Grade 4
Science
Unit: 04
Lesson: 01
Suggested Duration: 9 days
Science Grade 04 Unit 04 Exemplar Lesson 01: Properties of Soil
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this
lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for
this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your
district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA
Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students will learn about and test various properties of soil. They will determine which soil best supports plant growth. Students will
connect the concepts with the contributions of scientists and careers that use soil science.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a
previous or subsequent unit. The TEKS are available on the Texas Education Agency website at
http://www.tea.state.tx.us/index2.aspx?id=6148.
4.7
Earth and space. The students know that Earth consists of useful resources and its surface is constantly
changing. The student is expected to:
4.7A Examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants.
Supporting Standard
Scientific Process TEKS
4.1
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations,
following home and school safety procedures and environmentally appropriate and ethical practices. The
student is expected to:
4.1A Demonstrate safe practices and the use of safety equipment as described in the Texas Safety
Standards during classroom and outdoor investigations.
4.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and
outdoor investigations. The student is expected to:
4.2A Plan and implement descriptive investigations, including asking well-defined questions, making
inferences, and selecting and using appropriate equipment or technology to answer his/her
questions.
4.2B Collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals
such as labeled drawings, writing, and concept maps.
4.2C Construct simple tables, charts, bar graphs, and maps using tools and current technology to
organize, examine, and evaluate data.
4.2D Analyze data and interpret patterns to construct reasonable explanations from data that can be
observed and measured.
4.2E Perform repeated investigations to increase the reliability of results.
4.2F Communicate valid, oral, and written results supported by data.
4.3
Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to
make informed decisions. The student is expected to:
4.3D Connect grade-level appropriate science concepts with the history of science, science careers, and
contributions of scientists.
4.4
Scientific investigation and reasoning. The student knows how to use a variety of tools, materials,
equipment, and models to conduct science inquiry. The student is expected to:
Last Updated 05/03/13
page 1 of 24 Grade 4
Science
Unit: 04
Lesson: 01
Suggested Duration: 9 days
4.4A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses,
metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders,
beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks timing devices, including clocks and
stopwatches materials to support observation of habitats of organisms such as terrariums and aquariums.
4.4B Use safety equipment as appropriate, including safety goggles and gloves.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 04 Science Unit 04 PI 01
Test three different mystery soil samples, and determine which would be the best for growing plants. Complete a data sheet, and write a report explaining
why this soil would be best; include the properties of the other soils that made them less favorable for growing plants.
Standard(s): 4.2F , 4.7A
ELPS ELPS.c.1C , ELPS.c.4D , ELPS.c.5F
Key Understandings
Soils have unique properties which make them useful in different ways.
— What makes sediments (sand, silt, clay) different from each other?
— Which type of soil has the best capacity to retain water?
— What are the properties of a soil that give it the ability to support the growth of plants?
— Is there a relationship between the capacity to retain water and the ability to support plant growth?
Vocabulary of Instruction
air
clay
gravel
humus
loam
minerals
nutrients
organic material
particle
sand
sediment
silt
soil
topsoil
water
Materials
book on soil (or other reference material as necessary to provide information to the students)
bottle (plastic, with misting top, about 8 ounce capacity, 1 per station)
bowl (large, plastic, to hold samples, 4 per class) - Optional
bucket (to collect the used soil, 1 per class)
clay (about 16 ounces per class)
cup (clear plastic, 8 ounce, 1 per group and 4 for the teacher)
graduated cylinder (250 mL, 1 per group)
hand lens (1 per student)
humus (about 16 ounces per class)
index card (3”x5”, 1 card per group)
measuring cups ([1/4cup, 1/3cup, and 1/2 cup], 5 sets per class)
measuring spoon (1/2 cup, 1 per bowl) – Optional
nylon hosiery (3”x3” piece, 1 per group)
potting soil (about 16 ounces per class)
resealable plastic bags (to hold samples, snack size, 1 bag of each sample for each group) - Optional
resealable plastic bags (to hold soil samples, 2 per station)
rubber band (1 per group)
safety goggles (1 pair per student)
sand (about 16 ounces per class)
seeds (beans, soaked for about 6 hours, 3 per group and 12 for the teacher)
soil samples (see Advance preparation, 1 of each sample per group): Sample 1: sandy soil, Sample 2: loam, Sample 3: clay soil
soil samples (see advance preparation, 2 per station)
soil samples for Capacity to Retain Water activity (see Advance Preparation, ½ cup of each sample per group) : Sample A:
sand, Sample B: sandy soil, Sample C: loam, Sample D: clay soil
timer (1 per group)
top soil (about 16 ounces per class)
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page 2 of 24 Grade 4
Science
Unit: 04
Lesson: 01
Suggested Duration: 9 days
water (for watering plants, about 30 mL per group)
water (in a container, about ½ liter per group)
water bottles (clear plastic, ½ liter or 1 liter, see Advance Preparation, 1 per group)
X­ACTO® or scissors (for cutting plastic bottles, see Advance Preparation,1 per teacher)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site
and are not accessible on the public website.
