EDEL 350 Unit Plan Outline

Name: Ashley Piper, Liz Allen

BSU Instructor: Lynette Varner

Classroom Teacher: Jason Burns

Grade Level: First

Unit Theme: Soil

Due Date:

Umbrella Standard for Unit: Earth and Space Science 1.ESS.2 Observe and compare
properties of sand, clay, silt, and organic matter. Look for evidence of sand, clay, silt, and
organic matter as components of soil samples.
Unit Objective: Students will examine and describe the properties of soil(sand, clay, silt,
organic matter, and organisms).
Disciple Areas in Unit: Science, English/Language Arts, Social Studies
Culminating Activity/ Assessment: Students will demonstrate their knowledge about soil by
constructing a dirt pudding dessert that displays understanding of the layers of soil.

Curriculum Mapping:
Lesson #1: (Ashley Piper)
Topic: Soil
Subject Areas: Science, language arts
Standards:
Earth and Space Science 1.ESS.2 Observe and compare properties of sand, clay,
silt, and organic matter. Look for evidence of sand, clay, silt, and organic matter
as components of soil samples.
Earth and Space Science 1.ESS.3 Observe a variety of soil samples and describe
in words and pictures the soil properties in terms of color, particle size and shape,
texture, and recognizable living and nonliving items.

 Writing 1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and
space letters, words, and sentences appropriately.
Objective:
Students will make predictions about soil, and then determine differences between
types of soil.
Students will collect data and compose an entry in their compost journals based
on their observations of the compost jar.
Lesson Plan Ideas/ Activities: Complete a know/want to know chart with students on
smartboard while students sit in cluster on floor in the front of the classroom. Watch one
minute (20 sec. through 1 minute) of Composting for Kids video, then ask students,
After seeing this video clip, what do you want to learn more about? and complete the
want to know section of chart. Students will return to desks to create compost jars.
Students will write and draw in their compost journals about what they put into the jar
and their predictions about what will happen. Students will return to front of the
classroom and complete the what I learned section of the KWL chart.
Lesson #2: (Liz Allen)
Topic: Sand
Subject Areas: Science, language arts, social studies
Standards:
Earth and Space Science 1.ESS.2 Observe and compare properties of sand, clay,
silt, and organic matter. Look for evidence of sand, clay, silt, and organic matter
as components of soil samples.

 Writing 1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and
space letters, words, and sentences appropriately.
Social Studies 1.3.2 Identify and describe continents, oceans, cities and roads on
maps and globes.
Social Studies 1.3.4 Identify and describe physical features* and human features*
of the local community including home, school and neighborhood. *physical feat
Objective:
Students will examine and describe the properties of sand.
Students will inspect samples of sand, describe what they see, and conclude that
sand is formed by rocks breaking down over time.
Students will collect data and compose an entry in their compost journals based
on their observations of the compost jar.
Lesson Plan Ideas/ Activities: Before beginning lesson, check compost jar and write
observations in compost journal. Review compost makes soil. Explain that depending on
where you are in the world, soil is different. Students will examine samples of sand with
magnifying glasses. The students will describe what they see by sketching reports and
writing a at least one sentence about their discoveries.
Lesson #3: (Ashley Piper)
Topic: Silt
Subject Areas: Science, language arts, social studies
Standards:

 Earth and Space Science 1.ESS.2 Observe and compare properties of sand, clay,
silt, and organic matter. Look for evidence of sand, clay, silt, and organic matter
as components of soil samples.
Writing 1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and
space letters, words, and sentences appropriately.
Reading Nonfiction 1.RN.3.1 Know and use various text features (e.g., table of
contents, glossary, illustrations) to locate and describe key facts or information in
a text.
Social Studies 1.3.4 Identify and describe physical features* and human features*
of the local community including home, school and neighborhood.
*physical features: geographic features that occur in nature, such as land
and water forms, natural vegetation and wildlife
*human features: features created by humans, such as buildings, cities, roads and
farms.
Objective:
Students will examine and describe the properties of silt.
Students will collect data and compose an entry in their compost journals based
on their observations of the compost jar.
Students will analyze how silt and water interact with each other.
Lesson Plan Ideas/ Activities: Before beginning lesson, check compost jar and write
observations in compost journal. As an attention getter for this lesson Miss Piper will use
the Soil Song. Next, I will connect the silt lesson to the White River and students will
make predictions on what will happen when Miss Piper mixes silt into a jar of water. This

connection will be made by displaying a map of the White River. Students will
hypothesize what will happen when the silt and water mix. Each student will get their
own mini water and silt mixture to experiment with. Once the students mix their silt and
water they will draw and write what they see. The students will also write whether or not
their prediction matches their experiment.
Lesson #4: (Liz Allen)
Topic: Clay
Subject Areas: Science
Standards:
Earth and Space Science 1.ESS.2 Observe and compare properties of sand, clay,
silt, and organic matter. Look for evidence of sand, clay, silt, and organic matter
as components of soil samples.
Writing 1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and
space letters, words, and sentences appropriately.
Writing 1.W.5 With support, conduct simple research on a topic.
Reading Nonfiction 1.RN.3.1 Know and use various text features (e.g., table of
contents, glossary, illustrations) to locate and describe key facts or information in
a text.
Objective:
Students will examine and describe properties of clay.
Students will collect information using various text features of nonfiction texts,
and construct a brief paragraph about clay with correct uppercase, lowercase, and
legible words 80% of the time.

 Students will collect data and compose an entry in their compost journals based
on their observations of the compost jar.
Lesson Plan Ideas/ Activities: Before beginning lesson, check compost jar and write
observations in compost journal. Miss Allen will read a nonfiction text about soil to the
students, she will emphasize the pages that relate to clay. The text will include text
features such as a glossary and index. Miss Allen will explain the purpose, importance,
and how to use these features. Students will share a copy of the book in small groups.
The students will gather information about clay using the text features. They will write
the information down and share within their small groups what they discovered.
Lesson #5: (Ashley Piper)
Topic: Erosion
Subject Areas: Science, language arts
Standards:
Earth and Space Science 1.ESS.2 Observe and compare properties of sand, clay,
silt, and organic matter. Look for evidence of sand, clay, silt, and organic matter
as components of soil samples.
Develop solutions that could be implemented to reduce the impact of humans on
the land, water, air, and/or living things in the local environment

Writing 1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and
space letters, words, and sentences appropriately.

Objectives:
Students will examine and describe the differences between weathering and
erosion.
Students will analyze and explain how erosion and weathering interact with soil.

 Lesson Plan Ideas/ Activities: Before beginning lesson, check compost jar and write
observations in compost journal. After the class makes observations, they will watch a
video about erosion. Next I will have the students create a t-chart using the smart board to
discuss the difference between weathering and erosion.
Lesson #6: (Liz Allen)
Topic: Organisms
Subject Areas: Science, language arts
Standards:
Earth and Space Science 1.ESS.2 Observe and compare properties of sand, clay,
silt, and organic matter. Look for evidence of sand, clay, silt, and organic matter
as components of soil samples.
Writing 1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and
space letters, words, and sentences appropriately.
Reading Literature 1.RL.1 With support, read and comprehend literature that is
grade-level appropriate.
Life Science 1.LS.3 Make observations of plants and animals to compare the
diversity of life in different habitats.
Life Science 1.LS.4 Use a model to represent the relationship between the needs
of different plants and animals (including humans) and the places they live.
Objective:
Students will examine and describe properties of organisms living in soil.
Students will compare the lives of organisms in soil to the lives of humans by
discussing the similarities and differences between the two with 85% accuracy.

