TEACHER NOTES

Learning Cycle Lesson Plan

By Dottie Pung

Soil Types 

LC 2

Objectives:

Exploration Phase:
Students will make predictions and compare the various types of soil through group activities.

Concept Introduction Phase:

The student will draw conclusions, compare findings, and hypothesize within small-group and whole-group discussions while incorporating the terms: sand, clay, and silt.

Application Phase:

The student will apply the concept in new situations by identification of various samples and discussion. 

Grade Level:
Elementary Science (grades 3-5)


Process Skills:
Recall, observation, predicting, controlling variables, hypothesizing

Materials:
Flasks or clear plastic cups – four per group (labeled a, b, c, & d)
Clay samples (label a)

Silt samples (label b)
Sand samples (label c)

Water (label d)

Small bowls or containers to hold soil
Three ziplock baggies

Sturdy poster board

Newspaper

Estimated Time:
100-110 minutes

Activity Notes:
(explanation of most likely results of activities)

Exploration Phase:

Students will work together in small groups to combine soil samples and make predictions.  Students will work with webpage to answer questions regarding their samples.  

Concept Introduction Phase:

Take a sample from each soil type and place it in separate Ziplock baggies.  Use these samples to discuss the different types of soil along with the concept introduction webpage.  As students describe the types and indicate characteristics, write notes beside the poster board samples.   Students should know the three soil types (sand, silt, clay) before continuing.  

Application Phase:

Students will identify the types of soil within their own samples of soil brought from home and apply the terms appropriately.  

Follow up:

If students are still having difficulty in identifying the different types of soil, you can follow up with an activity in which students fill glass jars with their samples and water then shake and watch the particles settle noting which particles tend to settle first, second, third.

Frameworks:
(DESE Science Curriculum Frameworks Addressed )

• Science K-4 I. Science Inquiry A. Processes of Scientific Inquiry, 2. What students should know:  sometimes two people can observe the same object or event and describe it differently.  a. What students should be able to do: carefully distinguish actual observation from ideas and speculations about what was observed; use information-processing skills to develop and clarify ideas and perspectives (1.5; 1.7)

• Science K-4 I. Science Inquiry A. Processes of Scientific Inquiry, 2. What students should know: words, pictures, numbers, models, and sounds can be used to describe objects and events.  a. What students should be able to do: create communications that describe and compare things in terms of number, shape, texture, size, odor, sound, mass, color, and motion (2:1; 2.4; 2.7)

• Science K-4 III.   Matter and Energy A. Properties, Characteristics and Structures of Matter, 5. Substances can occur either in pure form or as a mixture.  a. predict the properties of a mixture given the concentration of ingredients (1.6; 2.3; 3.5)  

• Science K-4 VI. Earth Systems A. Physical Systems, 7. Rocks, minerals, and soil have physical characteristics by which they can be classified.  a. classify rocks, minerals, and soils according to their physical characteristics (1.6; 1.8)
  

Standards:
(NSES Standards Addressed)

• Grades K-4, Science as Inquiry CONTENT STANDARD A:
  ASK A QUESTION ABOUT OBJECTS, ORGANISMS, AND EVENTS IN THE ENVIRONMENT. This aspect of the standard emphasizes students asking questions that they can answer with scientific knowledge, combined with their own observations. Students should answer their questions by seeking information from reliable sources of scientific information and from their own observations and investigations.  

• Grades K-4, Science as Inquiry CONTENT STANDARD A:
  PLAN AND CONDUCT A SIMPLE INVESTIGATION. In the earliest years, investigations are largely based on systematic observations. As students develop, they may design and conduct simple experiments to answer questions. The idea of a fair test is possible for many students to consider by fourth grade.  

• Grades K-4, Physical Science CONTENT STANDARD B:
  PHYSICAL SCIENCE PROPERTIES OF OBJECTS AND MATERIALS: Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. Those properties can be measured using tools, such as rulers, balances, and thermometers.
  
• Grades K-4, Earth and Space Science CONTENT STANDARD D: 
  EARTH AND SPACE SCIENCE: As a result of their activities in grades K-4, all students should develop an understanding of: Properties of earth materials; Objects in the sky; Changes in earth and sky.

Safety Considerations:

Wash hands after handling soil; select one group member to gather supplies, instruct on proper handling of flasks and beakers. 

Websites related to the topic:

www.utm.edu/departments/ed/cece/third/3l2.html

www.florence.ars.usda.gov/kidsonly/element/ke1.htm

References:

Missouri’s Icy Past Missouri conservationist v62, n12 p12-16. Dec. 2001

Teacher Education Goals Addressed:

Goal 1: The lesson addresses development through small group work that requires students to take responsibility through involvement. 

Goal 4: The lesson can be taught to reach a diverse group of learners because it has hands-on activities as well as writing for more concrete learners. 

Goal 8: The lesson's follow up discussions will help the teacher evaluate student understanding without the need for formal assessment.