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
Name:____________________
Density Pretest
Circle the items that will float in water.
"X" out the items that will sink in water.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Choose or write an answer:
1. What is density?
a. an object's weight
b. how tightly packed an object is
c. seeing through something
2. What is soil?
a. what is on the bottom of your shoes
b. making a mess
c. a mixture of materials in the ground
3. What is a graduated cylinder?
a. tall measuring tool
b. a cup
c. someone who graduates
4. What "five sense" can you use to observe something?
________________________________________________________
Name:____________________
Density Pretest
(continued)
Draw where you think the twig given to you will
go when it is placed in water.
(Circle an answer)
Is the twig:
a.) more dense than water
b.) less dense than water
Draw where you think the rock given to you will
go when it is placed in water.
(Circle an answer)
Is the rock:
a.) more dense than water
b.) less dense than water
Name:____________________
Density Post-test
Circle the items that will float in water.
"X" out the items that will sink in water.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Choose or write an answer:
1. What is density?
a. an object's weight
b. seeing through something
c. how tightly packed an object is
2. What is soil?
a. what is on the bottom of your shoes
b. a mixture of materials in the ground
c. making a mess
3. What is a graduated cylinder?
a. someone who graduates
b. a cup
c. tall measuring tool
4. What "five sense" can you use to observe something?
________________________________________________________
Name:____________________
Density Post-test
(continued)
Draw where you think the twig given to you will
go when it is placed in water.
(Circle an answer)
Is the twig:
a.) more dense than water
b.) less dense than water
Draw where you think the rock given to you will
go when it is placed in water.
(Circle an answer)
Is the rock:
a.) more dense than water
b.) less dense than water
Name:____________________
Draw what you see:
Write a sentence on what you observed:
________________________________
________________________________
________________________________