a learning activity for the scoop on soils we all need...

Purpose•Tointroducestudentstotheimportanceofsoilandwhyitneedstobestudied.•TohelpstudentsunderstandhowmuchsoilisavailableonEarthforhumanuse.•Tohelpstudentsunderstandtheconnectionbetweensoilandhowitisused

bylivingthings.

OverviewEach studentwill explore threeactivities thatpromoteunderstandingofandrespectforsoil.Theywillgenerateresponsestothefollowingquestions:“Whatmakesupsoil?”and“What lives in thesoil?” Next thestudentswillwatchademonstrationofhowmuchsoilthereisonEarththatisavailableforhumanuse.Lasttheywillcreatetheirownsoilconnectionsentences.

Student OutcomesAftercompletingthisactivity,studentswillunderstandtheimportanceofsoilscience,comprehendtherelativeamountsofusablesoilthatexistsonEarth,andlearnthefunctionofsoilasitpertainstoanimals,plantsandhumans.

Science Content Standard A: Science as Inquiry•Scienceasinquiry

Science Content Standard B: Physical Science•Propertiesofobjectsandmaterials

Science Content Standard C: Life Science•Thecharacteristicsoforganisms•Organismsandtheirenvironments

Science Content Standard D: Earth and Space Science•Propertiesofearthmaterials

Mathematics Standard: Patterns, Functions, and Algebra•Usemathematicalmodelsandanalyzechangeinbothrealandabstract

contexts

Mathematics Standard: Number and Operation•Understandnumbers,waysof representingnumbers, relationshipsamong

numbers,andnumbersystems

Time•Part1:One30minuteclassperiod•Part2:One30minuteclassperiod•Part3:One45-60minuteclassperiod

LevelPrimary(mostappropriateforgradesK-4)

Materials

Part 1:

•ElementaryGlobebook:TheScooponSoils

•Chartpaper

•Markers

Part 2:

•Appleandsmallknife(orcopiesofdiagramsonoverheadtransparencypaper)

•WhyDoWeStudySoils?LearningActivityfromtheGLOBEWebSite(www.globe.gov)

Part 3:

•ChartPaper

•Markers

•ActivityCardsfromtheWeAllNeedSoil!StudentActivitySheets1-6

•CopiesofWeAllNeedSoil!StudentActivitySheet7(oneperstudent)

TheGLOBEProgram WeAllNeedSoil!-Page1 TheScooponSoils

We All Need Soil!

ALearningActivityforThe Scoop on Soils

©2006UniversityCorporationforAtmosphericResearchAllRightsReserved

Preparation

•Read the Elementary GLOBE book The Scoop onSoils–eitherreadittotheclassorhavestudentsreadittothemselves.Thebookcanbedownloadedfromwww.globe.gov/elementaryglobe.

Part 1:Maketwochartswiththetitles“Whatmakesupsoil?”and“Whatlivesinsoil?”andplacethemonabulletinboard.

Part 2:DownloadtheWhyDoWeStudySoil?LearningActivityfrom the GLOBE Web Site (www.globe.gov).If it ispermittedtouseaknifeforademonstrationinyourclassroom,gatherthesuppliesforthisactivityanddotheactivityas listed in theWhat toDoandHow toDoIt,Part2sectionbelow.Otherwise,cuttheappleaheadoftimeoruseoverheadtransparencydiagramscopiedfromtheactivity.

Part 3:•Make one chart with the title “How Soil is Used

by Living Things” and divide the chart into threesections with the headings: Plants, Animals,Humansandplacethechartonabulletinboard.

•Cutandlaminatetheactivitycards.

Teacher’s Notes

SoilsareoneofEarth’sessentialnaturalresources,yettheyareoftentakenforgranted.Mostpeopledonotrealizesoilsarea living,breathingworldsupporting

nearly all terrestrial life. Soils vary greatly fromone location toanotherasa resultofmany factors,includingdifferences inclimate, theparentmaterialofsoil,andthelocationofthesoilonthelandscape.

Scientists,engineers,farmers,developers,andotherprofessionals consider a particular soil’s physicaland chemical characteristics,moisture content, andtemperatureinordertomakedecisionssuchas:

•Whereisthebestplacetobuildabuilding?

•Whattypesofcropswillgrowbestinaparticularfield?

•Willthebasementofahousefloodwhenitrains?

•Whatisthequalityofthegroundwaterinthearea?

