2-Day Investigating Soil Samples: observing and identifying soils

Debra Ose
Northside Elementary
Benson, Minnesota
Originally created
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Summary

This description of this activity is a 2-day lesson: Day 1, Field Lab, Day 2, and Classroom Investigation.
In this field lab, children working in groups will collect 3 samples of soil from different locations. Each sample will be placed in a different Ziploc bag, the groups will label the bags and record in their notebooks the location of each sample, including 5 observations about the area near the location the sample was taken from. They will need to make a plan on how to record and label the bags and locations so when we return to the classroom they will have a system for knowing the location. Individually, each student will also include in his/her notebook a question about each area or the soil collected. Groups will discuss own observation/questions. Each group will share 2 observations they made and 1 question they are wondering. The groups will bring their soil samples back to the classroom. Once back in the classroom, the students will work to create a data recording system and develop an investigable question about the soil. The students will also have available other sample soils provided by the teacher. Students will use the materials and observe the soils and record their findings. The groups would share their data and create a class chart of the information. Ask: What can we notice from this information? What questions do you have about the information?

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Learning Goals

Students will observe and develop a deeper understanding that soils have similarities and difference.
Students will compare different types of soils.
Students will formulate questions to investigate about soils.
Students will practice recording observed and collected data.

Concepts:

The earth science concept of soils have different characteristics/properties will be observed, identified, and recorded. The concept that everyone can do science will also be addressed. Observation skills, communicating, comparing, asking questions, recording data will be further developed during this lesson.

Vocabulary:

-Soil

-Sample

-Sand

-Silt

-Clay

Context for Use

With little adaptations, this activity would be appropriate for learners in grades 1-2. The lesson begins with a trip to the local park, Ambush Park. A local outdoor area may be used. The activity begins in a whole group, later breaking into small investigating groups. This lesson is planned for 2 days: This lesson begins outdoors then returns to a regular classroom. On the first day, allow about 30-45 minutes of time to be spent at the park. On the second day, allow 30- 45 minutes in the classroom. Allow time to travel to outdoor location. Prior to the activity, work with collecting, group work, communicating, observing, recording, and questioning. Some prior classroom rules or procedures may need to be reviewed or established depending on how teacher utilizes or conducts movement within the classroom and away from the classroom. Develop small groups prior to the beginning of the lesson, consider group size, gender, strong personalities, levels of cooperation, be sure to include all levels of ability, etc. By the time we work with soil, my students have recorded observations and data results in several different ways, I allow them to create their own recording system at this time of the year. A quick review of different recording methods may be appropriate depending on student levels and time of the year.

Description and Teaching Materials

Materials:
o One-quart plastic Ziploc bags (3 or 4/group)
o Tablespoons
o Permanent markers
o A bag to carry samples to school
o Hand-lens
o Strainer/sifters
o Pie pans
o Student Science Notebooks
o Teacher soil samples (sand (different locations around the world), local field soil, potting soil, etc.)
Procedure:
Day 1 or Part 1

1. This is not the first lesson in the study of rocks, soils, water and air. The students will have worked with collecting materials previously.
2. Once at the park in the whole group, review expectations of outdoor work if necessary and set-up boundaries for collecting. Show available materials to collect the soil and markers, explain: each group will need to locate 3 different areas, collect soil, and record location of sample. You may need to discuss your plan.
3. Explain that each student will need to record 5 observations about each location or soil sample, to create a plan for recording the observations, and 1 question they are wondering about the soil or location.
4. Remind students of observing and recording those observations in their notebooks.
5. Groups set out to collect their soil samples and record their observations and questions. Teacher should be available to encourage communication, observing, recording and questioning. "What do you notice about the area? What are you wondering about..? Where have you collected samples? Check your recordings/labeling. Will the information help you identify your information when we return to the classroom? ... What could you do to make your recording and labeling more helpful? Would sketching anything be helpful?"
6. As groups finish collecting soil, direct them to an area to discuss their observation recordings and questions. Encourage them to return to the locations if they have more questions.
7. It may not take the entire time; when it appears that most/all groups are finished, gather the groups and ask the groups to share their observations. "Does anyone have something about their soil samples or location that you would like to share?"
8. Provide each group with a bag to carry their samples back to the school. Have the groups place their samples inside and set the bag aside.
9. "Before we start walking back to school, I would like you to think for a moment about: ..."
10. "Please think about the science we did here today. How do we know that notebooks please record your thoughts?" Invite a few students to share their thinking.
11. Return to the classroom & store the soils samples
Day 2 or Part 2
1. Allow the groups to take a new look at their collected soils. Allow them time to discuss/review what they observed yesterday and their questions. "Record any new observations or questions you may have."
2. Explain to the groups what equipment is available - hand-lens, sifters/strainers, sorting pans. Provide the groups with the soils you have gathered. Allow time for observing and investigating the different soils and materials.
3. When the time seems right, remind the students to look at their observations and data from the previous day's lesson. "What else are you wondering? What would you like to learn about the soils? Remember to record you observations. You can use charts like we have before."
4. Be available to guide and encourage further learning. Spot-check their notebooks.
5. When they have had plenty of time and most groups seem to be finished, ask the students to write a statement about their data. Something they can conclude: be sure the statement is not a statement of procedure. Possible statement starter: We found that... And anything they are still wondering about the soils.
6. Ask the groups to prepare a statement they would like to present to the group about their findings. Have the groups share their statements and their soil samples if that would be helpful.
7. Reflection: Write in your notebook: how yesterday's investigation and today's investigation are examples of everyone "doing" science.

Teaching Notes and Tips

If you haven't done a variety of data-recording methods, you will want to provide the students with a specific format. This may eliminate possible snags in the progression of the lesson. I teach our earth science unit in the spring so my students have had ample practice with different methods and have practiced recording data. Changing this part of the lesson will also change one of the goals and concepts being addressed. Provide ample guidance to ensure the safety of all students. In the past I would have provide the soil samples with little discussion about the samples. I would have given the students a chart for them to compete, examples of the chart headings - color, how does it feel, - in other words I would have provided the students with the questions to answer. I would have directed their observations to the "important" things to notice (important meaning what I saw as important). Now they will record in their own way the data and form their own questions of wonder.

Assessment

Observation of the students working in their small groups and contribution made by each group member will be part of the goal assessment. During the group work, the questions posed to the groups should also be taken into consideration of understanding of the goals and concepts. The data collected and recorded should be checked for evidence to support the student's observations. If a group recognizes similarities of the soils, pose questions to see if you can encourage the students to investigate further.

Standards

Students will observe and develop a deeper understanding that soils have similarities and difference.
Students will compare different types of soils.
Students will formulate questions to investigate about soils.
Students will practice recording observed and collected data.

References and Resources