Children’s Literature Science Lesson
3rd Grade-Soil
Kristen Bumgarner
Books
Fiction
“Diary of a Worm” by Doreen Cronin
This is the day to day diary accounts of a worm. He begins by talking about how
he digs through the ground and that the earth gives him everything he needs. He plays
with his spider friend and realizes that there are things a spider does that a worm should
not, like hanging from a tree. He goes to the surface when the ground is really wet but has
to be cautious he won’t get stepped on. He makes fun of his sister by saying her head
looks the same as her back end, and says hello to 600 ants passing by. To compare
himself to humans, he says that he likes being a worm because he doesn’t have to go to
the dentist, doesn’t have to take a bath, and can track mud in the house. Through the
funny diary accounts, we learn many informational things about worms and their
surroundings like soil.
Non-Fiction
“Dirt” by Steve Tomecek
This is an informational book about soil told by a star-nosed mole. It starts out
with simple observations like how dirt can be light or dark, soft or sticky. The book goes
through what makes up soil, the different types of soil, and their properties. Then it talks
about the 300,000 living things in the soil other than just plants. Below the surface many
insects depend on the soil and soil depends on them. The book finally describes the
different layers of soil and how different types of soil provide different uses. We depend
on soil to live because all of the things we eat grow from the soil or depend on it. This
book is a fun read with several illustrations that gives general information about soil and
the living things in it.
“A Handful of Dirt” by Raymond Bial
This book is full of wonderful photos and information about soil and the things
living in it. It begins with showing photos demonstrating how soil is everywhere. Then it
begins showing and telling about the animals, insects, and even bacteria that live in the
soil. Moles, earthworms, mushrooms, ants, ladybugs, and several other photos are shown
so that a visual can go along with the text. The book then moves into a section explaining
what “good soil” consists of and how it’s made. Plants rely on this “good soil” to grow
well. The book then tells you how to make your own compost by stacking fresh soil
combined with fresh compost then simply leaving it alone. It briefly mentions the erosion
of soil, and then reiterates its importance to us. This book is very good for it’s photos and
instruction concerning what lives in the soil.
“Down to Earth” by Melissa Stewart
This kid friendly book is full of large photography and demonstrations of how to
observe soil. It gives ideas for observation about the soil in order to learn more about it.
Children are encouraged to dig up soil samples and compare them. They also can visually
see what soil is made of by placing soil in a jar with water and shaking it up. Then by
letting it sit for a while, children can see the rotting material on top of the water. Through
these experiments, the book gives information through out about the observations they
should be seeing. The book then moves more towards rocks and how they are made.
Children are once again, encouraged to observe the rocks around them and compare and
contrast what they find. The book also provides a few more activities, a glossary, and
other books to find more information about the earth below us.
Third Grade Curriculum
Science
Goal 2-The learner will conduct investigations to build an understanding of soil
properties
Objective 2.01
Observe and describe the properties of soil:
Color.
Texture.
Capacity to hold water.
Objective 2.02
Investigate and observe that different soils absorb water at different rates.
English
Goal 3- The learner will make connections through the use of oral language, written
language, and media and technology.
Objective 3.05
Background Information
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Soil- The mineral and organic material on the surface of the earth.
Soil is very porous and worms aid in the aeration of the soil by digging tunnels.
Soil forms from the combination of eroded materials breaking down to form
differing layers and sizes of soil.
Layers of soil from top to bottom are:
Humus -made of dead plants and leaves mostly
Topsoil-rich, brown color and where plants roots are
Subsoil- Can be red or yellow and usually contains clay. No organic matter
Parent Material-rocks and sediments that are broken down that formed the other
soil layers.
Soil has a mix of sizes in sediments being gravel, sand, silt, and clay. (largest to
smallest)
The rate of water absorption and filtering differs for each type of soil. The smaller
the soil type, the more water it can hold.
Activity (After Reading “Diary of a Worm”)
Materials:
Newspaper/ plastic table cloths (for lining table)
Soil samples of clay, silt, and sand
Coffee Filters
Funnel (can be made from plastic bottle top)
Cups able to hold funnel (may use bottom of bottle)
Dixie cups/small cups to hold water
Paper Towels
Table Worksheet
1. You will need 3 types of soil for each group of 4 students. To prepare the soil,
place coffee filters into the funnels and then place the funnels into a cup. Place 1
type of soil into each coffee filter, making sure that each group of 4 receives each
type of soil.
2. Line groups of desks or tables with newspaper and place the soil samples on the
desk along with 3 Dixie cups per table and 1 paper towel per student.
3. Ask students, “What is soil?” Get students answers and lead them to correct
answer.
4. Tell students that we are becoming soil scientists for today and we need to
observe our soil. Have students try to identify the soil before you tell them which
each type is.
5. Give out the worksheet (attached) and tell them to answer the questions in the grid
on the side with their name. Demonstrate briefly how to fill in the table correctly.
