Science
How is Soil Formed
Content/Topic
Students will be introduced to how soil forms. First they will see a simulation
demonstration and predict whether it is soil or not. Then the students will
make a flip book on the factors that help soil form.
Teaching Strategy and/or Strategy
The teaching strategy will consist of verbal instruction and explanation from
the teacher to get the students to understand the process of soil formation.
There will be a demonstration at the beginning but the rest of the time will be
for students to work on their flipbook.
Outcomes
Grade 3
March 25, 2014
Equipment/ Materials
1.
2.
Soil pictures
Soil information page
Classroom Management
During the demonstration I will have
it at the front so all students can see it.
For the activity I will go over the
instructions as a class and have the
students read the descriptions to have
student involvement. I will circulate
the classroom to help students.
ES3.1 Investigate the characteristics, including soil composition and ability to
absorb water, of different types of soils in their environment
Indicators
a. Pose questions and make predictions about the characteristics and
composition of soils that lead to exploration and investigation (e.g., What
colours are soil? What does soil feel like? Where does soil come from? Is there
water in soil?).
Cultural Awareness/ First Nations Content
First Nations call rock ‘Grandfather Rock’. First Nations people say that rocks
are the oldest beings on Earth. They have been on Earth since the beginning of
time.
Background for Teachers
Moving water, wind, and changes in temperature can crack large rocks. Over a
long period of time, large rocks are broken into tiny pieces. These tiny pieces
are broken into smaller bits, or particles. These particles become part of soil.
Plant roots can also crack large rocks. Soil has spaces in it that are filled by
water and air. Dead animals and plants decay and break down into tiny pieces.
The rotted plants and animals in soil are called humus. Humus mixes with tiny
particles of rocks, air, and water to form soil.
How is Soil Formed
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Evaluation/Assessment:
The questionnaires will be handed in for grading. The first six questions will be out of one mark. The last question will be out of
two marks, as the students will have to have at least two reasons.
Set: (estimated time___10 min__)
Begin the lesson by showing the students the jar of ‘soil’.
For demonstration:
Put some rocks, sand, and clay and leaves into an empty jar and mix well. Add some water into the mixture. Then ask the students
“is this now soil?”
Take a class prediction to see who thinks it is soil. Have the students raise their hand as to who thinks it is and who does not think
it is. In the closure come back to this prediction.
Development: (estimated time___25 min___)
Explain to students that there are many factors that help soil form. Hand out the page that explains each factor. Ask the students to
read out the different factors on the page one at a time (air, water, animals, plants, climate, landscape, and time). Show the
students the pictures and explain to them that for the activity they are making a flipbook. They have to cut the pictures out and glue
them beside the right description. Once the students have glued them they will fold down the center and cut in-between the
descriptions. If students are done early they can work on a cross word.
Closure: (estimated time_____15 min_____)
Ask the class after they are done the flipbook if any of them think that the jar is soil? Did anyone’s prediction change? What factors
or factor makes it not soil? Emphasize with the students that soil formation is a long process, which takes many years. Soil
development takes a very long time. It may take hundreds or even thousands of years to form the fertile upper layer of soil. In poor
conditions, it may take thousands of years.
Adaptive Dimension:
For Tomi and Prince the pictures provide a good visual for them to see what each description looks like. The flipbook could be
created many different ways, such as making an actual book.
Professional Plan/Target:
My professional plan for this lesson is to focus on flow. I will first be doing the simulation, then have the students learn about soil
formation, and then come back to the simulation to explain why it is not soil.
How is Soil Formed
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