Handout: Examining Soils (1 per student)
Teacher Resource: Soils: Similar and Different
Handout: Planning Our Descriptive Investigation (1 per student)
Handout: Graphing Seed Growth (1 per student)
Teacher Resource: Instructions for Investigation: Capacity to Retain Water
Handout: Soil’s Capacity to Retain Water: Student Instructions (1 per group)
Handout: Soil’s Capacity to Retain Water (1 per student)
Handout: Soil: Formation, Management, and Careers (1 per student)
Teacher Resource: Soil: Formation, Management, and Careers KEY
Handout: Soil Scientists (1 per student)
Optional Handout: Mystery Soils PI (1 per student)
Teacher Resource: Performance Indicator Instructions KEY
Resources
None Identified
Advance Preparation
1. Prepare bags of soil for the Engage investigation. Label resealable, plastic bags with the names Sample A, Sample B, Sample C,
and Sample D. There should be two resealable, plastic bags of each sample. To prepare the samples, Sample A will be a sandtype soil. It should be 60% sand, 20% clay, and 20% topsoil. Sample B will be a clay-type soil. It should be 60% clay, 20%
topsoil, and 20% sand. Sample C will be a loam soil. It will be 40% sand, 20% clay, and 40% topsoil. Sample D will be humus. It
should be an organically rich soil, preferably with some organisms such as earthworms.
2. Soak the bean seeds for at least six hours before distributing to students.
3. Prepare the plastic bottles to create funnels and a container for collecting the water. Use the Teacher Resource: Instructions
for Investigation: Capacity to Retain Water as a guide. Each group will need one filter system.
4. Prepare soil samples for the investigation “Capacity to Retain Water”. The soil samples include: Sample A: sand, Sample B:
sandy soil (50% sand and 50% topsoil), Sample C: loam (a rich mix of sand, humus, and topsoil), and Sample D: clay soil (60%
clay and 40% topsoil).
The teacher has two options: pre-measure 1/2 cup of each sample or place each sample in a resealable, plastic bag and label
each bag with the sample name (example: Sample A). Alternatively, the teacher could supply a large bowl of each soil sample
and have each group measure out the amount they need (a 1/2 cup scoop is placed with each soil sample).
5. Prepare soil samples for the Performance Indicator: Sample 1: sandy soil (50% sand and 50% topsoil), Sample 2: loam (a rich
mix of sand humus and topsoil), and Sample 3: clay soil (60% clay and 40% topsoil).
6. Copy the Handout: Soil: Formation, Management and Careers as a two-sided handout. The two pages may need to be
printed individually, placed back-to-back for proper alignment, and then printed for student use.
7. Copy the Handout: Soil Scientists as a two-sided handout.
8. Prepare attachment(s) as necessary
Background Information
This lesson bundles SEs that address examining the properties of soils.
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page 3 of 24 Grade 4
Science
Unit: 04
Lesson: 01
Suggested Duration: 9 days
During this lesson, students will examine the various properties of soils including color, texture, their capacity to retain water, and their ability to support the
growth of plants.
The content in this lesson is very critical to student success because it contains concepts that directly provide foundation for Readiness Standards in Grade
5. Students will examine the various properties of soils including color, texture, their capacity to retain water, and their ability to support the growth of plants.
This content is critical as it is one of the few identified Supporting Standards for Grade 4.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Examining Soils
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Days 1 and 2
1. Divide the class into groups of 3–4 students.
Materials:
2. Distribute the Handout: Examining Soils, a pair of safety goggles, and a
hand lens to each student.
3. Say:
You will be rotating through four stations today.
The objective is to carefully examine soil samples.
Soil can be classified by four different properties:
Color (Usually, the mineral from the parent rock will determine
part of the color in the soil.)
hand lens (1 per student)
safety goggles (1 pair per student)
soil samples (see advance preparation, 2 per
station)
resealable plastic bags (to hold soil samples,
2 per station)
bottle (plastic, with misting top, about 8 ounce
capacity, 1 per station)
Size of its sediment grains (or pieces) that give different soils a
different texture
Attachments:
How well the soil holds water
Handout: Examining Soils (1 per student)
How well the soil supports plant growth
4. Say:
Safety Notes:
You will have about 15 minutes at each station. This will give you
enough time to make and record your observations. Remember to Students should be expected to wear safety goggles for this
wear your safety goggles during this investigation.
investigation.
When you hear me signal the first time, your group needs to
prepare the station materials for the next group.
When you hear me signal the second time, you will move to the
next station.
5. Inform students that two sections of this handout will be completed after
other investigations have been completed in the lesson.
6. Remind students how to waft to test the aroma of a substance. In addition,
demonstrate how a small pinch of the soil sample can be lightly misted with
water, in order to make the aroma more noticeable.
