Layers of Soil Lesson.
By Kylie Reeves.
Learning Plan (Early Childhood)
Science and nature.
Topic:
Title of experience:
Date:23/05/2014
4-5 years
Under the ground- Outdoor experience
Outcome 2: Children are connected with and
contribute to their world.
Links to the Early Years
Learning Framework:
Age group:
Outcome 4: Children are confident and involved
learners.
Content/concepts
being explored:
Science-layers of soil in the ground, the
environment, counting and memory recall
(Australian Curriculum and Assessment Reporting
Authority, 2014), animals that live in the soil,
interdependence between plants, soil, water and
animals(DEEWR, 2014).
Rationale:
During the first week of placement, the children planted seeds in pots and have been watering them daily. From an emerging interest, their teacher had
provided exploration of seeds and planting. Talking about and extending on plants and the environment will expand on prior knowledge and scaffold further
learning on the topic (DEEWR, 2009).
Child/children’s background knowledge:
The children understand the concept of planting a seed and watering it to promote growth. The starting point will be asking them about the plants they are
growing and where the soil in their pot plant comes from. When introducing rock, clay, sand and soil, pointing out where the everyday places they encounter
them will be the foundation for learning. For example, the sand from the sandpit, clay they used at table-top and so forth.
Learning objectives:
The children learn about the layers of soil under the ground (soil, sand and silt, clay, broken and unbroken rock).
They will learn about the order of layers of each element.
The children's knowledge of science will be extended on through each element connecting to prior experiences.
The children will think about animals that live in the soil. .
They will count how many layers are in the ground.
Links to EYLF documentation-
"Children demonstrate an increasing knowledge of, and respect for natural and constructed environments" (DEEWR, p. 29).
"Children explore, infer, predict and hypothesise in order to develop an increased understanding of the interdependence between land, people, plants and
animals"( DEEWR, p.29, 2009).
"Model, respect, care and appreciate the natural environment" (DEEWR, p.29, 2009).
" Participate in a variety of rich and meaningful inquiry based experiences" (DEEWR, p.34, 2009).
"Provide opportunities for children to revisit their ideas and extend on their thinking" (DEEWR, p.34, 2009).
Teacher focus/intentionality:
Extending their learning through using their current emerging interest on seeds. Scaffolding their understanding of nature and science through explanations of
the layers of earth under the ground. Group shared-sustained thinking when discussing the layers of soil and open-ended questions about what we used these
elements for in daily life (DEEWR, 2009). Social responsiveness and appreciation for the natural world (Early Childhood Australia, 2014).Discussion about
what sort of animals live in soil. Group collaboration when calling out each layer of soil as a group. Facilitating independent inquiry-based exploration through
building own layers of earth in a cup (DEEWR, 2009).
Environment and resources: A big foam board and paint to draw and paint a chart with a tree, its roots and, the layers of soil under the ground (Enchanted
Learning, 2001).
Plastic cups, serving spoons, containers filled with soil, sand, clay and rock. Paddle pop sticks and green card for children to put their name on their cup.
Assessment strategies: I will record the answers children give to the open-ended questions after the demonstration of the chart and shared-sustained thinking.
I will observe if the children remember the order of the layers of soil and earth while putting them into their cup.
Stage
Approx.
Pre-service teacher’s actions
Child actions/tasks
Plan for all stages of
the experience
time
(Full day?
Morning?
Specific
time? e.g.
12-1pm)
What will you do during this time?
What prompting questions might you need to
prepare? How might you assess and record
learning?
How will you cater for individual differences?
What will the children be doing during this time?
Sitting the children in group circle outside and
asking about where soil comes from and leading to
discussion in soil coming from the ground.
The children can ask questions and answer questions such as
'Where does soil come from?'.
Stage 1
Introduction
How will you
introduce the
experience/concept(s)
and engage the
interest of the
child/children?
9.30-9.40
A chart will be used to show the layers of rock, clay,
sand and soil and I will speak about each one. I will
explain which animals live in each layer.
The children will attempt to name each layer as I point and
guide them.
Stage 2
Main body
Describe the
experience: what will
children be doing?
How will concepts/
issues be explored?
List at least three
focus questions
relating your
learning objectives to
be asked of the
children.
Stage 3: Conclusion
How will you
conclude the
experience? Reflect
on learning with
children?
How will you
encourage a smooth
transition to the next
experience?
9.40-10.35
I will lead the children over to a work station
outside. The table will have four containers with
soil, sand, clay and rock for the children to scoop
into their cup in the correct order. The chart will
guide the children.
The children will sit at the table and scoop rock, clay, sand and
soil into their cup and top it with a tree that they write their
name on. This activity transfers their learning from group circle
into hands-on learning (DEEWR, p.36 2009).
I will let the children choose a toy bug for the soil on When the children have finished layering their cup they choose
top and tell them to write their name on a tree name
a bug to put on the top and place a paddle pop stick tree with
tag. I will tell the children they can take it home and their name on it.
tell their families about the layers.
Evaluation and self reflection:
This was the most successful and enjoyable lesson for the children. It was not too complicated like the previous two and the children were able to relate to and
remember the names of each layer of soil and earth. The only downfall was that it rained and had to be done inside. The chart was effective to use during circle
and also up at the work station, as a guide, while the children made their layers of soil. The children had been learning about seeds and plants, so the lesson
drew on prior knowledge and enabled children to construct their own learning through hands-on experience (Mcleod, 2008). The children were interested in
discussion about the animals that lived in each layer of soil and they were further excited to choose a toy bug to put in their cup.
(Figure 1. The Layers of Soil, May 23 ,2014).
(Figure 2. The End Result, May 23, 2014).
Follow-up:
The children enjoyed the activity so much, so it was arranged with the teacher that the children could play with the tubs of sand, soil, rocks and clay during free
time and the left over bugs were put into the tubs for exploration and imaginative play (DEEWR, 2009).