Unit/Lesson Plan Title: The SCOOP on Soil! Primary Subject: Science Integrated Subjects: Language, Math Grade Level: First Length of Unit/Lesson: 5 lessons Research Sources: 1.) www.kidsgeo.com/geology-for-kids 2.) http://soil.gsfc.nasa.gov Unit/Lesson Summary: Day 1-Pretest and Sink/Float Activity Day 2-Density Day 3-Dirt vs. Soil Day 4-Soil Density Day 5-Nature investigation Day 6-Apply Density Knowledge Day 7-Review/Assess Key Vocabulary: *density *potting soil *clay *dirt *sand *humus (mulch/topsoil) *nutrients *sink/float *graduated cylinder
Essential Standards/NCSCOS: 1.E.2.2: Compare the property of soil samples from different places relating their capacity to retain water, nourish, and support the growth of certain plants. Essential Questions/Content Outcomes: *What is a graduated cylinder and what is it used for? *What is density? How is it related to sinking and floating? *What is soil? How is it different from dirt? *What are the differences in the four soils based on my observations? *What happens to clay, sand, humus (topsoil), and potting soil when added to water? *How well will my seeds grow in sand, clay, or soil? Materials/Resources Needed: *Soil samples: pure red clay, sand, humus (topsoil) *Potting soil samples *Three clear containers, same size *Graduated Cylinders (16-30 ct) *Water *Radish Seeds * Dirt, the Scoop on Soil by: Natalie M. Rosinsky * Dirt by Steve Tomecek *Digital Scale Prior Knowledge: *Sink vs. Float *Weight Process Skill Objectives: The students will observe using the five senses. The students will use sink and float as a tool for learning density. The students will use a scale to weigh "same size" objects in Day.
Day One: 1. Assessment of prior knowledge: Pretest: Have a short easy test on fill in the blank, multiple choice, and drawing. (see attached file) Excite the students about the new unit. Tell them that it is a secret, but you have to see what they already know! Have an open discussion on what they saw on the test. Did you see something you already know or something you don't know? Discuss sink and float. 2. Sink and Float Inquiry: Have items that look alike, but not the same density. (ex- soap & styrofoam). Also have two sizes of these materials. (ex-2 large, 2 small) Ask the students which item will sink or float based on sight observations. Place the two materials in a large clear container. The students will see that the soap sinks and the foam floats. Why is this? They are the same size. In a second step, test the same materials in different sizes and let the students see that it doesn't matter the size, its about what it inside! Have buckets and materials for the students to explore in groups and graph results in Science Notebook. 3. Group Discussion: Discuss findings from the science experiment. Which items floated? Which items sunk? Why did this happen? Some of the objects are the same size and feel like they weigh the same. Keep student interest by telling them that they will learn a "fancy" word
Day Two: 1. Activation Strategy: Suitcase Density Have a large container or suitcase and multiple items such as old shirts or plastic bottles. Ask probing questions: What would you use a suitcase for? Would you pack just a little bit or a lot? Give scenarios such as: if you threw this suitcase packed full in the ocean what would happen? What if it had just a little bit in it? 2. Vocabulary: Density Sentences strip defining density. Discuss meanings of the vocabulary word in Science Notebook. (Definition: how tightly packed something is). Compare/Contrast "more dense" and "less dense" 3. Density Exploration: Lay out the following items (or items similar to these): digital scale, buckets, water bottles, shallow pans, cups, water. Also have various items to test the density of: bouncy balls, paperclips, pencils, foam, etc. Allow an "inquiry" style learning environment for the students to come up with questions to explore later. Allow the students to have a certain amount of time to investigate and observe. Students will answer questions in their Science Notebook page for this activity Reconvene to discuss findings.
Day Three: 1.) Activation Strategy: Read Aloud: Dirt by Steve Tomecek Be sure to notice various types of soil, what makes soil, and the similarities and differences between the words "dirt" and "soil". 2.) Compare/Contrast: Come together to compare and contrast soil and dirt based on the information from the book. Reinforce the vocabulary (soil and dirt) on sentence strips. Have the students follow along and fill in the information in their Science Notebook's Venn Diagram. 3.) Soil Song: Sing the attached soil song together and use as an extension activity throughout the unit. The students will remember from this song, the difference between soil and dirt.