7. Students should be expected to treat any organisms in the soil, such as
earthworms or isopods, with respect. Soil with a high quantity of organic
material often will have more organisms.
8. Say:
During this investigation, you will complete the sections on the
Handout: Examining Soils for color, texture, aroma, appearance
with a hand lens, and other comments.
The section on capacity to retain water and ability to support plant
growth will be filled in as you complete other investigations.
Students may need a reminder of wafting techniques to
smell an object.
Students should be expected to treat any organisms in the
soil (such as earthworms) with respect.
Students should wash their hands after this investigation.
Instructional Note:
Monitor students to ensure they are using appropriate
techniques for observing texture and aroma.
Misconception:
Students may think that soil has always been
in its present form.
9. Allow students the opportunity to work through the four stations.
10. When students have completed the investigation,
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page 4 of 24 Grade 4
Science
Unit: 04
Lesson: 01
Suggested Duration: 9 days
Ask:
What makes sediments (sand, silt, clay) different from each other?
Students should be able to notice that the differences include: color,
texture, size of sediment particle, and appearance under a hand lens.
ENGAGE/EXPLORE – How Does Your Garden Grow?
Suggested Days 2 (continued) and 3
1. Discuss the results from the investigation completed during the last class.
Create a class chart to summarize each group’s results. Under each sample
heading, provide students with the composition of the sample:
2. Students should begin to understand that different types of soils have
different colors, textures, and appearance under a hand lens. Students may
have found pieces of gravel in the soil. It should be pointed out that it has
not broken down as much as other particles.
3. Project the pictures on the Teacher Resource: Soils: Similar and
Different.
4. Say/Ask:
Materials:
safety goggles (1 pair per student)
sand (about 16 ounces per class)
clay (about 16 ounces per class)
top soil (about 16 ounces per class)
potting soil (about 16 ounces per class)
humus (about 16 ounces per class)
measuring cups ([1/4cup, 1/3cup, and 1/2
cup], 5 sets per class)
cup (clear plastic, 8 ounce, 1 per group and
4 for the teacher)
water (for watering plants, about 30 mL per
group)
graduated cylinder (1 per group)
seeds (beans, soaked for about 6 hours, 3
per group and 12 for the teacher)
Describe the four pictures. What do you see in each picture? The
beach picture and rice field picture both have abundant water. The rice
field and temperate rain forest both show many plants.
Attachments:
In what ways are the pictures similar and what ways are they
different? Differences: temperature, amount of water, amount of
Teacher Resource: Soils: Similar and
vegetation, possibly differing amounts of rainfall; similar: all have soil
Different
Handout: Planning Our Descriptive
5. Ask:
Investigation
Handout: Graphing Seed Growth
What are the basic needs of a plant? Answers may vary, but
students should be able to recall, from prior grades, that a plant needs
water, light, air, and (most require) soil. A seed does not need light to
Safety Notes:
grow.
Students should be expected to wear safety goggles for this
investigation.
6. Say:
You will work in groups to plan and implement a descriptive
Students should wash their hands after this investigation.
investigation about the type of soil that will best support the
growth of a plant.
Your group will need to decide the type of soil(s) you will use and Instructional Notes:
tools you will need to conduct the investigation.
Descriptive investigations involve collecting qualitative
Your group will make and record (careful) observations over
and/or quantitative data to draw conclusions about a natural
several weeks.
or man-made system (e.g., rock formation, animal
behavior, cloud, bicycle, electrical circuit). A descriptive
investigation includes a question, but no hypothesis.
Observations are recorded, but no comparisons are made
and no variables are manipulated. (Texas Education
Agency. (2010). Texas Administrative Code (TAC), Title 19,
Part II Chapter 112. Texas essential knowledge and skills
for science).
7. Review the components of a descriptive investigation:
> Students will be collecting qualitative and/or quantitative data.
> Students formulate a question.
> No hypothesis is written.
> Observations are recorded.
> No comparisons are made (within individual investigations).
> No variables are manipulated.
8. Distribute the Handout: Planning Our Descriptive Investigation to each
student. Although student groups will come up with one plan, each student
is responsible for completing the handout. Allow time for groups to decide
upon the types and amounts of soil they will use for their investigation.
They should include a procedure for setting up the investigation and the
materials needed.
Last Updated 05/03/13
Science Notebooks:
Students will also need to create their own table or chart in
their science notebook to record observations.
page 5 of 24 Grade 4
Science
Unit: 04
Lesson: 01
Suggested Duration: 9 days
9. Once students show you the plan, they should have the opportunity to
measure and mix their soil, place the soil in the clear plastic cup, and plant
three bean seeds in the cup. The seeds in the cup should be watered. Only
about 30 mL should be used. Students will need a reminder to record how
much water they are using. The Handout: Graphing Seed Growth can be
used to record data. On days when no measurements are taken or no water
is given to the plant, a space should be left on the bar graph. Students will
also need to create their own table or chart in their science notebook to
record observations.