 Students will collect data and compose an entry in their compost journals based
on their observations of the compost jar.
Lesson Plan Ideas/ Activities: Before beginning lesson, check compost jar and write
observations in compost journal. Miss Allen will display images of soil organisms and
read a nonfiction text about how these organisms survive. The class will have a
discussion about how humans survive in their habitats and then, as a class, the students
will compare and contrast soil organisms to humans. Miss Allen will create a Venn
diagram to show the similarities and differences between the two. She will explain what a
Venn diagram is and how we can use it to see similarities and differences. Students will
gain an understanding of how soil organisms survive and be able to compare them to
humans.
Lesson #7: (Ashley Piper)
Topic: Layers of Soil, loam
Subject Areas: Science, language arts
Standards:
Earth and Space Science 1.ESS.2 Observe and compare properties of sand, clay,
silt, and organic matter. Look for evidence of sand, clay, silt, and organic matter
as components of soil samples.
Writing 1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and
space letters, words, and sentences appropriately.
Objective:
Students will examine and describe the properties of soil(sand, clay, silt, organic
matter, and organisms).

 Students will collect data and compose an entry in their compost journals based
on their observations of the compost jar.
Students will construct a flip book to organize the layers of soil.
Lesson Plan Ideas/ Activities: Before beginning lesson, check compost jar and write
observations in compost journal. Review prior lessons briefly to refresh students after
their Fall break. After the review we will read a soil poem with motions. After the poem
Miss Piper will work with the students to create a soil layer flip book. Miss Piper will
model how each layer should be created. Miss Piper will briefly focus on loam and
explain it is made up of several soil types (sand, clay, and silt). In each layer students will
use different colored paper and draw pictures of particles to represent different layers of
soil.

Lesson #8: (Liz Allen)

Topic: Soil
Subject Areas: Science, language arts
Standards:
Earth and Space 1.ESS.2 Observe and compare properties of sand, clay, silt, and
organic matter. Look for evidence of sand, clay, silt, and organic matter as
components of soil samples.
Writing 1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and
space letters, words, and sentences appropriately.
Objective:
Students will examine and describe the properties of soil(sand, clay, silt, organic
matter, and organisms).

 Students will collect data and compose an entry in their compost journals based
on their observations of the compost jar.
Students will discuss the components of soil based on their experiments and
exploration from previous lessons.
Lesson Plan Ideas/ Activities: Before beginning lesson, check compost jar and write
observations in compost journal. This lesson will focus on students overall
understanding of the different components of soil through the use of review activities.
Culminating Activity: (Ashley Piper & Liz Allen)
Topic: Soil
Subject Areas: Science, language arts
Standards:
Earth and Space Science 1.ESS.2 Observe and compare properties of sand, clay,
silt, and organic matter. Look for evidence of sand, clay, silt, and organic matter
as components of soil samples.
Writing 1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and
space letters, words, and sentences appropriately.
Objective:
Students will examine and describe the properties of soil(sand, clay, silt, organic
matter, and organisms).
Students will create and label a dirt pudding dessert using food materials that
resemble soil matter in the correct order.
Students will collect data and compose an entry in their compost journals based
on their observations of the compost jar.

 Lesson Plan Ideas/ Activities: Before beginning lesson, check compost jar and write
observations in compost journal. Students will demonstrate their knowledge about soil by
constructing a dirt pudding dessert that displays understanding of the layers of soil. We
will have graham cracker dust as sand, Oreo dust as dirt, gummy worms as worms,
chocolate pudding as clay, and cocoa/powder sugar mix as silt. There will be clear cups
for students to label using a sharpie before beginning. The students will take turns
pouring the correct layer of soil matter into their cup. Miss Piper and Miss Allen will
assess each student's dessert to see if they have met the objective. Students will label the
layers of soil on a handout with a blank clear cup. The students will write descriptions of
each layer off to the side of the clear cup on the handout on lines provided..
Dirt Pudding Rubric

Beginner
1

Capable
2

Accomplished
3

Expert
4

Capitalization
and
Punctuation

Little
capitalization
and
punctuation.

Some
sentences have
capitalization
and
punctuation.

Most sentences
have
capitalization
and
punctuation.

All sentences
have
capitalization
and
punctuation.

All parts
Included and
Correct

One part is
correct.

Two parts are

included and
correct.

Three parts are

included and
correct.

All parts are

included and
correct.

Book resources:
Fiction:
Cronin, D., & Bliss, H. (2003). Diary of a worm. New York: Joanna Cotler Books.
Nonfiction:
Pascoe, E., & Kuhn, D. (2005). Soil. Detroit: Blackbirch Press.
Teacher Guides:

Frank, M. S. (2005). Harcourt science. Orlando: Harcourt School.

Exline, J. (2002).Science Explorer; Earths Changing Surface.Upper Saddle-River, NJ. Prentice
Hall, Inc. (p. 50-51)
Video resources:
Highfields Composting. (2014). Composting for Kids. Retrieved September 16, 2016, from
https://www.youtube.com/watch?v=dRXNo7Ieky8
Newman, D. (2010). Soil. Retrieved September 16, 2016, from
https://www.youtube.com/watch?v=fAbsHR7b33w
Sci Show Kids. (2015). What's the Dirt on ... Dirt? Retrieved September 16, 2016, from
https://www.youtube.com/watch?v=if29mjcd5bc

EDEL 350 Unit Plan Lessons

Name: Ashley Piper
Due Date: September 23rd
Lesson Topic: Soil and Compost
Email: alpiper@bsu.edu
Phone: (317) 473-2452

EDEL 350 Section 3

Teach Date: October 24th
Grade Level: First
Subject: Science/English Language Arts
Whole Group: 30-45 minutes

IN State Standards and Indicators:

Earth and Space Science 1.ESS.2 Observe and compare properties of sand, clay,
silt, and organic matter. Look for evidence of sand, clay, silt, and organic matter
as components of soil samples.
Earth and Space Science 1.ESS.3 Observe a variety of soil samples and describe
in words and pictures the soil properties in terms of color, particle size and shape,
texture, and recognizable living and nonliving items.
Writing 1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and
space letters, words, and sentences appropriately.
Lesson Objective:
Students will make predictions about compost, and then determine differences
between types of soil and compost.
Students will explore the components of compost, and then create a compost jar
based on their discoveries.
Students will collect data and compose an entry in their compost journals based
on their observations of the compost jar.
Materials/Media: KWL handout, compost video, soil notebook, jars, compost materials: organic
materials (grass clippings, apple peels, leaves, soil, notebook paper), water, plastic wrap, rubber
bands, and worms.
Motivation: To motivate the students I will show them a video about composting. Before the
video we will begin filling out a KWL handout to activate background knowledge. After the
video we will add to the chart and discuss the differences between what they already knew and
what they learned from the video about compost.
Rationale for the lesson: Today we will be learning about soil and compost. By the end of the
lesson each table will have their own compost jar which we will be observing at the beginning of
each soil lesson.
Teach: Each student will start off the class with their compost notebooks. I will begin the lesson
by holding up a completed compost jar to show the students what they will be creating during
class. Today we will be talking about dirt, more specifically soil. These compost jars will show

us one way soil is created. The pages will be projected on the board as the students make
predictions about what will happen to the materials in their compost jars in a month. Next I will
pass out composting supplies to each table group, and every student will have a task to perform.
As students place the components into the jars we will discuss each one and make further
predictions on how they will turn into soil by decomposing. Vocabulary words introduced during
this lesson will include:

Soil the loose material in which plants can grow in earths upper layer.

