Classroom Activity – Soil Exploration
Grade Level: Science 7, Environmental Science 20
Social Studies 7
Time Duration: 1 – 2 lesson periods with extensions
Description:
Students will learn data collection, sampling, and how to research by conducting experiments.
Overview:
In this lesson, students will explore the makeup of soil in Saskatchewan. Through hands on
experimentation students will investigate the makeup of soil in their local area. World views on
the importance of soil, pollution and contamination will also be covered.
Outcomes
Students Learning
Science 7 Earth and Space Science – Earth’s Crust and Resources
Investigate the characteristics and formation
I can;
of the surface geology of Saskatchewan,
- Know how to gather permission before collecting
including soil and identify correlations
samples
between surface geology and past, present,
- Understand soil classification by looking at
and possible future land uses.
characteristics such as sand, loam, humus and
clay composition
- Determine what needs to be in soil to help plants
grow
- Identify types of soil and what they are used for
Environmental Science 20 – Terrestrial ecosystems
Analyze soil as an integral component of
terrestrial ecosystem.
I can;
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Cross Curricular Competencies
Developing Identity and interdependence
Recognize the diversity or organisms found in soil
and be able to identify fungi, mycorrhizae,
insects, plants and protists
Experiment with types of soil mixtures using
black earth, compost, sand, peat moss,
vermiculite, loam and sand
Know what environment plant species need to be
able to thrive
Goal: Understand and value social, economic and
environmental interdependence and sustainability.
 Evaluate how sustainable development depends
on the effect and complex interaction of social,
environmental and economic factors
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Introduction:
Explore surface geology of Saskatchewan (map available through link below). Investigate the soil
in your local region.
Activity:
Collecting samples
1. Start the lesson by collecting various types of soil. Some possible ideas are; potting soil
or other commercial soils. Lead an excursion to a local area in which you have
permission to collect soil (school yard, local garden, farm yard) or have students collect
soil samples from their backyards or property. Label the samples with the location and
when it was collected.
2. How to collect samples: Using a soil auger, push auger down into the soil (about 4 – 6
inches) and lift to remove the core sample. Place soil in a plastic bag and label it as
described above. Using a shovel or garden trowel, collect sample by pushing the blade
into the ground to form a triangle. Remove the triangle and set it aside. Push blade into
the triangle hole again and remove a thin slice from the side of the hole. Remove the
slice of soil and place it in a bag and label it. The soil triangle can be replaced into the
ground. If collecting soil from multiple sites be sure to clean tools with water between
samples in each location.
*Note: care should be taken when collecting soil from areas in which there could be
contaminants. Proper safety equipment should be used.
Observing and testing
3. Once all soil has been collected place two small portions of the sample in a Petri dish
with a label indicating the location that it was collected. Use a clean Petri dish for each
sample. Do not place the entire sample into the Petri dish, reserve some for further
testing. Have students observe the soil in the Petri dish and make notes on the
appearance (colour, texture, and make up). Observe the soil using a stereoscope.
Determine if there are any organic or inorganic compounds. Further tests can be
performed using nitrite test strips to determine level of nitrite in the soil and pH meters
to determine the level of acidity of the soil.
Make Predictions:
4. At this point students can make predictions as to which soil sample would allow for the
best plant growth. Review the components in soil needed to grow healthy plants so
that students can make predictions as to which sample will produce healthy plants.
5. Select seeds to plant. Corn, bean, sunflower or grains grow easily. Have students
record what kind of seed they planted and when they planted. Plant the seeds according
to the instructions on the seed packages.
Conclusion:
6. Review the results from the entire class. Have students create posters or reports to
show the results of the soil that was selected. The posters can include charts showing
the plant growth over time, images and results of their individual experiments.
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Extension Activities:
A) Have students research soil from outside their eco-zone. Determine what the
differences are and what vegetation will grow in the region. If available, demonstrate
by growing plants that are found in areas with acidic soils (such as blueberries or rose)
versus alkaline soils (such as sunflower or peony).
B) Have students plant seeds in cups or containers that can go into the freezer. To simulate
different biomes, have students determine if they wish to have their cups in the sun,
shade, or freezer or even attempt to grow in water. This demonstrates extreme climates
and why some plants grow or don’t grow in certain biomes.
C) Students will learn the role of producers and decision makers by investigating what
happens to food before it gets onto your plate. Divide the students into three groups:
one group has soil and land resources, one has seeds that need to grow in specific soil,
and one group has fertilizer and equipment. The groups need to work together and
cooperate in order for all of them to benefit and produce a crop. Students will be
challenged to determine: How much soil to give away, how many seeds to use, and
what equipment is needed to grow this crop, and the costs are (both financial and
environmental). Further research can be conducted by reviewing the North American
Free Trade Agreement and other cross-border agreements.
Materials:
Soil samples, plastic bags, planting pots or containers, seeds, stereoscopes, Petri dishes, wooden
stir sticks, soil sampling auger or garden trowel.
Links to Saskatchewan Science Centre:
Richardson Ag-Grow-Land Exhibit
Where to go: “the Dirt on Dirt”
Soil is more than dirt! Saskatchewan soil is chernozemic which means it is
filled with organic matter. Because of this chernozemic soil is great for
growing crops. Look for other exhibits in Ag-Grow-Land about soil.
What to say: Why is soil so important to growing plants? What
characteristics are the best to plant crops in? Look at the layers of soil in
the picture. What do you see?
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Web Resources:
http://www.agriculture.gov.sk.ca/soil_zones_map ( soil zone map)
http://www.soilsofsask.ca/
http://www.planetnatural.com/composting-101/
http://www.soils4teachers.org/lessons-and-activities
http://www.aitc.sk.ca/educational-resources
https://agclassroom.org/
Key Word Definitions:
Chernozemic soil – soil that is high in organic matter and humus. The soil is usually found in
grasslands with climates that have cold winters and short but hot summers. Chernozemic soil is
used for growing cereal crops and raising livestock.
Brown Chernozemic soil – located in Mixed Semi-arid Grassland eco-region.
Dark Brown Chenozemic soil – moist Missed Grassland eco-region with darker soil surface
colour.
Black Chernozemic soil – located in the Aspen Parkland eco-region, which has a mix of Aspen
groves and grasslands with cooler temperatures.
Dark Gray Chernozemic Soil – located in the Boreal Transition eco-region where there is mostly
trees and natural vegetation.
Humus - is composed of mostly decayed plant material from microbial decomposition of plant
and animals. Humus contains compounds such as carbon, nitrogen, phosphorus and sulphur
which are all needed for plant growth.
Loam – A rich, crumbly soil containing a relatively equal mixture of sand and silt and a
somewhat smaller proportion of clay.
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