10. All cups should be placed in the same location, and all plants should
receive the same amount of water.
11. The teacher should set up one an investigation for each of the four soil
types (Sample A, B, C, and D) to ensure that students will be able to get
data in the event their plants fail to grow. Furthermore, when the teacher
sets up the investigation as well, it demonstrates ‘reliability of results’.
EXPLORE/EXPLAIN – Capacity to Retain Water
Suggested Days 4 and 5
1. Remember to make observations, including the addition of water, to the
seeds that are growing. Add the data to the Handout: Graphing Seed
Growth.
2. Students will be testing several soil samples in order to discover the soil’s
capacity to retain water.
3. Divide the class into groups of four students. Distribute one 3”x5” card to
each group.
4. Ask:
What do you think it means when a soil scientist wonders about
what type of soil has the best capacity to retain water? Choose
several students to respond to this question.
What properties of soil might increase the capacity to retain
water? Choose several students to respond to this question.
5. Say:
With your group, discuss and then write a working definition for
the term “retain”.
On the back of the card, write a brief explanation of how you
might measure how much water a soil sample could retain.
6. Allow each group to share the information on the card. (Collect the cards as
a formative assessment of student understanding of the term “retain” and
the process for measuring soil’s capacity to retain water.)
7. Show students the funnel and base system for the investigation. Use the
Teacher Resource: Instructions for Investigation: Capacity to Retain
Water to explain the procedure.
8. In order to ensure all students are participating, roles could be assigned:
> Materials manager: gets the soil samples
> Measurer: measures the water before pouring and after dripping into the base
> Timer: times the length of time it takes for the water to drip from the soil
> Recorder: records the information from other group members; shares the
information with the others on the team.
9. Hold up a container for collecting the soil samples. Explain to students that
the damp soil samples will be collected in the container and then recycled,
by putting it with soil already in the school yard.
Materials:
index card (3”x5”, 1 card per group)
water bottles (clear plastic, ½ liter or 1 liter,
see Advance Preparation, 1 per group)
rubber band (1 per group)
nylon hosiery (3”x3” piece, 1 per group)
X­ACTO® or scissors (for cutting plastic
bottles, see Advance Preparation,1 per
teacher)
timer (1 per group)
graduated cylinder (250 mL, 1 per group)
water (in a container, about ½ liter per group)
soil samples for Capacity to Retain
Wateractivity (see Advance Preparation, ½
cup of each sample per group)
Sample A: sand
Sample B: sandy soil
Sample C: loam
Sample D: clay soil
resealable plastic bags (to hold samples,
snack size, 1 bag of each sample for each
group) - Optional
bowl (large, plastic, to hold samples, 4 per
class) - Optional
measuring spoon (1/2 cup, 1 per bowl) –
Optional
bucket (to collect the used soil, 1 per class)
Attachments:
Teacher Resource: Instructions for
Investigation: Capacity to Retain Water
Handout: Soil’sCapacity to Retain Water:
Student Instructions (1 per group)
Handout: Soil’sCapacity to Retain Water (1
per student)
Check For Understanding:
10. Distribute the Handout: Soil’s Capacity to Retain
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page 6 of 24 Grade 4
Science
Unit: 04
Lesson: 01
Suggested Duration: 9 days
Water: Student Instructions (1 per group) and Handout: Soil’s Capacity
to Retain Water (1 per student). Answer any questions students may have
about completing the investigation.
11. Students have two days to complete the investigation and handout
questions.
12. After students have completed the investigation, they should return the
materials to a location specified by the teacher.
The data and questions on the Handout: Soil’s Capacity to
Retain Water can be used as a formative assessment of
student understanding.
Instructional Note:
Two days have been allowed for this investigation because
students need to test the soil samples under two different
conditions: dry soil and damp soil.
Science Notebooks:
Students should affix the Handout: Soil’s Capacity to Retain
Water into their science notebook.
EXPLAIN/ELABORATE – Careers That Depend on Understanding Soil
Suggested Day 6
1. Remember to make observations, including the addition of water, to the
seeds that are growing. Add the data to the Handout: Graphing Seed
Growth.
2. Distribute the Handout: Soil: Formation, Management, and Careers (1
per student)
Materials:
book on soil (or other reference material as
necessary to provide information to the
students)
3. Show a video clip found at: http://www.farmland.org/images/flash/apple.swf
4. After the video clip,
Ask:
Why is soil management important? There is limited land available on
Earth for food production. If we are not stewards of the resources on
Earth, there will be no nutrient-rich and toxin -free soil in which we can
grow our food.
Attachments:
Handout: Soil: Formation, Management,
and Careers (1 per student)
Teacher Resource: Soil: Formation,
Management, and Careers KEY
What are other reasons for managing soil? Answers may vary.
5. Read a book about soil.
Check For Understanding:
6. Guide students in the completion of the three sections of the Handout: Soil:
Formation, Management, and Careers.