Humus the part of the soil made up of decayed parts of once-living things
(organic matter)

Loam a type of topsoil rich with humus with a lot of water and air

Compost decaying organic material used to fertilize soil

Organic Matter - living things, once living things, and nutrients in the soil from
decaying organisms
Check for understanding: To check for understanding I will use a turn and talk or thumbs
up/thumbs down to check for understanding after a question is asked. Some questions may
include: Is all soil man made? Why/why not? How do you think the earth makes its own soil?
What is compost? What materials can be in compost?
Activities:
The students will be divided into four or five small groups. Each group will get a
compost jar and the materials needed to create compost including soil, leaves, grass
clippings, apple peels and a couple worms.
The worms will be passed out last to prevent distractions. When the worms are added we
will discuss their importance to the soil, but in minimal details since a later lesson will
include living organisms in soil.
Students will examine each compost ingredient as it is placed in the jar. Once all the
components have been added students will make final predictions on what they think will
happen to their compost jar.
Evaluation of student learning: Students will show their understanding of compost by
explaining its components and how decomposition creates soil over time. Soil can be man made
through compost, but nature creates its own soil every day.

Beginner

Emerging

Mastery

Students will make predictions

about compost, and then
determine differences between
types of soil and compost.

Student attempts to
use correct
terminology

Student uses
correct
terminology
about half the
time

Student uses
correct
terminology with
every description

Students will collect data and

compose an entry in their
compost journals based on their

Little to no use of
correct grammar

Uses correct
grammar and

Uses correct
grammar and

observations of the compost

jar.

and spelling

spelling through
part of the
assignment

spelling through
most or all the
assignment

Review: How is soil created? What does it mean to decompose (break down)? What types of
things can decompose or composted? Is all soil man made? How do living things like worms
help with compost?
Resources:
Science and technology for children: soils. Teacher ed. (2004). National Science Resource
Center.
This book provided information on creating our compost jars as well as definitions to explain
how soil is created. We will be using pages out of this resource to create our soil/compost
journals that we will be using for the duration of our unit lessons.
Frank, M. S. (2005). Harcourt science. Orlando: Harcourt School.
This text provides an overview of soil and its components. It contains many resources relevant to
our unit plan including activity ideas, definitions, and critical thinking question suggestions. The
information provided by this text may be used throughout many lessons in the entire soil unit
plan.
United States Department of Natural Resources. Worm your way through these questions.
Natural Resources Conservation Service. Retrieved October 10, 2016, from
http://www.nrcs.usda.gov/wps/portal/nrcs/detail/national/people/outreach/education/?cid=nrcs14
3_021959
This site provides answers to many questions pertaining to the subject of soil. The information
provided will help the instructor explain not only composting, but also other elements of soil
development. The site also has information relevant to future lessons.
Highfields Composting. (2014). Composting for Kids. Retrieved September 16, 2016, from
https://www.youtube.com/watch?v=dRXNo7Ieky8
This video uses kid friendly language and graphics to explain to students what composting is,
what items can be composted, and the decay that happens to create nutrients within the soil.

Name: Liz Allen

Due Date: September 23rd, 2016
Lesson Topic: Sand
Email: edallen@bsu.edu
Phone: (765) 748-0050

EDEL 350 Section 3

Teach Date: October 26th, 2016
Grade Level: First
Subject: English/ Language Arts
Whole Group: 30-45 minutes

Indiana State Standards:

Earth and Space Science 1.ESS.2 Observe and compare properties of sand, clay, silt, and
organic matter. Look for evidence of sand, clay, silt, and organic matter as components of
soil samples.
Writing 1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and space
letters, words, and sentences appropriately.
Speaking and Listening 1.SL.2.1 Participate in collaborative conversations about gradeappropriate topics and texts with peers and adults in small and larger groups.
Speaking and Listening 1.SL.2.3 Listen to others, take turns speaking about the topic, and
add ones own ideas in small group discussions or tasks
Social Studies 1.3.2 Identify and describe continents, oceans, cities and roads on maps
and globes.
Social Studies 1.3.4 Identify and describe physical features* and human features* of the
local community including home, school and neighborhood.
Lesson Objectives:
Students will examine and describe the properties of sand.
Students will inspect samples of sand, describe what they see, and conclude that sand is
formed by rocks breaking down over time.
Students will collect data and compose an entry in their compost journals based on their
observations of the compost jar.
Materials: compost journals, pencils, sand, white paper, magnifying glasses, Smart Board,
Describing Sand Smart Board Activity
Motivation: For the motivation, I will hold some sand in my hand and walk around to show each
student up close. I will ask the students what they think it is. I will ask if anyone has ever been to
a beach and felt sand before. I will ask them what they remember it feeling like. Then, I will
explain that today we will be learning about sand and we will all get to feel its texture.
Rationale for lesson: Today we are going to inspect samples of sand and be able to describe
properties of sand.
Teach: Explain that depending on where you are in the world, soil is different. Carefully pick
up your magnifying glass and look at each grain of sand. What do you notice about the sand?

Anticipated responses include, the grains are different sizes and colors. Instruct students to feel
the sand and talk about the texture of sand among their groups. Instruct students to put away the
materials and come to the front of the classroom. I heard some great observations being made
about the grains of sand. Now together, lets talk about what you felt and what you saw. I will
write down some of the things you say on the board so we can come back to these ideas to write
in our journals. As a class, we will discuss the properties of sand (color, texture, size), then I
will ask, how do you think sand is made? As a class we will discuss how sand is formed from
minerals and rocks being broken down into small grains of sand by the weathering processes
(rain, wind, snow, ice). Students will compose a journal entry about the properties of sand, how
it is made, and where it comes from. Next, students will continue to engage in a discussion about
sand and come up to the Smart Board to drag the correct describing words to the picture of sand.
Check for Understanding: How sand is made? Where can we find sand? What does sand feel
like? Are all grains of sand the same? Why not?
Activities:
Before beginning lesson, check compost jar and write observations in compost journal.
Review compost makes soil.
Each student will have a white piece of paper in front of them on their desk with a few
pinches of sand in the middle. The students will each have a magnifying glass on their
desk. Students will examine samples of sand with magnifying glasses. The students will
describe what they see by sketching reports and writing a at least one sentence about their
discoveries.
In whole class setting, students will turn and talk to partners and decide of describing
words match with the description of sand. Then, students will drag correct describing
words of sand to a picture of sand on Smart Board.
Evaluation of Student Learning: Students will show their understanding of sand by describing
the properties of sand when the class is composing a sentence for their journals. Students will
come to Smart Board and drag the correct describing words to the picture of sand.
Needs Help

Emerging

Mastery

Students will examine

and describe the
properties of sand.

Explains and
describes sand using
correct terminology
50% of the time

Explains and
describes sand using
correct terminology
70% of the time

Explains and
describes sand using
correct terminology
95% of the time

Students will inspect

samples of sand, and
describe what they see.

Explains and
describes sand using
correct terminology
50% of the time

Explains and
describes sand using
correct terminology
70% of the time

Explains and
describes sand using
correct terminology
95% of the time

Students will collect

data and compose an
entry in their compost
journals based on their
observations of the
compost jar.

Few uppercase and

lowercase letters are
legible, spaces,
words, and sentences
are written
appropriately.

Some uppercase and

lowercase letters are
legible, spaces,
words, and sentences
are written
appropriately.

All uppercase and

lowercase letters are
legible, spaces,
words, and sentences
are written
appropriately.

Review: How sand is made? Where can we find sand? What does sand feel like? What does sand
look like? Are all grains of sand the same? What do grains of sand look like? What colors are the
grains of sand? Where can we find sand in Muncie?
Resources:
Baharian, S. (n.d.). Learning About Sand. Retrieved September 19, 2016, from
http://www.teacher.org/lesson-plan/learning-about-sand/
Leonard, M. (n.d.). Sand and Gravel. Retrieved September 19, 2016, from
http://www.edhelper.com/ReadingComprehension_54_2260.html
Shelby, B. (n.d.). Sand Theme-Inside and Outside. Retrieved September 19, 2016, from
http://www.kidactivities.net/post/sand-play-inside-and-outside.aspx
Exline, J. (2002).Science Explorer; Earths Changing Surface.Upper Saddle-River, NJ. Prentice
Hall, Inc.

