Chapter 5: Soil Classification, Soil Survey, and Interpretations of Soil

Chapter Summary

Every classification system has a purpose that begins with data collection. In the U.S., soil scientists began collecting soil data at the beginning of the 20th century to help farmers better manage their land. Soil maps were created that showed how soils with similar properties occurred on the landscape. Soil scientists noticed the ClORPT factors affected the kinds of soils that formed on local and regional levels. By the 1930s soils were grouped into larger categories based on those factors. In the U.S., Soil Taxonomy has six levels, from the broadest category with 12 soil orders to the smallest unit with almost 20,000 soil series. Interpretations use data to predict how soil properties will affect the suitability of a soil for use in agriculture and recreation, as well as for things like buildings and roads and urban development.

Learning Objectives

Students who complete this module will know and be able to:
  • Observe the patterns of soil types across the globe.
  • Describe the process of soil taxonomy.
  • Relate the 12 major soil orders to the CLORPT factors.
  • Explain how soil classification allows for selecting the most suitable uses of soil and reduces human impacts on natural systems.

Essential Questions

  • How do we know the best locations to farm?
  • How does soil vary around the globe?

Big Ideas

  • Soil survey and classification increases our understanding of soil properties, and soil resources how soil should be managed.
  • Mapping, surveys, and classification help identify prime farmland, highest land use, and best management practices, especially for agriculture.

Additional Teaching Materials

KSKL chap 5 PPT
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Supplemental Educators PPT file for Chapter 5 (PowerPoint 2007 (.pptx) 15.2MB Apr22 21)
Click the link above to download the file to your desktop or hard drive.

Printable Materials

Below are links to the printable PDF files used in this module. Educators may choose to print them ahead of class, or download and save them to their computer for future reference.

There are no printable files for this module.
Optional Student Worksheets for this chapter are provided below.

Student Worksheet in PDF for Chapter 5 (Acrobat (PDF) 73kB Nov7 21)
Student Worksheet in Word for Chapter 5 (Microsoft Word 2007 (.docx) 27kB Nov7 21)

Teaching Notes and Tips

Students begin this lesson with an introduction to the "how and why" of soil classification. Students then complete a brochure describing the characteristics of the soil in a given location. Students use a variety of web-based materials to learn about soil genesis and development and how it relates to soil taxonomy. Once students have a sense of soil orders, they link them to locations around the globe.

Time required : 300 minutes, or 6 class periods
Tools and Technology needed: Collection of nails, screws, bolts, and other fasteners, PowerPoint, large U.S. or World Map, computers.

Soil surveys and classification are the topics of this module. To complete the module, students complete a variety of readings, activities, and labs. Before beginning the module read through the lessons and acquire needed materials and technology. Download and review the teaching materials, available videos, websites, and PowerPoint files. Print out any handouts that will be needed. In order to reduce the amount of time needed in the classroom, some activities can be assigned as homework or made optional.

Students engage with using physical properties of a material in order to classify the material. In the opening lesson, students classify a set of "fasteners" nails, bolts, screws, and other objects. They then transfer this concept to the classification of soils. Educators need to acquire a set of fasteners or print out the pictures included in the lesson.

In the second part of the lesson, students are given a postcard from a location and use websites to research the soils in the region. The postcard file is in PowerPoint and will need to be printed before class. After students complete readings they return to the soil postcard activity and then pin soil taxonomy images to a large U.S. or World Map. Links to the images are provided and need to be printed before class.

Science Standards (NGSS)

Performance Expectations

HS ESS3-1
HS ESS3-4


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