7. Divide class into groups of 3–4 students. Provide students the opportunity
to complete the glossary of terms by discussing what they have learned and
forming their own definition. Students may want to include a visual to assist
with the understanding of the terms. The definitions provided on the
Teacher Resource: Soil: Formation, Management, and Careers KEY
are samples. It is not an expectation that students should define the terms
precisely this way. The information available through the elementary
GLOBE site (The Scoop on Soil) could be shown to students. There are
several pages that would assist students in the completion of the handout.
The Handout: Soil: Formation, Management, and Careers
can be used as a formative assessment of student
understanding.
Instructional Notes:
The video clip found at
http://www.farmland.org/images/flash/apple.swf illustrates
the importance of soil management.
(As an alternative activity, you could use the Grade 3 Unit 05
Lesson 03 Handout: Apple Model: Available Soil to
demonstrate available soil.
Students learned about the components of soil in Grade 1.
Information on soil components can be found in Unit 04
Lesson 01.
Students learned about the formation of soil in Grade 3.
Information on the formation of soil can be found in Unit 05
Lesson 03.
Science Notebooks:
Students should affix the Handout: Soil: Formation,
Management, and Careers in their science notebooks.
EXPLAIN/ELABORATE – Soil Scientists
Suggested Day 7
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page 7 of 24 Grade 4
Science
Unit: 04
Lesson: 01
Suggested Duration: 9 days
1. Remember to make observations, including the addition of water, to the
seeds that are growing. Add the data to the Handout: Graphing Seed
Growth.
2. After students have taken measurements, given the plant water, and
recorded observations,
Ask:
What are the properties of a soil that give it the ability to support
the growth of plants? The proportion of particles (sand, silt, clay, and
humus). It is important for soil to have enough spaces between the
particles to allow air and water in sufficient quantities.
Is there a relationship between the capacity to retain water and
ability to support plant growth? (Yes, a heavy clay soil can hold a lot
of water, but it also dries and forms a concrete-like soil. Sand has so
much space between the particles that water drains through quicklypicture the sand at the beach. Both of these conditions make it difficult
for plants to thrive.)
Attachments:
Handout: Graphing Seed Growth (from
previous activity)
Handout: Soil Scientists (1 per student)
Instructional Notes:
Students are expected to make connections throughout the
year with what they are learning and the scientists and
careers where the knowledge is used.
Creating timelines is a skill that aligns with Grade 4 Social
Studies TEKS.
3. Distribute the Handout: Soil Scientists to each student.
4. Say:
You have learned to make observations about the properties of
soil. You are investigating the type of soil that best supports the
growth of plants.
You have learned a little about the formation of soil,
management of soil and careers in soil science.
Now, we will learn about a few scientists who were pioneers in
soil science.
5. Read the booklet as a whole class activity. Some questions to use to guide
student learning include:
Page 2:
— What does a farmer do when practicing “crop rotation”? Each season they
plant a different type of crop in the field. Often, legumes (peas, beans, peanuts)
are planted in order to replace the nutrients (nitrogen) in the soil.
— Why might a farmer plant different kinds of grapes? Each type of grape plant
has different properties. Some may be resistant to heat, drought, or certain
insects. When a farmer plants a variety of grapes, there is a greater chance for
several varieties to survive if there is a drought, too much heat, or a specific
insect infestation.
— How would geographic location make a difference in the type of soil found in the location? Soils found in different locations are different because there are
different climates, organisms, rock types, and different topography.
— In what ways would soil found on a mountain be different from soil found in a desert (different topography)? Soils on a mountain may be slower to form
because there is often less vegetation to break down into humus. Soils in a desert
may be rather thin because the land surface is flat and the wind blows the top
soil away.
Page 3:
— How do you think earthworms help soil? Earthworms eat a large amount of soil.
When it comes out, it is rich in nutrients. Earthworms also tunnel through soil,
leaving spaces for air and water.
— In what ways might plants and animals have an impact on soil formation? In
a location where there are many plants and animals, there is a greater
opportunity for humus to form when the organisms die. In addition, plants and
animals
can break up rocks in the process of weathering to assist in the
formation of new soil.
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page 8 of 24 Grade 4
Science
Unit: 04
Lesson: 01
Suggested Duration: 9 days
— How does climate affect soil formation? Climate includes temperature,
humidity,
wind, and precipitation (as well as other factors). Since the climate varies in
different geographic locations, these conditions will affect soil formation.
6. Instruct students to complete the timeline on the back of the booklet. (aligns
to Grade 4 Social Studies TEKS)
EVALUATE – Performance Indicator
Suggested Days 8 and 9
Grade4 Science Unit04 PI01
Materials:
Test three different mystery soil samples, and determine which would be the best for
growing plants. Complete a data sheet, and write a report explaining why this soil would
be best; include the properties of the other soils that made them less favorable for
growing plants.
