• Monitor and question students as they work in groups to observe what is found in soil.

• Monitor students’ understanding that soil contains living and nonliving material by listening to responses to discussion questions.

• Monitor students’ understanding that soil is a renewable resource based on what makes up soil.

• Observe whether students respond correctly to questions on worksheets and in discussions.

Note: Prior to this lesson, gather soil samples from various places such as the playground, flowerbeds, heavily traveled areas, and the schoolyard, along with samples of sand, potting soil, pebbles, and gravel. Create a map of the schoolyard indicating where the soil samples originated.

Begin the lesson with the following question written on a chart or board: “Is Soil Alive?”Tell students this is a thinking question that will not be answered now. During this lesson they are to think about this question and be ready to answer it with proof at the end of the lesson. Read Dirt by Steve Tomecek or A Handful of Dirt by Raymond Brial.

Rock Flip

In this activity students will be taken outside to find a rock. Note: Prior to this activity, select a rock area for students or place rocks or bricks in a designated area.

1. Remind students of safety practices during this investigation. They are not to pick up any organism. They are not to disturb any area; they are only to observe using a hand lens.

2. Tell students they will work in groups and proceed outside to locate a rock.

3. Once students have located their rock, upon your signal they are to flip the rock carefully.

4. They are to use a hand lens to observe what is under the rock. Remind students to look closely.

5. Students should record their observations on the Rock Flip Observation Sheet (S-3-3-3_Rock Flip Observation Sheet.doc).

Begin the discussion with the following questions: “When you flipped the rock, what did you see? What was the soil like under the rock? What can you find in soil? What do you think is the recipe for soil? Do you think soil is renewable or a nonrenewable resource found on earth?” Listen to students’ responses and make sure to redirect the learning from any misconceptions that may be forming such as soil is not a nonrenewable resource.

Show the class a scoop of potting soil. Have students tell what they see in potting soil. Explain to students that potting soil has nutrients needed to help living things. “What living things are helped by potting soil?” Students may respond “plants and crops.” “Where do plants and crops get nutrients if there is no potting soil?” You want to lead students to the understanding that nutrients are put into the soil by organic matter, living things or once living things.

A Soil Tour of Pennsylvania

Begin this activity by showing students a map of the schoolyard. Prior to this lesson, gather soil samples from various places such as the playground, flowerbeds, heavily traveled areas, and the schoolyard, along with samples of sand, potting soil, pebbles, and gravel. Create a map of the schoolyard indicating where the soil samples originated.

Place six containers of soil samples for students (container 1: sand; container 2: potting soil; container 3: pebbles, gravel, and sand; container 4: playground sample; container 5: flowerbed sample; container 6: schoolyard sample. If possible make sure that three samples contain living things (plants, sow bugs, worms etc.). If you do not want living things placed in your samples, you may use plastic models.

Have students go and collect soil samples from each container, and make observations about the samples. You will need to demonstrate how to collect the soil sample. Hold the tape at the top and bottom and with “sticky” side down place the tape on the soil so that the soil sticks to the tape. Students will then tape the sample to a note card to observe. Also give each student a cotton swab and demonstrate how it will be used to gently move around the soil samples in the containers to look for any living thing.

Students will complete the Soil Sample Task Card and Observation Sheet (S-3-3-3_Soil Sample Task Card and Observation Sheet.doc) and locate the soils collected on the school map. Have students color the map using different colors to represent each sample.

Lead the class into a discussion of the samples they have been observing. The discussion may include the following talking points:

1. Look at your card samples. Tell what you noticed about the samples.

2. What can you tell me about the site/place the samples came from?

3. Are there any soil samples that are better for living things?

4. Where did you find the most group of living things?

5. What sample would least be able to support living things? Why?

6. Show students the KWL Chart used at the beginning of the unit. Ask students to tell you all they learned about soil. Record student responses in the L section of the KWL. Redirect any misconceptions.

Extension:

• Students who are going beyond the standards can write to various schools in Pennsylvania and request a small vial of soil from their area. They then should observe the characteristics of each sample.

• Students going beyond the standards can plant bean seeds in each soil sample collected from different areas of Pennsylvania to determine the best soil for growing plants.

• Students who might need an opportunity for additional learning can create a soil booklet by looking through magazines to find pictures of various types of soil or dirt.