Background information for “What is Soil” lessons
The enduring understanding for these lessons of study is for students to understand
how to test predictions and examine data to solve problems. Students will be predicting if
all soils contain organic materials, inorganic materials, water and air. They will also
predict if all soils contain similar amounts of these components. Within guidelines, they
will learn to test for each soil component.
Soil is like the life support system of our world. All food webs originate with plants
as producers. Most plants need soils to live. Soil is the product of erosion, weathering and
biological cycles. The contents of soil depend on the parent materials, or the
rocks/mineral, plants and animals in a given environment. As plants and animals die and
decompose, humus is formed from their remains. Humus fertilizes and enriches the soil
as it contains nutrients and improves the soil's ability to hold water and air. It takes
thousands of years for soil to form making it a precious natural resource. Soils contain
varying amounts of nutrients for plants and soil dwelling organisms.
Outline for What is Soil?
Sessions
4th grade core
objectives
addressed
Curriculum
area (s)
addressed
Materials
Session 1
What is Soil?
Language Arts
Objective 1
Develop language
through listening and
speaking.
Science Standard 3
Objective 3 Observe
the basic components
of soil and relate the
components to plant
growth.
Science/Language
arts
Big BookWhat Is
Soil?
Sunshine
Science
Series-The
Wright
Group
Session 2
Science Standard 3
Objective 3 Observe
the basic components
of soil and relate the
components to plant
growth.
Science
Math
Language arts
Journal 1,2
Soil Observation
Math Standard 4
Students will
understand and use
measurement tools
and techniques.
Soil samples
Hand lenses
paper or
plastic to
cover
tables- (light
color is
best)
balance with
gram
weights
Assessment
Journal rubric
Activity
resources
Read
Aloud
What is SoilISBN:07802-2795-6
Observe
soil for
it’s
Components
Dirt Secrets
in the SoilUtah
Agriculture
in the
Classroom
Soil
Component
Chart
Session 3
Testing for air and
water
Science
Science Objective 3
Observe the basic
components of soil and
relate the components
to plant growth.
Journal 3
cup
water
brown paper
towel
3-soil
samples dry, moist,
wet
Journal
Rubric
Groups
Test for
air and
water in
soilestimate
amount of
each
Dirt Secrets
in the SoilUtah
Agriculture
in the
Classroom
Soil
Component
Chart
Session 1- What is Soil
Guiding question- What do you think soil is make of?
1. Before you begin write” IOWA” on a piece of chart paper, leaving room under each letter to list examples of these components as
they occur in the book. “I” stands for inorganic materials like minerals and rocks. “O” stands for organic materials like decomposing
leaves, insects and wood. “W” stands for water. “A” stands for air. Most soil also contains many microorganisms. While they are not
the soil, they live in the soil and are often part of the cycles which create soils.
2. Activate prior knowledge about soil by asking, “When you think of dirt or soil, what ideas come to mind?”, “What do you think soil
is made from?” Read aloud the big book, What is Soil? (Any book that explains the components of soil may be used). Stop and
discuss with students as unfamiliar vocabulary arises. Allow children to make connections between the text and their own experiences.
Ask students to share with a partner every few pages to facilitate comprehension. Reading this book aloud will take more than one
sitting.
3. As you read and come across examples of the materials soil is made from, point these out and have a child scribe them under the
appropriate letter of the chart. Students will soon begin to look for these examples. Allow them to add soil elements to the chart.
You may also wish to include explanations, or similar words for each component. For example humus is another word that describes
organic material and is made from decomposing plants and animals.
4. Let students know that they will be observing soil in another session and looking for the IOWA components.
Session 2-Soil Observation
Guiding Question: Do all soils have organic materials? Do all soils have the same amount of
organic material? How do you know?
Have a different soil sample for each group of 4/5 students. Ask students to bring these in or collect
them from different locations so that you have a variety. Cover tables or groups of desks with paper
or plastic.
1. Review what soil is made from (IOWA). Explain that each group of 4/5 students will be looking at a sample of soil and trying to
find organic and inorganic materials. Explain that they will test for air and water in the next session.
2. Show students the Journal Sheets 1, 2 and Rubric. Explain that you want them to use good scientific observation skills to record
their observations in full sentences. They are also to draw and label a picture of their soil sample. Show them the balance and ask,
“What could we measure as we observe the soil samples”. (Students should have had prior experience with the use of balances) If
needed, prompt them to weigh the soil sample as a whole as well as the organic and inorganic materials they separate from the sample.
After comparing soil samples as a class, this will lead them to understand that soils have varied amounts of inorganic and organic
matter based on their origins and parent materials. Not all soil is the same.