Day Four: 1. Activation Strategy: What is soil? (think-pair-share) 2. Demonstrate Lab Materials and Explain Procedure Before the lesson, have clear dixie cups labeled for the various types of soil: 1 clay, 1 sand, 1 humus, and 1 mixture of all three. Have enough of the samples for 3-5 groups. Also have a demonstration set of materials. Each group will need four graduated cylinders filled 3/4 with water and papertowels for spills. Have students together around a large table where materials are laid out as they are in their own groups. Demonstrate how to care for the materials before them. (ex- no throwing or eating materials.) Explain that the graduated cylinder (have name on sentence strip) is to measure the density of a material. Ex- money, rocks, plastics, or even soil. 3. Breakout Groups: Assign group leaders to each group. The group leader will choose helpers for the inquiry experiment. Groups will test soil in each of the graduated cylinders. After they have tested the three soils, have groups reconveen to the back table again. Ask for observations! After discussing observations, demonstrate with teacher materials to see if the results are the same. Then, give the students the mixture soil containers and another graduated cylinder to test the mixture (potting soil). Group leaders will pour into the cylinder, and group members will observe changes. 4. Whole Group Results Back into whole groups, discuss the differences in the soil densities (properties). Probe questions for tomorrow s experiment!
Day Five: 1. Activation Strategy: Where is soil found at? (outside) Then lets go outside! 2. Nature Investigation: Take the students outside seperated into groups A, B, C, D, & E (based on location and student numbers). Each group is assigned to a certain place at the school (explayground, shaded area, walkway, under bushes, etc.) Assign each person in the group a job. You will need to have an observer, cup holder, soil collector, and an artist. Travel along to all of the sites planned and let the groups collect their samples. Each group should only have one sample from their location. 3. Experiment: Students will test the density of the soil (in one graduated cylinder) collected from their assigned location. (Have construction paper with a blank graduated cylinder drawn to large scale, attached to lesson). Group artist will draw what the group observes on the blank cylinder. Once they have it drawn, allow the students to critically think by placing their drawing on a scale that is on the board. This scale will range from high density to low density. 4. Group Discussion Discuss the findings of each group based on the scale on the board. Which parts make these more dense or less dense? How can you tell? Which part of the schoolyard has the kind of soil we tested before?
Day Six 1. Apply Knowledge Show various types of soils already tested in class in large containers. Probe students prior knowledge of how the types tested in the classroom experiments. Explain that the students are going to use these soils to plant seeds. Start asking questions like: What does a plant need to grow? (sun, water, soil, nutrients, and air) So which of the soils have some of these things? You are going to choose a type of soil to plant a seed in! 2. Dig In! Each group will plant radish seeds, in a cup, using the SAME volume of soil type of their choice. Group students by the type they chose. Place cups of soil/seeds in the sunlight and wait one week to record data. Remind students of the plant's needs: water, sunlight, soil, air. 3. Review one week later Discuss measurements of plants. Observe the differences between the various soil types. Did some soils grow the plant better or faster than others? Why do you think that is? Make sure that students realize the importance of planting seeds in nutritious soil (aka humus). Why was this better for the plant? (It has more organic matter and nutrients- you see it floating when you test the density!) So, tell me where you will plant your garden on our school property? Which place had more humus? That is our scoop on soil!
Day 7: 1. Read Aloud Read Aloud the book, Dirt, the Scoop on Soil Discuss how we look at soil, the various parts of soil that we find outside, and how it helps plants. Reveiw density experiments from class and why we test density of soils. 2. Review Vocabulary Use sentence strips and visual pictures to review key vocabulary. Have students demonstrate (act out, spell out, call out) some of the vocabulary terms together as a group. 3. Formal Group Assessment Post-test the students with the same assessment as in the Day one pretest. See if the students learned more than they knew before your lessons! (see attached assessment 5)
Accommodations for Differentiated Instruction: *ESL and Beginning Readers- Have vocabulary words labeled with pictures for easy recognition. * Student lab notebook will be differentiated for students who need additional support with vocabulary, graphs, and integrated Language Arts and Math concepts. Cross Curricular Integration: Math: 2.01 Measure for given objects: 1. Select an attribute (length, capacity, mass) to measure (use non-standard units). 2. Develop strategies to estimate size. 3. Compare, using appropriate language, with respect to the attribute selected. Language: 4.01 Select and use new vocabulary and language structures in both speech and writing contexts 4.04 Extend skills in using oral and written language: * clarifying purposes for engaging in communication. * using clear and precise language to paraphrase messages. * engaging in more extended oral discussions. * producing written products. * completing graphic organizers. Assessments: *Performance Based: Checklist for Process Skill Outcomes (attached file) *Formative: Science Notebook (Multiple days used, see attached file) *Summative: Pre and Post test on unit Extension Activities: *Test density of various materials, not soil. *Testing nutrients in various types of soil (Day 4) *Soil Shirts! (dye with mud) *"Soil Search" bring in artifacts! Created By: Katie Campbell and Allison Carter Email: kward@northhillschristian.com and carterma@rss.k12.nc.us
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