Habitat Part 2 (See Mitze Olson's Activity for Part 1)

This activity is designed for students to examine soil and determine which soil will be the best for plant growth. The students will also investigate the effect of sunlight on plants and the importance of sunlight in producing chlorophyll. Vocabulary: chlorophyll, silt, humus, decay, nutrients, producer.

Grade 4, 26-28 students. This is the first activity following the introductory activity. (See Mitze Olson's activity) Other activities will follow concerning habitat, animal behavior, food chain, and food web.

This activity will initially take one class period of one hour. Plants will be checked periodically for two weeks.
Equipment:
Three types of soil: sandy soil, potting soil, clay soil.
Three containers with holes on bottom.
Six planting containers of equal size.
Rye grass seeds.
Water
Containers with mL markings to measure water amounts.
Book: There's a Hair in My Dirt by Gary Larson.
Nature Journal for each student.

Teaching Notes

This is a combination of activities previously taught in isolation. I've put the Description of Activity

1. The introduction to this activity will be reading the book There's a Hair in My Dirt by Gary Larson. Discuss the importance of soil and the role of worms in the growth of plants.
2. Allow the students to examine 3 different types of soil: sandy soil, potting soil, clay soil.
3. The students will conduct a soil percolating activity to determine which soil type allows water to move through quickly. Place the 3 different types of soil into 3 different containers with holes in the bottom. The students will predict which soil will allow the water to move through most quickly. Place 60 mL of water into each container. Allow 5 minutes for the water to pass through the soil capturing the drainage in different containers. Measure the amount of drainage for each to see which soil percolates the water the quickest.
4. Have the students predict in their nature journal which soil will be the best for plant growth.
5. Have the students create 2 growing stations. Each station will contain 3 identical containers. One container will contain sandy soil, one will contain potting soil and one will contain clay soil. Each container will be planted with rye grass.
6. The teacher will lead a discussion of what plants need to grow. Students will make a prediction in their nature journal as to what will happen in each station. One station will be placed in the sun and one station will be placed in a dark cupboard. Each station will be watered identically.
7. The containers will be checked every other day for 2 weeks. Students will draw and record results in their journals and make notes on their observations.
8. While this is occurring, the students will be following the remainder of the activities in the Food Webs and Chains module which includes the creation of a terrarium designed to develop a habitat for plants, insects and animals.
9. At the end of the 2 weeks the students will discuss the results of the experiment and develop the concept of plants as producers.

This is a combination of activities previously taught in isolation. I've put the activities in a different order and added activities to increase interest and comprehension. It is my hope that the students will have a better understanding of all of the concepts from the module by starting with this activity.

The activity will be set up and checked periodically as the students continue with other activities in this theme.

The students will write and draw observations in their journals. The teacher will use these and discussion responses as an informal assessment to determine understanding. At the end of the entire unit the children will be given a written test for assessment.

3.IV.C.2 Habitat
5.IV.F.1 Energy from the sun.