Soils exist as natural ecosystems on the surface ofthe Earth made up of macro and microorganisms,minerals,organicmatter,air,andwater.Soilsarelivingsystemsthatprovidemanyofthemostfundamentalfunctionsneededforlife.Importantfunctionsofsoilinclude:

•Providingthefertilemediuminwhichwegrowourfoodandfiber

•Producing and storing gases such as carbondioxide

•Storingheatandwater

•Providingahomeforbillionsofplants,animalsandmicroorganisms

•Filteringwaterandwastes

•Providing the source material for construction,medicine,art,makeup,etc.

•Decomposingwastes

•Providing a snapshot of geologic, climatic,biological,andhumanhistory

Soilformsveryslowlyandcomprisesonlyabout10%or11%ofEarth’ssurface.Therefore,itisimportanttostudythisessentialnaturalresourceandunderstandhowitshouldbeusedandconservedproperly.

Soiliscomposedofmineralsofdifferentsizes(sand,silt and clay). The combination of these materials

TheGLOBEProgram WeAllNeedSoil-Page2 TheScooponSoils©2006UniversityCorporationforAtmosphericResearchAllRightsReserved

TheGLOBEProgram WeAllNeedSoil-Page3 TheScooponSoils

inaparticularsoildeterminehowmuchwaterasoilwillhold,howeasilywaterpasses through thesoil,andwhathappens to the soil as it dries. Soilwithtoomuchclaymaycrackasitdries,asdemonstratedby ground with huge cracks or the cracking at thetopofamudpuddlewhen larger,heavierparticleshavesettledtothebottom.Soilwithtoomuchsandmaynotholdtogetherwellorbestrongenoughtouseasabuildingmaterial.Soilhasbeenusedasabuildingmaterial for thousandsof years and is stilloneofourmostimportantbuildingmaterials.Indryregionshousesbuiltofadobebrickslasthundredsofyears.Concreteandbricksarecommoneverywhere.Whetheryouaremakingconcreteoradobeblocks,itisessentialtounderstandtheimportanceofhavingtherightelementsinyoursoilmix.

Soil can be characterized by its structure, color,consistence, texture, and abundance of roots,rocks, and carbonates. These characteristics allowscientists to interpret how the ecosystem functionsandmakerecommendationsforsoilusethathaveaminimalimpactontheecosystem.Forexample,soilcharacterizationdatacanhelpdeterminewhetheragardenshouldbeplantedoraschoolshouldbebuilt.Soilcharacterizationdatacanhelpscientistspredictthe likelihoodof floodinganddrought. It canalsohelpthemtodeterminethetypesofvegetationandlandusebestsuitedtoalocation.

What To Do and How To Do It

Part 1:1.Placethetwochartstitled“WhatMakesUpSoil?”

and“WhatLivesInSoil?”onthebulletinboard.

2.As a large group, have the students report theirideas,andrecordtheirthoughtsonthecharts.

3.After all ideas have been recorded, review thestudents’findingswiththewholegroup.

Part 2:Optional:Thissectionisagoodfollow-uptoPart1.1.Afterstudentshavediscussedwhatsoilismadeof

andwhatlivesinthesoil,havethemremaininthelargegroupforthethisactivity.

2.DemonstratePart3oftheWhyDoWeStudySoil?LearningActivity(HowmuchsoilisthereonEarth?)withyourstudents.

3.Note to teachers: adjust the discussion you havewiththestudentsduringthisactivitydependingontheirgradelevelandamountofcontentknowledge.

Part 3:1.Gather students into a large group and fill out

thechart“HowSoil isUsedbyLivingThings.”Asstudents report their ideas, record them on thechart. Complete each section (plants, animals,andhumans)separatelyandcomparethemattheendofthesession.Discusswiththestudentstheconnectionsbetweenhoweachgroupusessoiltosurvive. Note: “Humans”are listed ina separatecolumn than “Animals” - make sure studentsrealizethathumansareanimalsbutarediscussedseparatelybecausetheyoftenusesoilindifferentwaysthanotheranimalsdo.

2.Demonstrate for the class the following “soilconnection” process. Lay all of the cards out intheirgroupsso thestudentscanseeallof them.Reviewallofthecardswiththestudentssotheyarefamiliarwiththepicturesandthevocabulary.Starttheprocessbyspeakingoutloudaboutwhatyourconnection would be. Then collect a card fromeachpile.Placetheitemsonatableorthefloorand laythemout inasequencethat leadstotheconnection.SeeFigure1below.

GROUP 1 + GROUP 2 + SOIL = FOOD/HOME(plants/animals) (action)

Rabbit + Dig + Soil = Burrow (Home)“Therabbitdigsinthesoiltomakeaburrowfor

itshome.”

