Amber Taylor-Johnson & Jaime Kravitz
Integration of Science & Children’s Literature Lesson Plan
1. Fiction Book:
a. Diary Of A Worm by Doreen Cronin.
This book is a day-to-day account of a young earthworm living
in the soil. The journal entries by the worm describe his eating
habits, his schooling, and the important role he plays in our
earth’s soil. This is a very engaging book for students and will
peak their interest in the topic of soil.
2. Non-Fiction Resource Books:
a. The Science of Soil by Jonathan Bocknek
There is a lot of great information in this book about soil,
such as: the ingredients in soil, sources of soil, types of soil,
the layers of soil, animals found in soil, and the earthworm’s
role in soil. This book explains why soil is so important to
every living thing on the earth, and describes the many ways
soil can help us (like for growing vegetables, or for preserving
fossils, etc.). A great informational resource!
b. Nature Close Up: Soil by Elaine Pascoe
This book really goes into depth about what is in our soil.
There is a great activity in this book that we will be doing;
it will help our students understand the ingredients that
make up soil. This book also discusses the important role
soil plays in growing plants, as well as about earthworms
and other living things in the soil.
c. Wiggling Worms At Work by Wendy Pfeffer
This is a wonderful, informative, non-fiction picture
book that describes everything about earthworms:
from how they aerate the land, to how they help
produce rich soil. This book gives the reader a complete
understanding of the life of the earthworm, and how
important the earthworm is for soil production. This is a
very colorful, informational and age-appropriate book.
*All of the ideas for this lesson came from the books above, or were originally created.
3. Science Standards Addressed in this Activity:
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Amber Taylor-Johnson & Jaime Kravitz
Grade Level: 3rd Grade
Competency Goal 2: The learner will conduct investigations to build understanding of
soil properties.
Objectives:
2.01 Observe and describe the properties of soil:
o Color.
o Texture.
o Capacity to hold water.
4. Language Arts Objectives:
Competency Goal 3: The learner will make connections through the use of oral
language, written language, and media and technology.
Objective 3.01
Competency Goal 4: The learner will apply strategies and skills to create oral, written,
and visual texts.
Objective 4.09
5. Background Content Information Needed (information obtained from 3 resources
listed above):
o Soil in an important part of our planet.
o Soil is a home for plants, animals, and the tiniest living things.
o Soil is alive. It is a mixture of living material and non-living material.
o The living material in soil is called humus.
o Water, air, and bits of rock are the nonliving materials that make up soil.
o Scientists classify soil based on the amount of sand, silt, or clay in contains.
These soil ingredients help give soil their color. Usually darker soils have more
humus. Humus is the natural compost in soil; it contains all of the organic
material that cannot breakdown any further (this material end up being broken
down by the earthworms!)
 Sandy soils: feel gritty, light color.
 Silty soils: feel smooth, brownish color, can hold some water.
 Clay soils: feel slippery or sticky, they can hold a lot of water, dark brown
coloring.
o Earthworms are important in soil because the change dead plant material into
rich, new earth by eating dead matter in the soil and passing it through their
bodies. Plus they aerate the soil, which helps form under-ground waterways.
o Soil forms in layers. Top to bottom: topsoil, subsoil, parents material, and
bedrock. Beneath bedrock is solid rock.
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Amber Taylor-Johnson & Jaime Kravitz
6. Description of Science Activity:
Materials:
o Diary of a Worm book
o 5 clear jars with lids
o Soil: Top Soil, clay, rock, and sand.
o Water
o Coloring tools
o Pencils 4 Plastic Bowls
o 1 cup of each: Sand, Rocks, Clay, Potting soil
o Brads (one for each student)
o “If I Were a Worm” Journal
o “What is in Your Soil?” Worksheet
o “What is in that Soil?!” Worksheet
o “What is in that Soil?!” Overhead
Steps:
1. Read the Diary of a Worm. Feel free to ask brief comprehension/inquiry
questions to keep them engaged and assess understanding.
2. Now it is time for the class experiment!
a. Hand out the 5 jars filled with soil to the groups you have created.
b. Have the students observe the dry soil and write their observation in a
science journal.
c. Have the students fill the jars with water so that there is 2 inches above
(enough room for mixing the soil and water).
d. Next, put the lid on and have students shake it up (everyone can have a
turn to shake). Be sure that the soil and water are mixed very well. The
jar must then sit for several minutes.
e. In the meantime, pass out the premade “If I Were a Worm” journals. Go
through each page of the journal and briefly explain what each page is
asking. The students should fill in an answer on the lines, then draw a
picture that goes along with their sentences. Student should write in
their journal as if they were the worm (like in the story), using creative
ways to answer the question rather than simply stating an answer.
f. Now it is time to check back on the jars of soil. First hand out the “What’s
in your soil? Worksheet” and instruct them to observe the layers of soil
and draw the layers in the jar on the worksheet. Once the layers are
drawn, have them label each layer (Top Soil, Sub Soil, Parent Material,
and Bedrock). Discuss how each group’s jar of soil should be very
similar, but that there will be some differences.
g. Now, have a detailed discussion about the different components in soil as
well as their importance. Have 4 bowls at the front of the classroom,
each containing one of the four ingredients in soil (sand, dirt, humus,
and rocks). First, the “What is in that Soil?! Overhead” on the overhead
projector, which provides the importance of each component. Next,
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Amber Taylor-Johnson & Jaime Kravitz
show the class a bowl of humus (Top Soil) and explain that this is where
the worms live. Then, continue to discuss each component individually
using the overhead definitions. While discussing these ingredients, have
the students write the components and their importance upon “What is
in that Soil?! Worksheet” (writing one component in each section of the
circle). When each student finishes their definitions, hand each of them
a brad, in which you should show them how and where to place it upon
the spinner.
7) Assessments:
During the lesson, you can assess the students while reading the storybook by asking
comprehension questions. You may also assess their understanding of the importance
of earthworms based on their “If I Were A Worm” Journal. After the completion of the
“What is in your Soil Worksheet,” you may assess their observation skills as well as
their comprehension of the soil components.
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Amber Taylor-Johnson & Jaime Kravitz
“If I Were a Worm” Journal
* Cut these sheets in half and staple them together like a book
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Amber Taylor-Johnson & Jaime Kravitz
“What is in that Soil?!” Worksheet

 Cut these templates out.
On the spinner cover (to the right) cut a triangle fitting the ones on the pie chart circle
(so that only one triangle can be seen at a time, when spinning).
 Label the spinner cover: What is in that Soil?!
 Add a brad to the center of the spinner.
What is in that Soil?! Worksheet
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Amber Taylor-Johnson & Jaime Kravitz
What is in that Soil?! Worksheet/Overhead
What is Your Soil? Worksheet
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Amber Taylor-Johnson & Jaime Kravitz
Soil Shake-Up Experiment: Dry Soil
Soil Shake-Up Experiment: Soil with water after soil has settled.
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