Name: Ashley Piper

Due Date: September 30th
Lesson Topic: Silt
Email: alpiper@bsu.edu
Phone: (317) 473-2452

EDEL 350 Section 3

Teach Date: November 2nd
Grade Level: First
Subject: Science/English Language Arts
Whole Group: 30-45 minutes

Indiana State Standards and Indicators:

o Earth and Space Science 1.ESS.2 Observe and compare properties of sand, clay, silt, and
organic matter. Look for evidence of sand, clay, silt, and organic matter as components
of soil samples.
o Writing 1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and space
letters, words, and sentences appropriately.
o Reading Nonfiction 1.RN.3.1 Know and use various text features (e.g., table of contents,
glossary, illustrations) to locate and describe key facts or information in a text.
o Social Studies 1.3.4 Identify and describe physical features* and human features* of the
local community including home, school and neighborhood.
*Physical features: geographic features that occur in nature, such as land and water
forms, natural vegetation and wildlife
*Human features: features created by humans, such as buildings, cities, roads and farms
Lesson Objectives:
o Students will compose an entry in their compost journals based on their observations of the
compost jar.
o Students will analyze and document how silt and water interact with each other.
o Students will demonstrate an understanding of the components of silt.
Materials/Media: River Runs Free poem, silt, water, plastic containers or cups, compost
journal, wipes, paper or something to cover desks so they dont get dirty, map of Muncie,
photographs of the white river, and a handout to record silt discoveries.
Motivation:
Before the motivation students will check their compost jars. To motivate the students for this
lesson I will engage the students by reading them a poem about a river titled River Runs Free,
which will lead into a brief discussion about the white river to activate their background
knowledge. After I read the poem aloud I will ask students if they know where the white river is
and if any of them have ever seen it. I will make sure to have pictures of the river projected on
the screen for all the students to see.
Rationale for the lesson: Today we will be learning about silt. We will compare silt to our
other soils and explore what happens when it is mixed with water.
Teach:

I will provide a map so we can see where the white river passes through Muncie, and I will
provide photos so students can see what it looks like. I will project these items onto the board. I
will show where North View Elementary is in comparison to the white river. These tools will
lead us into a discussion on stilt and what part it plays in rivers. Next each student will get his or
her own cup of silt. They will get a chance to examine it using their senses of sight, touch and
smell. They will use this to predict what will happen when they mix silt and water. Next they
will each get a small amount of water to mix with their silt. After they mix the two ingredients
they will record their answers in their soil journal. As students are exploring and testing their
predictions I will offer words of encouragement and let them know they are scientists. I will
model each of these steps for the students and do it along with them. The main vocabulary word
for this lesson is silt.
o Silt a type of soil between the size of sand and clay usually carried and deposited by a river.
o Deposit to put or leave something in a particular place.
o Settling the process by which particles settle to the bottom of a liquid
Check for understanding: To check for understanding I will have students turn and talk to a
partner before coming together for a whole group discussion. The questions I will ask include:
What is silt? How does it move from place to place? How does silt affect water? If we mix the
silt and water then let it sit for a while what do you think will happen? Why?
Activities:
o The students will be divided into their table groups, but they will each get their own materials.
Every student will get a small amount of silt, water, and a container to mix it in.
o Students will explore silt and its properties before experimenting and mixing it with water.
Students will also think about and discuss what they think will happen if the silt and water sat for
an extended period of time. We would talk about whether it would stay mixed together or if the
silt will settle to the bottom. As they examine their findings they will write and draw what they
discover.
Evaluation of student learning: Students will show their understanding of silt by describing
it and explaining how it interacts with bodies of water such as the White River.
Beginner
Students will examine and describe
the properties of silt; as well as,
analyze how silt and water interact
with each other
Students will collect data and

Student
attempts to
use correct
terminology

Emerging
Student uses
correct
terminology
about half the
time

Mastery
Student uses
correct
terminology with
every description

compose an entry in their soil

journals based on their
observations of the compost jar.

Little to no
use of
correct
grammar
and spelling

Uses correct
grammar and
spelling through
part of the
assignment

Uses correct
grammar and
spelling through
most or all the
assignment

Review: What is silt? What happens when silt and water are mixed? What other things do you
think could affect how much silt gets mixed in the water? How does silt get deposited?
Resources:
Science and technology for children: soils. Teacher ed. (2004). National Science Resource
Center.
The idea for the silt activity came from this text. The information allows for students to
participate in hands on exploration of silt and how it interacts with water. I will use the text to
create the instructions and a handout to accompany the lesson.
Exline, J. (2002).Science Explorer; Earths Changing Surface.Upper Saddle-River, NJ. Prentice
Hall, Inc.
This guide offers helpful definitions, information, and lesson plans covering different types of
soil. It offers suggestions on how to help engage, explore, explain, elaborate, and evaluate during
a lesson.
Frank, M. S. (2005). Harcourt science. Orlando: Harcourt School.
This text provides an overview of soil and its components. It contains many resources relevant to
our unit plan including activity ideas, definitions, and critical thinking question suggestions. The
information provided by this text may be used throughout many lessons in the entire soil unit
plan.
Explore sand, silt and clay. National Wildlife Federation. Retrieved October 10, 2016, from
http://www.nwf.org/kids/family-fun/outdoor-activities/sand-silt-and-clay.aspx
This website founded by the National Wildlife Federation also included a step-by-step process
for exploring with different types of soil. I will use the information from this site to help prepare
my silt exploration activity.
Windle, D. (2013). River runs free. Retrieved September 29, 2016, from
http://www.primarypoems.com/2013/01/03/river-runs-free/
This source provided a content related poem that I will use as the motivation and introduction to
my lesson plan.

Name: Liz Allen

Due Date: September 30th, 2016
Lesson Topic: Clay
Email: edallen@bsu.edu
Phone: (765) 748-0050

EDEL 350 Section 3

Teach Date: November 7th, 2016
Grade Level: First
Subject: English/ Language Arts
Whole Group: 30-45 minutes

Indiana State Standards:

Earth and Space Science 1.ESS.2 Observe and compare properties of sand, clay, silt, and
organic matter. Look for evidence of sand, clay, silt, and organic matter as components of
soil samples.
Writing 1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and space
letters, words, and sentences appropriately.
Writing 1.W.5 With support, conduct simple research on a topic.
Reading Nonfiction 1.RN.3.1 Know and use various text features (e.g., table of contents,
glossary, illustrations) to locate and describe key facts or information in a text.
Lesson Objectives:
Students will examine and describe properties of clay.
Students will organize information using various text features of nonfiction texts with
correct uppercase, lowercase, and legible words.
Students will collect data and compose an entry in their compost journals based on their
observations of the compost jar.
Materials: Containers with clay and water, mixing spoon, copies of nonfiction texts about clay,
paper, pencils, whiteboard, dry erase markers
Motivation: For the motivation, the teacher will bring two containers with sand and clay.(Mrs.
Varner will supply the clay) I have one cup of water in each of these water bottles. Do you think
sand will hold more water than clay? Or do you think clay will hold more water than sand? Lets
find out. The teacher will add the water into the containers and ask the students to observe.
Which one is holds more water? Raise your hand if you want to know more about clay.
Rationale for lesson: Today we are going to learn about the layer of soil called clay.
Teach: Before beginning lesson, check compost jar and write observations in compost journal.
The teacher will read a nonfiction text about soil to the students, she will emphasize the pages
that relate to clay. The text will include text features such as a glossary and index. The teacher
will explain the purpose, importance, and how to use these features. The teacher will also
demonstrate good note taking by practicing the strategy called, posting your thinking. Students
will share a copy of the book in small groups. The students will gather information about clay
using the text features. They will write the information down and share within their small groups

what they discovered. The class will join as a whole and students will be able to share the
interesting facts they learned. Their ideas will be written down on the whiteboard by the teacher.
Then students will return to their desks to write a brief journal entry about their discoveries about
clay.
Check for Understanding: To check for understanding, I will walk around the classroom while
the students are at their desk and ask students about what theyre learning. I will ask them how
they found that information, Great Job! Did you use the glossary? Show me where you found
that information in the index.
Activities:
Before beginning lesson, check compost jar and write observations in compost journal.
Review compost makes soil.
Read nonfiction text; pointing out important text features. The teacher will demonstrate
using these features and explain the purpose of them.
With students working in groups, they will utilize the text features of the informational
nonfiction books about soil and find useful information they will write down in the form
of posting their thinking.
Evaluation of Student Learning:
Needs Help

Emerging

Mastery

Students will examine

and describe properties
of clay.