Standard(s): 4.2F , 4.7A
ELPS ELPS.c.1C , ELPS.c.4D , ELPS.c.5F
1. Refer to the Teacher Resource: Performance Indicator Instructions
KEY for information on administering the assessment.
soil samples (see Advance preparation, 1 of each
sample per group)
Sample 1: sandy soil
Sample 2: loam
Sample 3: clay soil
graduated cylinder (1 per group)
hand lens (2 per group)
safety goggles (1 pair per student)
Attachments:
Handout: Graphing Seed Growth (from
previous activity)
Optional Handout: Mystery Soils PI (1 per
student)
Teacher Resource: Performance Indicator
Instructions KEY
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page 9 of 24 Grade 4
Science
Unit: 04 Lesson: 01
Examining Soils
Sample A
Sample B
Sample C
Sample D
Color
Texture
Aroma
How the Sample
Appears Under the
Hand Lens
Capacity to Retain
Water
(This data will be added after
completing the investigation
“Soli’s Capacity to retain Water”)
Ability to Support
Growth of Plants
(This data will be added after the
completion of the groth graph.)
Other Observations
©2012, TESCCC
05/02/13
page 1 of 1
Grade 4
Science
Unit: 04 Lesson: 01
Soils: Similar and Different
©2012, TESCCC
beach
temperate rain forest
desert
rice field
05/02/13
Top row: Venegas, A. (Photographer) (2012). Cannon Beach [Print]. Venegas, A. (Photographer) (2012). Old growth forest [Print].
Bottom row: Microsoft. (Designer). (2010). Australia [Web Graphic]. Microsoft. (Designer). (2010). Rice field [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.
page 1 of 1
Grade 5
Science
Unit: 04 Lesson: 01
Planning Our Descriptive Investigation
Question for our investigation:
Materials: (Remember to include any safety equipment needed.)
Procedure:
Set-Up
Draw a picture of what your cup will look like when filled with
the soil(s).
1.
2.
3.
4.
5.
Data we will
collect and the
tool we will use
to measure
We will use these tools:
We will collect data on plant growth by:
©2012, TESCCC
05/02/13
page 1 of 1
Grade 4
Science
Unit: 04 Lesson: 01
Graphing Seed Growth
Title: ____________________________
30
28
Milliliters of water added
26
24
22
20
18
16
14
12
10
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Day
Title: ____________________________
11
10
9
Plant growth in cm
8
7
6
5
4
3
2
1
1
2
3
4
5
6
7
8
9
10
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Day
©2012, TESCCC
09/05/12
page 1 of 1
Grade 4
Science
Unit: 04 Lesson: 01
Instructions for Investigation: Capacity to Retain Water
1. Cut a clear water or soda bottle (1/2 liter or 1
liter) to create the funnel (top 1/3 of bottle) and
the base (bottom 2/3 of bottle).
2. Remove the cap from the bottle, and discard
it. Place a 2”x 2” piece of cheese cloth or
nylon over the top of the mouth of the bottle,
and secure it with a rubber band.
3. Place the funnel (top 1/3 of bottle) into the
base (bottom 2/3 of bottle). Students will
measure the soil into the funnel.
4. The teacher will specify the amount of water
students should measure into the graduated
cylinder. Students will pour the water over the
soil. As soon as the water has been poured
over the soil, the timer should be started.
When the water has drained into the base, the
timer should be stopped and the time
recorded. The water in the base should be
poured into the graduated cylinder. The
amount drained is subtracted from the starting
amount. The difference is the amount of
water the soil retained.
Venegas, A. (Photographer) (2012). Constructing a water funnel [Print].
©2012, TESCCC
05/02/13
page 1 of 1
Grade 4
Science
Unit: 04 Lesson: 01
Soil’s Capacity to Retain Water: Student Instructions
Materials:
 filter system

water


timer
graduated cylinder

soil samples (Samples A,
B, C, and D)
Procedure:
1. Place ½ cup of soil of Sample A into the funnel.
2. Measure 100 milliliters (mL) of water into the graduated cylinder.
3. Carefully pour the water over the soil in the funnel.
4. As soon as all the water has been poured into the funnel, start the timer.
5. When only a few drops continue to drip from the funnel, stop the timer, and record the time.
6. Carefully pour the collected water into the graduated cylinder. Accurately measure, and record this
amount on to your recording sheet.
7. Repeat the procedure again with the same soil sample. This is where you will get the data for the
section on “damp soil.”
8. After completing the procedure on both the dry soil sample and the damp soil sample, deposit
used soil sample into the container(s) provided by your teacher.
