a simple food chain with these three parts:Soil, Plant, Human


Why is soil important?Soil is very important for every living thing. Sun and soil are needed for plant growth in the food chain. Most animals and insects depend on plants for food. Do you?

Student Worksheet 8


We don’t eat soil (or at least we shouldn’t) but is it part of our food chain? Cut and paste the pictures from the next page to complete the eagle’s food chain. Each part of the chain passes on energy to the next part. Should we protect each part of the food chain?

The SUN provides energy for plants to grow.The SOIL gives plants nutrients and stability.PLANTS are “producers” of energy for almost allanimals on earth.

Small insects like APHIDS feed on plants. They are “consumers”. Animals that eat only plants are calledherbivores.

Larger insects like LADYBUGS eat aphids.

FROGS or toads eat insects.

SNAKES eat small animals like toads, frogs or mice.

Large birds like EAGLES eat snakes.

Student Worksheet 9


Cut out the illustrations below and paste them into the Eagle’s food chain.Cut out the illustrations below and paste them into the Eagle’s food chain.

Student Worksheet 9-B

Student Lesson: Let’s Learn about Soil: What did you learn? name____________________________

Does soil cover all of the Earth?Does soil cover all of the Earth?

yes____ no____ yes____ no____

Is soil formed by wind and water breaking down rocks (erosion?)Is soil formed by wind and water breaking down rocks (erosion?)

yes____ no____ yes____ no____

Circle the things that are organic:Circle the things that are organic: earthworms rocks earthworms rocks leaves a dead insect leaves a dead insect

Are soils the same everywhere?Are soils the same everywhere?

yes____ no____ yes____ no____

Why is soil important to you?Why is soil important to you?

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

Soil is made up of three types of soil particles:Soil is made up of three types of soil particles:

_ _ _ _, s i l t, and c l a y _ _ _ _, s i l t, and c l a y

Are air and water in soil?Are air and water in soil?

yes____ no____ yes____ no____

Student Worksheet 10

Student Lesson: Let’s Learn about Soil: Vocabulary name____________________________

Bacteria - a one-celled organism that can live in soil, water, organic matter, plants, and animals and is important for decomposition

Clay - a very fine-grained part of the soil, with particles smaller than 0.002mm in diameter; becomes sticky when it is wet

Components - elements or parts that make up a whole

Erosion - the process by which material is worn away from the surface of the earth by the action of water, glaciers, winds, waves, etc.

Fungus - an organism, like mushrooms, that decomposes and absorbs organic material and nutrients

Inorganic Matter - composed of matter that is not plant or animal, not living

Magnification - the process of making something look larger, as with a magnifying glass or microscope

Nutrition - the process by which organisms take in and use food for energy and growth

Organic Matter - something that comes from living organisms, such as plants and animals

Oxygen - a gas that makes up 1/5 of the air we breathe; most abundant element in the Earth’s crust, essential for plant and animal respiration

Parent Materials - the underlying material that soil forms from, such as bedrock

Particle - a very small piece or portion

Silt - a fine-grained part of the soil, with a size in between sand and clay

Soil Horizon - a layer in a vertical section of soil, usually lettered A, B, C, beginning at the surface

Surface - the outermost or upper level of the land or sea

Texture - the physical qualities of something such as its size, shape, or arrangement of its parts

Soil Profile, Ecosystem and Soil Map used with permission from the Natural Resources Conservation Service as a service of the US Department of Agriculture.

For Budding Geologists:What is a rock?

A rock can be large or small, but it is made up of two or more minerals.

Number these rock types from smallest to largest size __sand grains are tiny pieces of rock __mountains are huge, giant hunks of rock which are part of the earth’s crust __pebbles can be held in your fi ngers __dust is the smallest size __boulders are larger than people __stones are small enough to hold in your hands

What is a mineral?

A mineral is a substance that is the same all the way through. Rocks are classifi ed by their size and what they are made of. Minerals are classifi ed by their characteristics. Some minerals are very beautiful and when cut and polished, can become gemstones.

(Everything has characteristics - ways we can describe it. A person may be tall, or have dark skin, or like to sing. hose are their characteristics.)

Do you think these rocks are made of the same minerals? Do they have the same characteristics? They probably were formed in different ways.

Student Lesson: Let’s Learn about Soil - Geology Supplement name____________________________

Limestone rock is very common in New York State. It is made up of calcite. Research calcite and write two sentences that describe its characteristics.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Minerals are studied and organized by their color, luster (shiny or dull), weight, hardness and how they breaks apart. Some minerals are clear, and light travels through them.