Explains and
describes clay using
correct terminology
50% of the time

Explains and
describes clay using
correct terminology
70% of the time

Explains and
describes clay using
correct terminology
95% of the time

Students will organize

information using
various text features of
nonfiction texts with
correct uppercase,
lowercase, and legible
words 80% of the time.

Information written
with correct
uppercase,
lowercase, and
legible words 50%
of the time.

Information written
with correct
uppercase,
lowercase, and
legible words 60% of
the time.

Information written
with correct
uppercase,
lowercase, and
legible words 80%
of the time.

Students will collect

data and compose an
entry in their compost
journals based on their
observations of the
compost jar.

Few uppercase and

lowercase letters are
legible, spaces,
words, and sentences
are written
appropriately.

Some uppercase and

lowercase letters are
legible, spaces,
words, and sentences
are written
appropriately.

All uppercase and

lowercase letters are
legible, spaces,
words, and sentences
are written
appropriately.

Review: How would you explain what clay is to someone who does not know? Where can you
find clay? What is clay made out of? Where did you find that information in the book?
Resources:
Nonfiction Book:
Tomecek, S. (2007). Jump In Science; Dirt. National Geographic Childrens Books.
This informational nonfiction book is told by a star-nosed mole. The book explains what
soil is made up of, the different types of soil, and their different properties. The book
discusses the different layers of soil and what they are each good for. This book will be
useful for students to look at nonfiction text features and collect and organize data about
clay.
Teacher Guide:
Exline, J. (2002).Science Explorer; Earths Changing Surface.Upper Saddle-River, NJ. Prentice
Hall, Inc. (p. 50-51)
These pages contain helpful information about clay. The straightforward way the text is
written gives concise information that students will find useful while organizing
information about clay.
Websites:
Dehartchuck, L. (n.d.). Soil Basics. Retrieved September 28, 2016, from
http://www.earthday.org/sites/default/files/Soil%20Basics_Lesson%20Plan.pdf
This informational pdf file provides an insightful overview of a lesson plan about soil.
There are helpful definitions for clay and explains several ways to differentiate
instruction through providing kinesthetic and visual activities. This information will also
come in handy for future lesson plans within this unit.
Vann De Walle. (2010). Amazing World Under Our Feet. Retreieved September 28, 2016, from
http://extension.unl.edu/statewide/fillmore/Soils%20Intro%20Lesson.pdf

Name: Ashley Piper

Due Date: October 6th
Lesson Topic: Erosion
Email: alpiper@bsu.edu
Phone: (317) 473-2452

EDEL 350 Section 3

Teach Date: November 9th
Grade Level: First
Subject: Science/English Language Arts
Whole Group: 30-45 minutes

Indiana State Standards and Indicators:

o Earth and Space Science 1.ESS.2 Observe and compare properties of sand, clay, silt, and
organic matter. Look for evidence of sand, clay, silt, and organic matter as components of soil
samples.
o Develop solutions that could be implemented to reduce the impact of humans on the land,
water, air, and/or living things in the local environment
o Writing 1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and space letters,
words, and sentences appropriately.
Lesson Objectives:
o Students will examine and describe the differences between weathering and erosion.
o Students will analyze and explain how erosion and weathering interact with soil.
Materials/Media:
Soil video https://www.youtube.com/watch?v=im4HVXMGI68
, frayer model, soil handout, three containers, soil, water, and plants
Motivation:
For my lesson motivation I will call the students back into their groups and have them examine
their compost jar. After examination we will write any changes that have happened to the
materials we put in their compost jars. We will discuss why and how those changes are
happening.
Rationale for the lesson: Today we will be learning about erosion and how it can help the soil
or hurt the soil.
Teach:
I will begin by playing a video that demonstrates what happens to soil when it becomes eroded.
After the video, we will continue by reading aloud a nonfiction article, which will be projected
on the board for all the students to see. After we read the article we will compare and contrast
weathering and erosion after using a Frayer model to define them. Once we have defined these
words we will move on to cause and effect. Students will cut and paste the soil scenarios on t tchart. As we discuss cause, effect, and erosion I will show photos on the board so the students
have a visual representation of each concept.
The vocabulary for this lesson will include:

Cause - a person or thing that produces an effect. (an action)

Effect a change that happens when an action is taking by a person or thing (reaction)
Erosion when natural forces including water, wind, ice, and gravity to change the land, usually
moving soil from one place to another.
Weathering when natural forces break down rocks into smaller and smaller pieces.
Check for understanding: To check for understanding I will ask the students include: what is
erosion? What is weathering? How do they hurt or help the soil? How long does it take for
something to erode? How long does it take for something to become weathered?
Activities:
o We will begin with a whole group reading of the article Erosion before completing a Frayer
model hand out for vocabulary words.
o To gear up the lesson I will ask more comprehensive questions. To gear down the lesson
students will work with a partner to complete their cause and effect handout. Once it has been
completed we will come back together as a group to discuss the answers.
Evaluation of student learning: Students will show their understanding of erosion and
weathering by defining them and explaining how they help the soil or hurt the soil.
Beginner

Students will define the vocabulary

words weathering and erosion.

Students will collect data and

compose an entry in their soil
journals based on their observations
of the compost jar.

Emerging

Mastery

Student
attempts to
use correct
terminology

Student uses correct

terminology about
half the time

Student uses correct

terminology with
every description

Little to no
use of correct
grammar and
spelling

Uses correct
grammar and
spelling through
part of the
assignment

Uses correct
grammar and
spelling through
most or all the
assignment

Review: The review questions may include: which process usually takes longer weathering or
erosion? Have you seen erosion or weathering anywhere here in our town? Is all erosion bad? In
what ways can we keep negative erosion from happening.
Resources:
Science and technology for children: soils. Teacher ed. (2004). National Science Resource
Center.

This text has information and activities pertaining to soil. I used the information from this guide
to help create the activities for this lesson plan.
Exline, J. (2002).Science Explorer; Earths Changing Surface. Upper Saddle-River, NJ. Prentice
Hall, Inc.
This guide offers helpful definitions, information, and lesson plans covering different types of
soil. It offers suggestions on how to help engage, explore, explain, elaborate, and evaluate during
a lesson.
Frank, M. S. (2005). Harcourt science. Orlando: Harcourt School.
This text provides an overview of soil and its components. It contains many resources relevant to
our unit plan including activity ideas, definitions, and critical thinking question suggestions. The
information provided by this text may be used throughout many lessons in the entire soil unit
plan.
Kreitman, R. Erosion. Retrieved October 6, 2016, from
http://www.readworks.org/passages/erosion
Read Works provides nonfiction articles sorted by grade level, topic, and reading level. I chose
this article because it directly related to my lesson plan. The article is slightly above their reading
level, so I will be reading it to them.
F. (2015). Erosion and Soil. Retrieved October 08, 2016, from
http://www.youtube.com/watch?v=im4HVXMGI68
This video is a demonstration of erosion. The video shows what can happen to soil when it rains
and organic matter or plants do not protect it. This demonstration will help students understand
the difference between weathering and erosion.