9. Repeat steps 1–8 for each of the remaining soil samples.
©2012, TESCCC
05/02/13
page 1 of 1
Grade 4
Science
Unit: 04 Lesson: 01
Soil’s Capacity to Retain Water
Data:
Dry Soil
Sample A
Sample B
Sample C
Sample D
Sample A
Sample B
Sample C
Sample D
Amount of Water
Poured in Funnel
(in mL)
Amount of Water
Drained Out
(in mL)
Difference
Damp Soil
Amount of Water
Poured in Funnel
(in mL)
Amount of Water
Drained Out
(in mL)
Difference
Questions:
1. Which dry soil sample had the capacity to retain the most water?
2. Which damp soil sample had the capacity to retain the most water?
3. Which type of soil has the best capacity to retain water? Justify your thinking.
4. Explain a real world situation where knowing a soil’s capacity to retain water is important.
©2012, TESCCC
05/02/13
page 1 of 1
Grade 4
Science
Unit: 04 Lesson: 01
Soil: Formation, Management, and Careers KEY
Formation
Management
Soil is made from four main
components: rocks and minerals,
humus (the organic material in soil),
air, and water. These components
are mixed together in different
proportions to give us different
types of soil. Soil scientists have
discovered more than 100,000
different types of soil worldwide.
One of the main reasons we need to Many careers depend on the
manage soil is because the topsoil
knowledge of soil. Some of these
is where the majority of our food is include:
grown.
Landscape design
Without using practices, such as
crop rotation, mulching with
Natural resource management
compost, and contour plowing,
there is the possibility of losing the Forestry
fertile soil needed for planting.
Clay soils are useful for building the Mining
foundation for roads.
Agriculture (both farming and
During the 1930s, soil was over
raising animals)
farmed and over grazed. In addition,
drought conditions dried the soil.
Archeology
High winds blew the topsoil away in
an event known as the “Dust Bowl”. Construction
After this event, soil conservation
became a science.
Soil conservation and erosion
control
The rocks and minerals are broken
down through the process of
weathering. Rocks can be
weathered by water, wind, and
changes in temperature (such as
freezing weather). Glaciers also can
weather rocks. The particles that
get worn away are deposited and
mix with air and water. The air and
water fill the spaces between the
bits of rocks, minerals, and humus
in the soil. Humus is formed by the
breaking down of dead plants and
animals.
©2012, TESCCC
Careers
Home gardeners
05/02/13
page 1 of 2
Grade 4
Science
Unit: 04 Lesson: 01
Glossary of Soil Terms
Glossary of Soil Terms
Particle: a very small portion of
matter; a small piece of something
Clay: the smallest grain size, or
sediment piece, that makes up soil.
When clay is wet, it feels sticky.
Sand: the largest grain size, or
sediment piece, that makes up soil.
It feels gritty.
Components: the parts of an object
or a system. In soil, the
components are air, water,
minerals, and humus (organic
material).
Sediment: the pieces of rocks and
minerals that are created by
weathering
Humus: the broken down remains
of plants and animals found in soil.
Humus can hold large amounts of
water and nutrients.
Silt: the grain size, or sediment
piece, that is smaller than sand but
larger than clay. It feels like flour.
Loam: a type of soil that has a
balanced mix of sand, silt, and clay
particles as well as humus
Soil: a mixture of water, air,
sediments (minerals), and humus
that covers most of the Earth’s land
surface
Minerals: the particles that form
rocks. Minerals are nonliving and
have specific properties.
Top soil: the top layer of soil.
Subsoil and parent material lie
beneath the top soil.
Nutrients: a substance that an
organism needs to live and grow
©2012, TESCCC
05/02/13
page 2 of 2
Grade 4
Science
Unit: 04 Lesson: 01
Soil: Formation, Management, and Careers KEY
Formation
Management
Careers
Soil is made from four main
components: rocks and minerals,
humus, air, and water. These
components are mixed together in
different proportions to give us
different types of soil. Soil
scientists have discovered more
than 100,000 different types of soil
worldwide.
As seen in the video, one of the
main reasons we need to manage
soil is because the topsoil is
where the majority of our food is
grown.
Many careers depend on the
knowledge of soil. Some of these
include:
Without using practices, such as
crop rotation, mulching with
compost, and contour plowing,
there is the possibility of losing
The rocks and minerals are broken the fertile soil needed for planting.
down through the process of
Clay soils are useful for building
weathering. Rocks can be
the foundation for roads.
weathered by water, wind, and
changes in temperature (such as
During the 1930s, soil was over
freezing weather). Glaciers also
farmed and over grazed. In
can weather rocks. The particles
addition, drought conditions dried
that get worn away are deposited
the soil. High winds blew the
and mix with air and water. The air topsoil away in an event known as
and water fill the spaces between
the “Dust Bowl”. After this event
the bits of rocks, minerals, and
soil conservation became a
humus in the soil. Humus is
science.
formed by the breaking down of
dead plants and animals.
©2012, TESCCC
09/05/12
Landscape design
Natural resource management
Forestry
Mining
Agriculture (both farming and
raising animals)
Archeology
Construction
Soil conservation and erosion
control
Home gardeners
page 1 of 2
Grade 4
Science
Unit: 04 Lesson: 01
Glossary of Soil Terms
Glossary of Soil Terms
Particle: a very small portion of
matter; a small piece of something
Clay: the smallest grain size, or
sediment piece, that makes up
soil. When clay is wet it feels
sticky.