3. Allow students to observe the soil samples and complete journal entries. You may need to support students as they try to figure out
the percent or fraction for the amount of organic material in soil Move from group to group prompting and asking questions as
needed to support their observations. When they share with you something they find in the soil sample, ask, “Is that organic or
inorganic material?” Encourage sharing and use of the vocabulary soil, organic, inorganic, minerals, and sediment etc.
4. Have students complete the journal rubric.
5. Encourage students to share their observations and journal entries with the class (author’s chair fashion). This is the time that
students can reflect on their own work as well as get ideas form others.
Session 3-Testing for Air and WaterDo all soils have air and water? Do they have the same amount of air and water? How do you know?
Prepare three ½ cup soil samples for each group, one that is dry, one a little moist, and one very moist. Label the plastic bags 1, 2, 3from dry to wet. Cover each table or group of desks with paper or plastic.
1. Show the students the Journal Sheet 3 and the Rubric. Explain that they are to record their observations in full descriptive sentences.
Explain that each group will be testing for air and water in 3 soil samples.
2. Hold up a paper towel and let students know that they will be using the towel to measure the water in each soil sample. Let students
know that they will need to use the entire half cup of each soil in order to have an accurate test. Students will use different methods
(i.e. some will squeeze each sample in the towel; others will just sit the samples on the towel) to test for moisture. Ask each group to
be sure and decide how they will know which sample has the greatest and least amount of water. You may wish to review or talk
about the words control and variables at this time. How ever they use the paper towel it should be consistent through all three
samples.
3. Show the cup and water. Ask students what they will see if you pour water over soil in a cup. Demonstrate using a dry soil sample
and point out the bubbles rising to the top. Ask, “What are these?” (They are air bubbles rising to the top.) Tell students that they can
measure air bubbles by counting the number of bubbles and perhaps comparing the size of bubbles that rise. Ask them to remember to
predict which soil sample will have the most air bubbles.
4. Allow students to perform the tests and record their observations. Again circulate and ask questions to support student thinking.
Encourage sharing of observations and use of the vocabulary such as soil, air bubbles, observe.
5. Ask each group to choose a spokes person to share their data. Allow for questions and discussion. Were their differences from
group to group? How did each group test for water in their samples? Which soil samples seemed to have the most air? The least air?
6. Give students time to adjust their journal entries and complete the rubric.
Extension: Use an online graphing program and have student graph the results of their soil components tests making a pie
graph.
Soil Journal 1
Name: ____________
Draw and label your soil sample with as much detail as possible. Be sure to use your hand
lens.
Soil Observation 2
Name: _______________
Hypothesis:
About what fraction or percent of this soil sample is organic matter? __________________
Predict weight of the Soil sample: ________ Actual Weight: _________
Science Vocabulary: humus, soil, organic, inorganic, gravel, course sand, fine sandy, clay, silt,
decomposing, leaves, insects
Organic Material found
Total weight of organic materials:_____
Inorganic Materials Found
Total weight of inorganic materials:_____
Actual percent or fraction of organic materials based on weight: ________
Testing for Air and Water in Soil-Journal 3
Name: __________
Soil Sample 1
Draw the paper towel after testing
Soil Sample 2
Draw the paper towel after testing
Soil Sample 3
Draw the paper towel after testing
Draw the water bubbles
Draw the water bubbles
Draw the water bubbles
About how many bubbles? _____
About how many bubbles? _____
About how many bubbles? _____
Which sample has the most water? ___________ How do you know? _________________________________
Which sample has the most air? ___________ How do you know? ___________________________________
Journal Rubric
Name:
Journal Elements
Total Points:
Proficient
Room for
improvement
More attention
needed to this skill
Drawings are neat
10
9
8
7
6 5
4
3 2 1
Writing is legible&
descriptivecontains 6 or more
relevant
observations
10
9
8
7
6 5
4
3 2 1
Drawings contain
details about the
soil and labels
10
9
8
7
6 5
4
3 2 1
Science Vocabulary
Is used
10
9
8
7
6 5
4
3 2 1
Measurement, data
or references to
size, number and
scope are included
10
9
8
7
6 5
4
3 2 1
Comments
Soil Resources:
Soil Lesson and a great videohttp://extension.usu.edu/aitc/cart/index.cfm?keywords=&category=0&secondary=15&Submit=Search
Graphing programhttp://nces.ed.gov/nceskids/createagraph/index.asp?ID=858F44E689CC2F68F
Soil Website
http://www.waite.adelaide.edu.au/school/Soil/index.html
On-line movies of soil creatures and components- Beyond the core but sure to answer student questions and
peak curiosity. Awesome!
http://www.agron.iastate.edu/%7Eloynachan/mov/
Good Basic Information- kid friendly
http://www.nrcs.usda.gov/feature/education/squirm/skworm.html