Bedrock is what we call rock below the surface soil. It can be any type of rock and can be a few inches below the surface to many feel below. The bedrock in western New York State is mostly sedimentary. The bedrock in the mountain areas of New York State are mostly igneous or metamorphic These are the three main ways rock is formed from minerals.

Remember! Rocks are made of two or more minerals.

Student Lesson: Let’s Learn about Soil: Geology Supplement name____________________________

Vocabulary for Geology Supplement:

Characteristics: a feature or trait that helps to identify something

Igneous: rock formed by fi re; generally was in a liquid state and cooled to a solid

Geologists: people who study the origin, formation and structure of the Earth’s land

Metamorphic: rock formed and changed by extreme heat, pressure and sometimes the addition of chemical actions

Mineral: a naturally occurring inorganic element; there are many types of minerals that vary in color, structure, and hardness

Sedimentary: sedimentary rocks are formed by the settling of inorganic solids in liquid which has dried

Teacher Information for Student Worksheets

Student Worksheet 1.Read the soil questions in a group setting, then have a discussion about the photographs. Students may recognize that the top photo shows rich farm soil supporting a new crop. The bottom photo is probably from the western U.S. The farm soil is dark and rich and probably has a lot of moisture in it, as well as organic matter. The western soil may well be very rich in minerals, such as iron or copper to cause its color, but due to the arid climate and lack of organic matter such as leaves and earthworms, these soils may be considered unusable for farming.

Student Worksheet 2Sometimes soil gets no respect! “Dirt” can be a pretty negative word. Throughout these activities, students may start to understand the properties of and importance of soil. Soil should be protected; it is an irreplaceable resource when not taken care of. The oceans cover most of the Earth’s surface, and when you consider the amount of land that is covered with snow and ice, blacktop and bare mountaintops, soil becomes even more important.

Student Worksheet 3Soil profi les: Each state actually has its own kind of soil. Florida’s looks a bit sandy, but we know they have a huge agricultural industry. There are probably hundreds of soil profi les found in each state, so a dark, rich farm soil can be found there also.

Student Worksheet 4You may suggest students look for a copy of the “soil triangle” in the library or online.By placing a small amount of soil sample and water into a test tube and letting it settle out, farmers, horticulturalists, geologists and engineers can estimate what percentage of the soil is sand, silt, and clay. If it is mostly clay, it’s a clay soil. The prime soil for agriculture is called loam. It is a soft mix of sand, silt, and clay, and clumps when wet but breaks apart easily. Sand is very porous and does not retain nutrients and water long enough for most crops.

Student Worksheet 5.1. rocks, pebbles, minerals2. Earthworms, ants, beetles, nematodes, ticks, spiders, pill bugs, sow bugs, centipedes,

millipedes, moles, wasps, bees, etc.When discussing soil, organic refers to something that is alive or was once alive. If it was never alive at all - like a rock - then it is inorganic. This is a good discussion point. Is a wooden fence organic? A book? A leather glove? Trees were once alive, but what about leather? Remind students that leather is a by-product of animals, and because leather is part of something that was once living, it is organic. Organic items will break down much faster than inorganic items. This is why soil is created so slowly. A rock will sit and seem to stay the same for hundreds of years.

Student Worksheet 6.1. Rocks, pebbles, silt, etc.2. Yes, because some soil components vary in weight, size, and texture3. Organic matter (pieces of leaves, bark, etc.)

Student Worksheet 7There are many good sources of information on rocks and geology. Perhaps you know of someone who collects rocks and minerals, or your library has a good reference book.We’ve added a supplement to further discuss geology, because many students exhibit an interest in rocks and minerals.

Student Worksheet 8Answers will vary

Student Worksheet 9Cut out the pictures on the second sheet of the activity and paste into the circles on the food chain, or have students draw the pictures in the circles.

Student Worksheet 101. No2. Yes3. Earthworms, leaves, dead insect4. No5. Students should begin to understand that soil should be taken care of because healthy soil is

the basis of plant life. Plants are the basic food source for all animals and humans, directly or indirectly.

6. Sand7. Yes

SOLE Sciences of Life Explorations › images › pdfs › learn_about_soil.pdf · “Simon &...

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Transcript of SOLE Sciences of Life Explorations › images › pdfs › learn_about_soil.pdf · “Simon &...