Sand: the largest grain size, or
sediment piece, that makes up
soil. It feels gritty.
Components: the parts of an
object or a system. In soil, the
components are air, water,
minerals, and humus (organic
material).
Sediment: the pieces of rocks and
minerals that are created by
weathering
Silt: the grain size, or sediment
piece, that is smaller than sand
but larger than clay. It feels like
flour.
Humus: the broken down remains
of plants and animals found in
soil. Humus can hold large
amounts of water and nutrients.
Soil: a mixture of water, air,
sediments (minerals), and humus
that covers most of the Earth’s
land surface
Loam: a type of soil that has a
balanced mix of sand, silt, and
clay particles as well as humus
Minerals: the particles that form
rocks. Minerals are nonliving and
have specific properties.
Top soil: the top layer of soil.
Subsoil and parent material lie
beneath the top soil.
Nutrients: a substance that an
organism needs to live and grow
©2012, TESCCC
09/05/12
page 2 of 2
Create a timeline using the information you just read.
Include the name of the soil scientist, the date when they made their contribution,
and the significance of their contribution.
Olivier de Serres was one of the
first soil scientists who
recommended the practice of
crop rotation and
complimentary planting. He
published his work around 1600.
The area where he lived in
France was known for
growing grapes. To minimize the
Olivier de Serres risk of crops failing, Olivier recommended planting 4–5
different types of grapes. He also suggested
planting different crops in the same area each year
in order to allow the soil to improve by
replacing the nitrogen in the soil.
In 1883 a soil scientist from
Russia named Vasily
Dokuchaev, explained that soil
can be classified by where it is
found: geographic location; the
weather in that location: how
much water is in the area); what
kind of organisms are in the
area; and the topography of the
land.
Vasily Dokuchaev
Around the year 1837,
Charles Darwin presented a
paper to the Geological Society in London,
England. Darwin’s paper
was about his observations
on soil formation. He
believed earthworms played
a role in the decomposition
of organic material.
Charles Darwin
While in school, Eugene Hilgard
studied chemistry, geology,
zoology, and botany. He applied
his knowledge of these subjects to
the study of soils in the southwestern states between 1881 and
1883. He demonstrated that the
physical and chemical
composition of soil was
dependent on the geology of the
area. He also believed that plants
Eugene Hilgard
and animals had an impact on soil
formation. In 1892, he published a paper
describing how climate was another factor in soil
formation.
Pictures courtesy of Wikipedia. The images are in the public domain. PD-US-1923abroad|out_of_copyright_in=1839, 1903, 1884.
other_versions=http://www.oac.cdlib.org/ar
Grade 4
Science
Unit: 04 Lesson: 01
Mystery Soils PI
Sample 1
Sample 2
Sample 3
Color
Texture
How the Sample
Appears Under the Hand
Lens
Capacity to Retain Water
Other Observations
The soil that I have determined to be best for growing plants is Sample _____________.
Justification:
(Remember to include why the sample you have chosen would be the BEST and why the properties
of the other soils that made them less favorable for growing plants.)
©2012, TESCCC
05/02/13
page 1 of 1
Grade 04
Science
Unit: 04 Lesson: 01
Performance Indicator Instructions KEY
Performance Indicator

Test three different mystery soil samples, and determine which would be the best for growing
plants. Complete a data sheet, and write a report explaining why this soil would be best;
include the properties of the other soils that made them less favorable for growing plants.
(4.2F; 4.7A)
1C; 4D; 5F
Materials:




soil samples (see Advance preparation, 1 of each sample per group)
 Sample 1: sandy soil
 Sample 2: loam
 Sample 3: clay soil
graduated cylinder (1 per group)
hand lens (2 per group)
safety goggles (1 pair per student)
Attachments:


Handout: Graphing Seed Growth (from previous activity)
Optional Handout: Mystery Soils PI (1 per student)
Instructional Procedures:
1. Remember to make observations, including the addition of water, of the seeds that are growing.
Add the data to the Handout: Graphing Seed Growth. The seeds will continue to grow, and
students should be encouraged to take the measurements of their seedlings for at least another
week. After results have become evident (some plants growing better than others), the teacher
should facilitate a discussion about the differences in the soil used to plant the beans.
2. Provide students with three different mystery soils and the materials and tools necessary to
complete tests, such as the hand lens, graduated cylinder, and funnel and base system.
3. Distribute the Optional Handout: Mystery Soils PI, or instruct students to create data tables in
their science notebooks to answer the Performance Indicator.
4. Share Performance Indicator rubric or expectations with students prior to students beginning the
assessment.
5. Answer any questions students may have regarding the assessment.
Instructional Note:
Students could be permitted to use the information in their science notebook as a reference tool.
©2012, TESCCC
05/02/13
page 1 of 1