6. At this time, students should begin observing their soil according to the questions
on the table and working on their worksheet. While they are working, draw a table
on the board like they have.
7. Once everyone has completed the table, fill in the classroom table (table on the
board) together.
8. Ask students, “What does the word absorb mean?” Lead them to correct answer.
9. Tell them that our next task as soil scientists, we will find out which soil absorbs
the most water.
10. Have students place 1 dixie cup full of water into each type of soil.
11. Ask students what they see. If they see that no water has leaked out, this means
that the soil has absorbed the water. If they see that the water is still sitting on top
of the soil or has leaked through the funnel, this means that the soil doesn’t absorb
the water as well.
12. In their groups, have students complete the back side of their worksheet about
absorption. Do not give students the answer because this is part of their
assessment.
13. As students are working on their worksheet, begin cleaning up the materials and
have students either sanitize or wash their hands.
Activity #2- The Mystery of the Lost Necklace
Materials:
 4 soil samples in plastic bags (from a driveway, from an area with water, from a
field, from the woods)
 Drawn out version of Mrs. Magoo’s property
 A boot (optional)
 Detective notes worksheet
After review and any questions tell students the following:
The police heard the class was learning about soil so they thought that you could help
them with a very important case. The police sent me an email and this is what it said
(Read with enthusiasm!!):
Dear Ms. Bumgarner,
We need your class’s help figuring out a case. We heard that you all are certified soil
scientists now and figured that you could crack this case for us. Someone has stolen Ms.
Magoo’s precious, $12,000,000, super rare, diamond filled, 100 year old necklace and
buried it somewhere on her property. After they buried it, Ms. Magoo’s gardener caught
the thief. The thief refuses to tell the police where he buried it, but luckily we have his
boot with soil samples on it. You would think this would solve our case, but
unfortunately we forgot to label the soil samples we took from Ms. Magoo’s property. So
in order to know what soil samples are on the boot, we have to know where they came
from on the property! Can you help us figure out this mystery? I have sent you a copy of
Ms. Magoo’s property and the soil samples. Ms. Magoo is going crazy without her
necklace. PLEASE HELP US!
Sincerely,
Chief Bradley Boone
Put up the property picture and the soil samples in jars that the “police” gave you. Give
out the detective notes worksheet and ask students to work in pairs to observe the soil.
Tell them they are welcome to pick up the samples, look at it, and use the property map
for help.
Give students 5-10 minutes to complete the worksheet.
Bring the class back together and complete a classroom Detective Notes together.
“Where did you think Soil (A,B,C,D) was from?”
“What characteristics about the soil made you think that?”
“What type of soil was it and how did you know?”
“Could the soil have been taken from somewhere else?”
After placing hypotheses on the classroom Dectective notes, tell children what soil was
on the boot.
“Chief Bradley Boone also sent me the description of the soil samples on the boot. It says
The first layer on the boot had small pieces of grass and small rocks on it. The second
layer was sticky and darker colored.
Where could the first layer have come from? How do you know?
Where could the second layer have come from? How do you know?
Take volunteers to come up to the property and draw an X where they think the necklace
is buried and explain why they think it is buried there.
After 4-5 students have drawn their X on the board, point out that we have differing
opinions.
Assessments
Activity 1-During the lesson I informally assess students of their understanding when I
bring the class back together to complete the “class table” on the board. By their answers
and suggestions I can see whether they are observing and realizing the concepts of the
soil that I want them to. When I bring the class back to my attention, I am guiding them
as well as checking their understanding.
To assess their understanding after the lesson, I will be able to look at their answers to the
back of the worksheet where they will draw and tell me which soil absorbed the most and
the least. By their answers, I can judge if they were listening and understood what
absorbed meant as well as what soils they were observing.
Activity 2- Have students to write a letter to Chief Bradley Boone telling him where they
think the necklace is buried and why.
They must include:
 soil type where they think it is buried
 where it is located
 why based on what they saw on the boot
Write on the board the requirements and how to start and end their letter.
Sources:
 “Science Through Children’s Literature. An Integrated Approach” Second Edition
By: Carol M. Butzow & John W. Butzow
Chapter 19. Pg. 116
 Mystery Casehttp://www.lessonplanspage.com/printables/PScienceSoilTypes.htm
Name __________________________________
© www
Detective Notes
Observe each soil and fill in the blanks.
1.
Soil A is from
__________________________________
2.
because
3.
Soil A is what type of soil? __________________________________
4.
Soil B is from
5.
6.
because
__________________________________________________________________________________________________
Soil B is what type of soil? __________________________________
7.
Soil C is from
8.
because
__________________________________________________________________________________________________
_________________________________________________________________________________________
__________________________________
__________________________________
9.
Soil C is what type of soil?
10. Soil D is from
__________________________________
__________________________________
11. because
__________________________________ ________________________________________________________________
12. Soil D is what type of soil?
__________________________________