Science Year 3
Chemistry Strand: Rocks
Session G Programme of study: Recognise that soils are made from rocks and organic matter
Properties
of soil
Ask relevant questions
Set up simple practical enquiries, comparative and fair tests
Record findings using simple scientific language and labelled diagrams
Use results to draw simple conclusions
A soil sample (or different soil samples) plus a sample of sand for each pair - if possible include some
Resources vegetation and a creature or two! Plastic gloves, hand lenses, bottle tops, beaker of water, blotting
paper. Previously prepared soil sample(s) from session F. Access to internet
Whole class teaching: (links to Session 9, Our Planet Theme, Adventure in Space Topic)
Remind children about the layers of the earth (discussed in session B). Explain that we are going to look at the very
top layer which is extremely important to us. Ask What is the top layer? Soil.
Ask the children to think of questions about soil that they would like answered and record on flip chart, e.g. What is
soil? Why is soil important?
Go to website http://soil.gsfc.nasa.gov/.
Look at ‘How much soil is there?’ for a sequence showing that: soil forms approximately 10% (7.5% actually) of the
land area of the world; we depend on this soil for the world's food supply; soil competes with all other needs - housing,
cities, schools, hospitals, shopping centres, land fills, etc. and, sometimes, it doesn't win.
Remind children how they looked at erosion in Session D – if the process continues smaller and smaller pieces of rock
are formed. These small particles of rock exist as part of soil and as sand.
Working
scientifically
Group activities:
Adult-led activity:
Give each pair a soil sample (or different soil samples) to explore. If possible include some rotting vegetation and a
creature or two! Use hand lenses to observe carefully (hold the lens close to your eye). Can children spot small pieces
of rock – are they all the same? Do two small investigations too: a) put some of each soil sample on a piece of blotting
paper for a couple of minutes – see if any water has been absorbed by the blotting paper, b) place a bottle top full
(not pressed down) of soil carefully into a beaker of water – what do children see (air bubbles rising)? Compare with a
sample of sand (in which it is usually possible to see many colours/shapes of rock easily).
Safety: - Children should wear plastic gloves when handling soil and handle creatures with care.
Explain that there are different types of soil; clay soil, loam soil and sandy soil and show children names and
definitions (session resources).
Children record findings on table (session resources).
Independent activity:
Draw a soil cocktail (session resources)! Include all the wonderful things found in soil – particles of rock of different
sizes, water, air bubbles, creatures, etc – perhaps a worm dangling over the rim, or a spray of leaves like a cocktail
umbrella!
Independent activity:
Draw a careful diagram of a soil profile (session resources for diagram and photo).
Independent activity:
Look at the soil samples in jam jars prepared in session F. What layers can children see? Draw carefully and label
(session resources).
Independent activity:
Visit http://www.fieldmuseum.org/undergroundadventure/ and take the virtual underground tour!
Plenary:
Write "The nation that destroys its soil destroys itself." on f/c. Explain that this is a quote from Franklin Delano
Roosevelt (32nd President of the United States from 1933-1945). Talk about the quote - What did he mean? Explain
the word soil erosion (how soil is moved, worn away or polluted by water, wind, people, animals). Have a soil quiz
(questions in session resources).
I can:
1. Talk about why soil is important to humans.
2. Explain what soil contains (including small pieces of rocks).
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