Name _______________________
Is it Weathering or Erosion?
Cut and paste each sentence to show if it is weathering or
erosion.
Weathering

Erosion

Erosion and Weathering Examples

Silt moves down a stream with the

current.

Tree roots make cracks in a sidewalk.

A rainstorm washes away small

pieces of rock. Over time the rock
becomes smaller.

A sand storm wears down a rock.

In the winter ice creates potholes in

roads.

Silt and sand in a river break down

rocks.

After a rainstorm an overflown creek

leaves behind silt and clay.

The Colorado River digs deeper into

the Grand Canyon.

Topsoil is blown away during a

windstorm.

A rainstorm creates a mudslide on a

hill and the mud creates a blocked
road.

Name: Liz Allen

Due Date: October 7th, 2016
Lesson Topic: Organisms
Email: edallen@bsu.edu
Phone: (765) 748-0050

EDEL 350 Section 3

Teach Date: November 24th, 2016
Grade Level: First
Subject: English/ Language Arts
Whole Group: 30-45 minutes

Indiana State Standards:

Earth and Space Science 1.ESS.2 Observe and compare properties of sand, clay, silt, and
organic matter. Look for evidence of sand, clay, silt, and organic matter as components of
soil samples.
Writing 1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and space
letters, words, and sentences appropriately.
Reading Literature 1.RL.1 With support, read and comprehend literature that is gradelevel appropriate.
Life Science 1.LS.3 Make observations of plants and animals to compare the diversity of
life in different habitats.
Life Science 1.LS.4 Use a model to represent the relationship between the needs of
different plants and animals (including humans) and the places they live.
Lesson Objectives:
Students will examine and describe properties of organisms living in soil.
Students will compare the lives of organisms in soil to the lives of humans by discussing
the similarities and differences between the two.
Students will collect data and compose an entry in their compost journals based on their
observations of the compost jar.
Materials: compost journals, pencils, projector, computer, Diary of a Worm, white board, dry
erase markers

Motivation: For the motivation, I will show students a detailed photograph of a worm farm. I
will ask, what do you think this is? What do you notice? Students will turn and talk to a partner
about what they think. I will have the class come back as one and students will share their
thoughts. Anticipated responses include, it looks like tunnels that worms made in the soil.
Thats where they live underground. I will tell the students it is a worm farm and worms did
make those tunnels. I will ask, what do you think the tunnels do for the soil? As a class we will
have a brief discussion about what the tunnels do for the soil and how they benefit the soil.
Rationale for lesson: Today we are going to learn about things that live in soil.
Teach: First, the teacher will show the students images of soil organisms, such as nematodes,
bacteria, worms, mites, and fungi. Each image will have a first-grade-friendly description of
these organisms and what they do for soil. Each student will have a handout with the same
information. Next, teacher will read the fictional story, Diary of a Worm, to the class. The class
will practice making predictions while reading. Then, teacher will ask, what are some things we
learned about soil organisms from this book? The class will have a brief discussion about what
they learned, the teacher will emphasize the point that worms help the soil by digging tunnels for
air and water to be absorbed through. The teacher will guide the discussion by asking, how do
humans survive above ground? Students will turn and talk to partners about their thoughts, then
come back as a class to share. The teacher will draw a Venn diagram on the whiteboard. They
will explain to students what each section of the Venn diagram represents. The students will
share their responses and tell the teacher where to write them in the appropriate place on the
diagram. The Venn diagram will be comparing and contrasting soil organisms to humans.
Students will gain an understanding of how soil organisms survive and be able to compare them
to humans. Finally, the teacher will ask, what do you think a good sentence for our journal
would be? Students will get a chance to think about the lesson and gather information from their
handout and Venn diagram. The students will share their thoughts and the teacher will write
them on the board. As a class, they will discuss what they think is most important and come up
with final sentence. The students will go back to their desks and complete their journal entry.
Check for Understanding: What types of organisms live in the soil? How do these organisms
help the earth? What do soil organisms eat? How do they survive? How do these organisms help
humans? How do they help the soil?

Activities:
Before beginning lesson, check compost jar and write observations in compost journal.
Review compost makes soil.
Teacher will read Diary of a Worm
The class will have a discussion about how humans survive in their habitats and then, as a
class, the students will compare and contrast soil organisms to humans.

 The teacher will create a Venn diagram to show the similarities and differences between
the two. She will explain what a Venn diagram is and how we can use it to see
similarities and differences.
Evaluation of Student Learning: Students will show their understanding of soil organisms by
describing the properties of organisms while comparing them to humans. They will also
brainstorm ideas for their journal entry at the end of the lesson.
Needs Help

Emerging

Mastery

Students will examine

and describe properties
of organisms living in
soil.

Students will
examine and
describe properties
of organisms living
in soil 50% of the
time.

Students will
examine and describe
properties of
organisms living in
soil 70% of the time.

Students will
examine and
describe properties
of organisms living
in soil 95% of the
time.

Students will compare

the lives of organisms in
soil to the lives of
humans by discussing
the similarities and
differences between the
two.

Students will
compare the lives of
organisms in the soil
to the lives of
humans with 50%
correct terminology.

Students will
compare the lives of
organisms in the soil
to the lives of
humans with 70%
correct terminology.

Students will
compare the lives of
organisms in the soil
to the lives of
humans with 95%
correct terminology.

Students will collect

data and compose an
entry in their compost
journals based on their
observations of the
compost jar.

Few uppercase and

lowercase letters are
legible, spaces,
words, and sentences
are written
appropriately.

Some uppercase and

lowercase letters are
legible, spaces,
words, and sentences
are written
appropriately.

All uppercase and

lowercase letters are
legible, spaces,
words, and sentences
are written
appropriately.

Review: What types of organisms live in the soil? In what ways do soil organisms help the soil
they live in? What do soil organisms eat? How do these organisms help humans?
Resources:
(2011). Whats in My Soil?. Retrieved September 28, 2016, from
http://education.usgs.gov/lessons/soil.pdf
This resource is packed full of information about soil. It is written for a college level course,
however the information about organisms in soil is very straightforward and valuable. I can
adapt this information and put it into first-grade-friendly terms. The students can use this

information to write their journal entries and discuss the similarities and differences between
organisms in the soil and humans.
F. (2016). Soils host a quarter of our planet's biodiversity. Retrieved October 06, 2016, from
https://www.youtube.com/watch?v=2op3Audkgho
This YouTube video provides very helpful information that I can adapt and use in this lesson.
The video is meant for an older group of student, perhaps high school, therefore I believe it
would be too advanced for first grade students. However, the information is still valuable and I
can adapt it for support the students can use while helping me create the Venn diagram, write
their journal entry, and compare humans to soil organisms.
Cronin, Doreen. (2003) Diary of a Worm. New York, NY. HarperCollins.
This childrens fiction book has great information about worms written in the perspective of a
young worm. Students will be able to relate to this soil organism since it wears clothes, has a
mom and dad, goes to school, and has friends. However, the main character lives underground
and digs tunnels to help the soil. Although this text is fictional, it has good information about
worms and will help the students widen their understanding for soil organisms in a fun way.
Worm Farm Kits. (n.d.). Retrieved October 07, 2016, from https://www.nature-gifts.com/3808worm-farming/
This website has a detailed image of a worm farm with visible tunnels. This image will be used
during the motivation part of the lesson, and serve as a frame of reference for students to look at
or talk about throughout the lesson.
National Science Resources Center (U.S.). (2004). Science and technology for children:
teacher's guide 2nd edition. Burlington, N.C. Carolina Biological Supply Co.
This teachers guide has great information about science topics for children. There is a section
about organisms that has valuable information. I will take the information and put it onto the
handout about soil organisms to help the students compose their journal entries.

