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Earth Science for

Kindergarten

Soils are
Something!

Title and Content Layout with List

Unit Overview
1. Standards,
2. Misconceptions
3. Goals

.Lesson Plans

Standards addressed by this unit


Science Standards:
SKE2. Students will describe the physical
attributes of rocks and soils.

b. Use senses to observe soils by physical


attributes such a smell, texture, color and
particle/grain size.

c. Recognize earth materials soil, rocks,


water, air etc.

SKES3 Students will use tools and hand


instruments for observing, measuring and
manipulating objects in scientific activities.

a. Use ordinary hand tools and look at


objects.

Integrated standards:

W.K.2 Use a combination of drawing, dictating


and writing to compose informative/explanatory
texts in which they name what they are writing
about and supply some information about the
topic.

RF.K.3a Know and apply grade-level phonics and


word analysis skills in decoding words.

K.CC.4c Understand that each successive


number name refers to a quantity that is one
larger.

Misconception: All soil is the


same.
Proper conception: Soil has
observable differences such
as color, texture, particle
size and smell.

Unit Goals:
1. Students will be engaged to learn about soil.
2. Students will identify soil.
3. Students will understand that there are different
kinds of soil by exploring. Students will
explain the different types of soil by drawing
dictating and/or writing the attributes of 3
different types of soil.
4. Students will understand why soil is important.
5. Students understanding will be evaluated and
students will evaluate themselves.

The Big idea..


1.What is soil?
2.Are all soils the same?
3.How can I describe soils?

Lessons to address
misconception:

Students will learn vocabulary necessary to


verbalize observations about soil.
Students will explore the 3 types of soil.
Students will draw and verbalize observations
about soil. (Please see lessons two, three and
four).

Lesson Plan Summary


Day One:
Title: What is Soil?
Lesson Objective: Students will be engaged
about topic. Students will understand the meaning
of the word soil. Students will think about and
share what they know about soils and add to their
base of knowledge. Students will identify soils from
among set of objects.
(please see full lesson plan posted under Earth

Lesson Plan Summary


Day Two:
Title: Same Soil?
Lesson Objective: Students will understand that
there are different kinds of soil. Students explore
clay by using senses of sight, smell, and touch.
Students will explain their findings by verbalizing:
smell, color, texture, and particle size of clay.
Students will draw and label clay in journals.
(please see full lesson plan posted under Earth
Sciences Unit on Schoology)

Lesson Plan Summary


Day Three:
Title: All About Sand
Lesson Objective: Students will understand that there are
different kinds of soil. Students explore sand by conducting
research online. Students will identify the word sand in
online encyclopedia by beginning sound. Students will
explain their findings by verbalizing: smell, color, texture, and
particle size of sand. Students will draw and label sand in
journals.
(please see full lesson plan posted under Earth Sciences Unit
on Schoology)

Lesson Plan Summary


Day Four:
Soil is Tops!
Lesson Objective: Students will understand that there are
different kinds of soil. Students will understand that each
successive number name refers to a quantity that is one
larger. Students will begin to understand why soil is
important. Students will explore topsoil and name 3
attributes. Students will understand how growing and buying
locally can help the environment. Students will record
observations in science journals. (please see full lesson plan
posted under Earth Sciences Unit on Schoology)

Lesson Plan Summary


Day Five:
Soil is Beautiful!
Lesson Objective: 1. Students will understand that long
ago, artists used materials from nature to make colors for
their art. Students will participate in paint making activity
and then paint a picture. 2.Summative assessment:
Students will evaluate themselves using rubric. Teacher will
evaluate students(please see full lesson plan posted under
Earth Sciences Unit on Schoology)

Assessment:
1.

Formative observation during soil hunt activity (day 4)

2.

Formative observation during journal writing activity and


probes during whole group lessons (days 2, 3 and 4)

3.

Summative Using artifacts or journal, students will dictate 3


attributes about 3 different types of soil including but not limited
tocolor, texture and particle size and smell. Students will
reflect and decide if they met learning goals as defined by rubric.
Teacher will evaluate students individually by completing
assessment. (see following slide).

Soils Assessment
Name:
Date:
Identifies soils from variety of objects _____

Describe clay: (write words dictated by student)


______________________________________________________________________________
______________________________________________________________________________
__________________
Describe sand:
______________________________________________________________________________
______________________________________________________________________________
__________________
Describe topsoil:
______________________________________________________________________________
______________________________________________________________________________
__________________
How do you think you did learning about soils? ( Teacher shows/reads rubric to
student. Student grades self by pointing to rubric.)
_________________________________________________________

Integrated with other subjects areas:


1. Standard: W.K.2 Drawing, dictating and writing to compose
informative/explanatory texts. - journal writing activity
2. Standard: K.CC.4c Understand that each successive number
name refers to a quantity that is one larger counting as scoops
of soil are added to the garden
3. Standard: RF.K.3a Know and apply grade level phonics to decode
words find the word sand by beginning sound while doing
research on IPAD

Global issue addressed: Global


warming and pollution
(addressed in lesson day 4).
Students will be made aware
that gardening can help with
global warming and reduce
pollution.

One Touch of Nature Makes


the Whole World Kin
William Shakespeare

Resources/Credits: The UGA Extension; Georgia Science


(Harcourt); Big Book of Science Songs and Rhymes (Harcourt)