OR

Seeds + Plant + Soil = Plants (Food)

“Seedsplantedinthegroundgrowinthesoiltobecomefood.”

Figure 1: Soil connection samples.



3.Dividetheclassintofourtofivegroups.Giveeachgroupasetofcards.Explaintothestudentsthattheyaregoingtomake“soilconnections.”Asasmallgroup,theyneedtodecidewhattheirconnectionwillbeandgatherallthematerialstocompletetheconnection.Haveeachgroupdesignatearunnertocollectthematerials.

4.After all of the small groups have arranged theirconnections,havethemsharetheirsoilconnectionwiththerestoftheclass.Thenhavetherunnersreturnthematerialstotheappropriateplacesandrepeat the process to make a new connection.Continuethisprocessastimeallows.

5.Provide a copy of the recording sheet from theWe All Need Soil! Student Activity Sheet 7 foreachstudentsothestudentscandocumenttheirconnections. The studentswill first illustrate theconnection in the boxes under the appropriateboxesandthenwritetheconnectionusingwords.Youngerstudentscanillustratetheconnectionandthendictatetheirthoughtstoanadult.

6.See Figure 2 below for a list of potential soilconnections. Teachers and students may comeupwithmanyotherpossibilities.Notethattheseconnectionsfocusonhowanimalsandplantsusesoil and some of their needs (water, sun, foodchain)havebeenleftout.

7.Once studentshave completedmaking their soilconnections,addinHumansasanadditionalpartoftheequation.UsetheHumancardsfromGroup3.SeeFigure3belowforanexample.

Adaptations for Youngerand Older Students(Seethe“WhoLivesWhere?”diagrambelow)

Younger students: Discuss with the students whichanimalsliveabovethegroundandwhichlivebelowtheground.Next,havethestudentsillustrateascenewithsoilandatree.Thentheycandraworcutoutandglueonanimalsthatliveaboveandbelowtheground.

Older students: Discuss with the students whichanimals liveabove theground,on theground,andbelowtheground.Next,havethestudentsillustrateascenewithsoilandatree.Thentheycandraworcutoutandglueonanimalsthatliveabove,on,andbelowtheground.

Rabbit + Dig + Soil = Burrow (Home)

Worm + Dig + Soil = Tunnels (Home)

Mole + Dig + Soil = Burrow (Home)

Seeds + Plant + Soil = Plants (Food)

Ants + Dig + Soil = Ant Colony (Home)

Prairie Dog + Dig + Soil = Burrow (Home)

Termites + Dig + Soil = Termite Nest (Home)

Chipmunk + Dig + Soil = Burrow (Home)

Figure 2: List of soil connections.

Figure 3: Human/Soil connections.

GROUP 3 + GROUP 2 + GROUP 1 + SOIL = FOOD/HOME

Human + Plant + Corn Kernels + Soil = Corn Crop (Food)“Ahumantakescornkernelsandplantsthemin

soiltogrowcornforfood.”

Human + Mix + Water + Soil (Clay) = Bricks for House (Home)“Ahumanmixeswaterandclay(soil)tomake

brickstousewhenbuildingahome.”



Further Investigations •Soil Comparison:Findoutwhichkindofsoilisbest

forgrowingplants.Gatherthefollowingmaterials:fourclearplasticcups,pottingsoil,sand,soilfroman outside garden site, clay, large bean seeds,and water. Have students fill each cup three-fourths full with one of the four different typesofsoil.Plant2-3beanseedsineachcup.Instructstudents toplant theseedscloser to thesideofthecupforbetterviewingastheseedsgrow.Addameasuredamountofwater toeachcup.Allowtimefortheseedstogrow.Havestudentspredictwhattheythinkwillhappenforeachcupofsoilonachartandsavethechartforafuturediscussionwhentheexperimentiscompleted.Havestudentsmake their own recording sheet by drawing thefourcupsofsoilandthenrecordwhathappensineachcup.


We All Need Soil! Student Activity Sheet 1

The Scoop on Soils

Teachers:Cutoutthecardsonalloftheactivitysheetsandlaminateifpossible.ThenusethecardsforPart3ofWeAllNeedSoil!withyourstudents.



The Scoop on SoilsG

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The Scoop on SoilsG

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The Scoop on SoilsH

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The Scoop on SoilsSo

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The Scoop on Soils

Cards+=



The Scoop on Soils

NAME:_____________________________


a learning activity for the scoop on soils we all need...

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