Name: Ashley Piper

Due Date: October 14th
Lesson Topic: Soil Layers
Email: alpiper@bsu.edu
Phone: (317) 473-2452

EDEL 350 Section 3

Teach Date: November 16th
Grade Level: First
Subject: Science/English Language Arts
Whole Group: 30-45 minutes

Indiana State Standards and Indicators:

o

Earth and Space Science 1.ESS.2 Observe and compare properties of sand, clay, silt, and

organic matter. Look for evidence of sand, clay, silt, and organic matter as components of soil
samples.
o

Writing 1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and space letters,

words, and sentences appropriately.

Lesson Objectives:
o Students will examine and describe the layers of soil.
o Students will apply knowledge from previous lessons.
Materials/Media:
Whats the Dirt on... Dirt? Video at https://www.youtube.com/watch?v=if29mjcd5bc, Soil
Layers handout, drawing utensils, compost journal
Motivation:
For my lesson motivation I will call the students back into their groups and have them examine
their compost jar. After examination we will write any changes that have happened to the
materials we put in their compost jars. We will discuss why and how those changes are
happening.
Rationale for the lesson: Today we will be reviewing the types of soil and the order of the
layers, as we create a soil layers diagram.
Teach:
I will begin the lesson by asking the students what they remember about each type of soil. The
questions will cover basic questions about soils and their properties. As I ask the questions I will

have students use Thumbs up/Thumbs down to show me if they know the answer. I will ask
questions including:
-

What is sand/silt/clay?

How can you tell different types of soil apart?

What method are we using to create soil in our jars?

Is all soil man made?

What do sand/silt/clay feel like?

What is weathering? What is erosion?

To activate more prior knowledge before we discuss soil layers, I will play the video Whats the
Dirt on ... Dirt? Next I will pass out the materials for the soil layers diagram. Each student will
be drawing and labeling their layers of soil. For each layer of soil, I will model to the class what
is expected. We will work together to create the layers of soil with pictures on the front and a
description on the back. Many of the vocabulary words from the lesson will be review, but I will
be adding a few words relating to the layers of soil.
Bedrock the lowest layer of soil made of solid rock.
Parent material a layer made mostly of rock that has been weathered, and not many things
live.
Subsoil a layer made up of sand silt and clay
Topsoil- the top layer of soil where nutrients, plants, and organisms are found
Check for understanding: To check for understanding I will ask the students include: what is
soil? What is sand/silt/clay? How are soils the same? How are soils different? What is humus?
What is loam? What is erosion? Does erosion happen quickly or slowly?
Activities:
o During the first activity students will stay at their seats as I ask review questions. I will
provide questions and students will use their thumbs up/thumbs down.
o The second activity will also be individual, but we will complete some components together
as a whole group. The finished product will be a soil flip book.
o To Gear up the activity I will ask the students who need more enrichment questions that
require more critical thinking. They will not have more questions, just different questions. To

gear down the lesson I will support students by prompting their prior knowledge. I will also use
graphics and strategies such as turn and talk to let them share their thinking with a partner before
discussing in a whole group.
Evaluation of student learning: Students will show their understanding of erosion and
weathering by defining them and explaining how they help the soil or hurt the soil.
Beginner

Students will define the vocabulary

words

Emerging

Mastery

Student

Student uses correct

Student uses correct

attempts to

terminology about

terminology with

use correct

half the time

every description

Little to no

Uses correct

Uses correct

use of correct

grammar and

grammar and

grammar and

spelling through

spelling through

spelling

part of the

most or all the

assignment

assignment

terminology

Students will collect data and

compose an entry in their soil
journals based on their observations
of the compost jar.

Review: The review questions may include: Which soils have the largest particles? Which soil
has the smallest particles? What soils are on the bottom? What soil is on the top? What is each
layer of soil made of? How many layers of soil are there? What did you notice while exploring
soil?
Resources:
Teachers Guides
Science and technology for children: Soils. Teacher ed. (2004). National Science Resource
Center.
The idea for the silt activity came from this text. The information allows for students to
participate in hands on exploration of silt and how it interacts with water. I will use the text to
create the instructions and a handout to accompany the lesson.

Exline, J. (2002). Science explorer; Earths changing surface. Upper Saddle-River, NJ. Prentice
Hall, Inc.
This guide offers helpful definitions, information, and lesson plans covering different types of
soil. It offers suggestions on how to help engage, explore, explain, elaborate, and evaluate during
a lesson.
Other sources
Frank, M. S. (2005). Harcourt science. Orlando: Harcourt School.
This text provides an overview of soil and its components. It contains many resources relevant to
our unit plan including activity ideas, definitions, and critical thinking question suggestions. The
information provided by this text may be used throughout many lessons in the entire soil unit
plan.
United States Department of Natural Resources. Worm your way through these questions.
Natural Resources Conservation Service. Retrieved October 10, 2016, from
http://www.nrcs.usda.gov/wps/portal/nrcs/detail/national/people/outreach/education/?cid=nrcs14
3_021959
This site provides answers to many questions pertaining to the subject of soil. The information
provided will help the instructor explain not only composting, but also other elements of soil
development. The site also has information relevant to future lessons.
SciShow Kids. (2015). What's the Dirt on ... Dirt? Retrieved November 9, 2016, from
http://www.youtube.com/watch?v=if29mjcd5bc
This video provides information on the types of soil we are reviewing. There is also a clip that
discusses the soil layers, which we will be learning about, and discussing during our lesson.
E. (2016). Soil Layers | Worksheet | Education.com. Retrieved November 9, 2016, from
http://www.education.com/worksheet/article/soil-layers-1/

Name: Liz Allen

EDEL 350 Section 3

Due Date: September 30th, 2016

Teach Date: November 28th, 2016

Lesson Topic: Soil

Grade Level: First

Email: edallen@bsu.edu

Subject: English/ Language Arts

Phone: (765) 748-0050

Whole Group: 30-45 minutes

Indiana State Standards:

Earth and Space 1.ESS.2 Observe and compare properties of sand, clay, silt, and organic
matter. Look for evidence of sand, clay, silt, and organic matter as components of soil
samples.
Writing 1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and space
letters, words, and sentences appropriately.
Reading Vocabulary 1.RV.1 Use words, phrases, and strategies acquired through
conversations, reading and being read to, and responding to literature and nonfiction texts
to build and apply vocabulary.
Reading Vocabulary 1.RV.2.2 Define and sort words into categories (e.g., antonyms,
living things, synonyms).
Lesson Objectives:
Students will examine and describe the properties of soil (sand, clay, silt, organic matter,
and organisms).
Students will collect data and compose an entry in their compost journals based on their
observations of the compost jar.
Students will discuss the components of soil based on their experiments and exploration
from previous lessons.
Materials: Paper for each student with printed components of booklet, pencil, crayons
Motivation: For the motivation, the teacher will bring a completed eight-page mini book about
another topic. The book will have vibrant colors that draw in students. The teacher will read the
mini book to students.

Rationale for lesson: Today we are each going to create a mini book about soil.
Teach: Before beginning lesson, check compost jar and write observations in compost journal.
The teacher will briefly review the types of soil the class has learned about in previous lessons.
To review, we have learned about sand, silt, clay, organic matter, and organisms. Each layer of
soil is very important to support plants and animals that rely on the nutrients found in soil.
Teacher will model and students will follow along to complete the first page of the mini book.
The teacher will model the first page for students, and complete the second page with. Then, the
students will complete their mini books individually. Resources from previous lessons will be
available around the classroom. Once the students are finished, the class will join at the front of
the classroom and students can share their books with partners. The teacher will pose prompts
about different layers of soil and students will be asked to turn to the page in their book with the
correct layer. For example, the teacher might say, This layer is found in deserts, and students
will turn to the page about sand.
Check for Understanding: To check for understanding, the teacher will ask students questions
and pose prompts about the different layers of soil and students will be asked to turn to the page
the correct layer is on and hold it up for the teacher to see.
Activities:
Before beginning lesson, check compost jar and write observations in compost journal.
Review compost makes soil.
This lesson will focus on students overall understanding of the different components of
soil through the use of review activities.
Each page of the eight-page mini book will have a pre-printed topic then a prompt for
students to fill in. The prompts will include; what it FEELS like (word description), what
it LOOKS like (draw a picture), something else I know about this (student choice).

