ECED LESSON PLAN NUMBER NO. 3
Teacher Education Candidate
Wendy Harp
School Pepperell Primary
Supervising Teacher
L. Pruitt
UWG Supervisor
Susan Pierce
Date of Implemented Lesson Plan February 15, 2012
Block No. 2
Subject: Science/Soil Layers
Grade Level: 3rd
Stage 1 The Desired Results
Teaching Skills Focus for This Lesson: Instructional Clarity
Georgia Science Standard(s)/
Element
Characteristics of Science
Standard/Element
Specific Learning Objective(s)
S3E1. Students will investigate the physical attributes of rocks and
soils.
c. Use observation to compare the similarities and differences of texture,
particle size, and color in top soils (such as clay, loam or potting soil, and
sand).
S3CS8. Students will understand important features of the process of
scientific inquiry.
b. Clear and active communication is an essential part of doing science. It
enables scientists to inform others about their work, expose their ideas to
criticism by other scientists, and stay informed about scientific
discoveries around the world
Each student will put together his or her own model of the layers of
soil in a clear container so he/she can see the layers and he/she will be
able to name the layers.
Stage 2 Assessment Evidence
Assessment Instrument
(Ex. Test, Poster, Presentation,
Picture, etc.)
5E “Evaluate”
Evaluation(Grading)
Instrument
(Ex. Point System, Rubric,
Checklist, etc.)
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The student will create and explain the soil layers shown in the
edible soil model that includes rock, clay, silt, sand, and
humus.
The student will present a ticket out the door by writing two
statements about soil that was discussed in the lesson.
The student will be graded using a checklist.
Stage 3 Learning Plans
Materials
Teacher Actions
Attention-Getter/Motivator/Tie
to Previous Learning
5E –“Engage”
Clear plastic cups (one for each student)
Ginger snaps
Vanilla pudding
Crushed Oreo
Crushed Nilla wafers
Spoons
Soil Vocabulary Foldable
Chocolate pudding
Safety: Student should be careful not to get any materials in their
eyes.
Teacher Actions Planned for This Lesson
The teacher will ask the students,
 “How are layers of soil formed?”
 “How do you suppose the soil layers look?”
Significant Actions to Introduce
and then Guide the Lesson
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The teacher will name the items being used to create the model soil
layers and ask if they know what these items have to do with soil
and soil layers.
The teacher will ask the students to take out the soil vocabulary
foldable from the previous lesson on soil.
The teacher will ask the students questions about the vocabulary
words.
After going over the vocabulary words, the teacher will pass out all
materials to students.
The teacher will explain to the students to be careful not to get any
materials in their eyes.
The teacher will demonstrate to the students how to create the soil
and explain to the students that rock, clay, silt, sand, and humus are
components of soil.
The teacher will describe and show that soils are layered (topsoil,
subsoil, and bedrock). The model will be made out of the edible
materials.
The teacher will instruct the students to create their own edible soil
model. As the students are creating the model, the teacher will
discuss each layer with the students.
The teacher will check the models when complete to make sure the
layers are correct.
The teacher will allow the students to eat the soil model.
The teacher will ask for a ticket out the door to be presented that
includes two statements about soil that was discussed during the
lesson.
Student Actions
Student Actions Planned for This Lesson
Significant Actions During
Lesson
5E – “Explore”
The students will:
 The student will answer the essential questions.
 The students will take out the soil vocabulary foldable used in the
previous lesson on soil.
 The students will verbally answer questions about the vocabulary
words.
 The students will receive the edible materials to create a soil model.
 The students are cautioned to not get materials in their eyes.
 The students will watch and listen as the teacher demonstrates how
to create the soil and explains that rock, clay, silt, sand, and humus
are components of soil.

The students will also listen as the teacher shows and describes that
soils are layered.
 The students will understand important features of the process of
scientific inquiry by creating their own edible soil model. As the
students create the model, they will listen as the teacher discusses
each layer.
Present Results of Lesson:
 The students will clearly communicate the soil layers by showing
the finished model to the teacher.
 The students will be allowed to eat the model they created after it is
checked by the teacher.
 The student will present a ticket out the door by writing two
How Students Discuss and
Present Their Results of What
They Did During the Lesson
5E “Explain”
5E “Elaborate” may also
happen here
Include Characteristics of
Science
Teacher’s Lesson
Closure/Wrap-Up/Transition
5E “Elaborate” may also
statements about soil that was discussed in the lesson.
Review the layers of the soil model and vocabulary words
happen here
Differentiation Plans
The teacher will give verbal cues to emphasize main ideas.
(For anyone who needs for
lesson modifications.)
Related Activities/Extensions
The teacher will provide a match game worksheet on vocabulary words for
(What is planned for students
those that need more information about soil.
needing more than is in the
lesson? Must relate to lesson.)
5E “Elaborate” may also
happen here
Candidate’s Reflection After the Lesson:
Submit Lesson Plan Agenda with this Lesson Plan
The teacher will:
 Ask students how the layers of soil are formed
 Explain the items being used to create the soil layer model
 Discuss soil vocabulary words
 Demonstrate how to create the soil layer model and discuss the layers
 Check the completed models
 Take the ticket out the door