Evaluation of Student Learning:

Needs Help

Emerging

Mastery

Students will examine

and describe the
properties of soil(sand,
clay, silt, organic matter,
and organisms).

Explains and
describes soil using
correct terminology
50% of the time

Explains and
describes soil using
correct terminology
70% of the time

Explains and
describes soil using
correct terminology
95% of the time

Students will collect

data and compose an
entry in their compost
journals based on their
observations of the
compost jar.

Information written
with correct
uppercase,
lowercase, and
legible words 50%
of the time.

Information written
with correct
uppercase,
lowercase, and
legible words 60% of
the time.

Information written
with correct
uppercase,
lowercase, and
legible words 80%
of the time.

Students will discuss the

components of soil
based on their
experiments and
exploration from
previous lessons.

Uses incorrect
terminology when
discussing
components of soil
and does not
incorporate
examples from
previous lessons.

Mostly uses correct

terminology when
discussing soil,
incorporates one
example from
previous lesson in
discussion.

Uses correct
terminology when
discussing
components of soil
and incorporates
several examples
from previous lesson
in discussion.

Review: What color is sand/silt/clay/loam? What types of organisms live in soil? Where does
soil get its nutrients? Which layer is clay/silt/sand/loam found? What is organic
matter/clay/silt/sand?
Resources:
Teacher Guide:
Exline, J. (2002).Science Explorer; Earths Changing Surface.Upper Saddle-River, NJ. Prentice
Hall, Inc.
This resource is very helpful for this lesson because it has important information about
the different layers of soil. The information will help students create their mini books and
complete the pull out page of the layers of soil.

Websites:
Earth Science For Kids. (n.d.) Retrieved on October 16, 2016, from
http://www.ducksters.com/science/earth_science/soil_science.php
This website has valuable information laid out in an easy to read format. The information
will be helpful for students as they complete their mini books.
Fun Soil Facts for Kids. (2016). Retrieved on October 16, 2016, from
http://easyscienceforkids.com/all-about-soil/
This website has great information about soil and a helpful video. The information found
here will be helpful while creating resources for students to use to complete their mini
books. The information will help students during the culminating activity when students
will make dirt pudding with the proper layers of soil identified.

Name: Liz Allen & Ashley Piper

Due Date: October 9th, 2016
Lesson Topic: Culminating Activity- Soil
Email: edallen@bsu.edu, alpiper@bsu.edu
Phone: (765) 748-0050, (317) 473-2452

EDEL 350 Section 3

Teach Date: November 30th, 2016
Grade Level: First
Subject: English/ Language Arts
Whole Group: 30-45 minutes

Indiana State Standards:

Earth and Space Science 1.ESS.2 Observe and compare properties of sand, clay, silt, and
organic matter. Look for evidence of sand, clay, silt, and organic matter as components of
soil samples.
Writing 1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and space
letters, words, and sentences appropriately.
Speaking and Listening 1.SL.4.3 Give and follow three- and four-step directions.
Lesson Objectives:
Students will examine and describe the properties of soil(sand, clay, silt, organic matter,
and organisms).
Students will create and label a dirt pudding dessert using food materials that resemble
soil matter in the correct order.
Students will collect data and compose an entry in their compost journals based on their
observations of the compost jar.
Materials: compost journals, pencils, graham cracker dust as sand, Oreo dust as dirt, gummy
worms as worms, chocolate pudding as clay, and cocoa/powder sugar mix as silt, clear cups,
sharpies/ black markers
Motivation: To motivate the students the teachers will model the dirt pudding cups to show the
students what they will be creating. We will explain how each ingredient in the pudding mix
makes up a layer of soil that we have discussed in class. If students remain focused for the
duration of instruction, they will be able to create and enjoy their own pudding at the end of the
lesson.

Rationale for lesson: Today we are going to apply all our knowledge about soil by making dirt
pudding displaying the different layers of soil.
Teach:
Before beginning lesson, check compost jar and write observations in compost journal.
Students will get out their soil layer mini books (created in lesson #8) and Miss Allen and
Miss Piper will review each layer of soil while reading through the book.
Sand; created by breakdown of rocks over time by weathering process, grainy
texture, little nutrients, different colors
Clay; stiff, sticky, fine-grained texture, saturated with water and create
impermeable layer of soil
Silt; very fine texture, larger particles than clay, but finer than sand, transported
by water, wind, and ice
Organisms; live in soil, benefit soil by creating tunnels for air and water to seep
into, decompose to enrich soil with nutrients
Organic Matter; living things, once living things, and nutrients in the soil from
decaying organisms
Bedrock; the lowest layer of soil made of solid rock.
Parent material; a layer made mostly of rock that has been weathered, and not
many things live.
Subsoil; a layer made up of sand, silt, and clay
Topsoil; the top layer of soil where nutrients, plants, and organisms are found.
loam; type of topsoil rich with humus with a lot of water and air
Students will demonstrate their knowledge about soil by constructing a dirt pudding
dessert that displays their understanding of the layers of soil.
Check for Understanding: What are the layers of soil? Which layer belongs on the bottom?
Which ingredient represents sand/silt/clay? In which layer of soil do most organisms live?What
does ______ layer of soil feel like? What does _____ look like? What purpose does _____serve?
What color is _____? What texture is ____?
Activities:
Before beginning lesson, check compost jar and write observations in compost journal.
Students will demonstrate their knowledge about soil by constructing a dirt pudding
dessert that displays understanding of the layers of soil.
We will have graham cracker dust as sand, Oreo dust as dirt, gummy worms as worms,
chocolate pudding as clay, and cocoa/powder sugar mix as silt. There will be clear cups
for students to label using a sharpie before beginning. The students will take turns
pouring the correct layer of soil matter into their cup. Miss Piper and Miss Allen will
assess each student's dessert to see if they have met the objective.

Students will label the layers of soil on a handout with a blank clear cup. The students
will write descriptions of each layer off to the side of the clear cup on the handout on
lines provided.

Evaluation of Student Learning: Students will show their understanding of the layers of soil by
correctly identifying each layer of their dirt pudding dessert.
Dirt Pudding Rubric

Beginner
1

Capable
2

Accomplished
3

Expert
4

Capitalization
and
Punctuation

Little
capitalization
and
punctuation.

Some
sentences have
capitalization
and
punctuation.

Most sentences
have
capitalization
and
punctuation.

All sentences
have
capitalization
and
punctuation.

All parts
Included and
Correct

One part is
correct.

Two parts are

included and
correct.

Three parts are

included and
correct.

All parts are

included and
correct.

Review: What are the layers of soil? What does ______ layer of soil feel like? What does _____
look like? What purpose does _____serve? What color is _____? What texture is ____?
Resources:
Science and technology for children: soils. Teacher ed. (2004). National Science Resource
Center.
Science and technology for children: organisms. Teacher ed. (2004). National Science Resource
Center.
N.a. (2014). Edible soil layers activity. Retrieved on October 19, 2016, from
http://blog.nutrientsforlife.org/edible-soil-layers-activity/
Presley, J. (n.d). Tasty Edible Dirt. Retrieved on October 19, 2016, from
http://idrange.org/Default.aspx?SiteSearchID=1511&ID=/search-results.htm