Lesson Title: Soil Composition

Grade Level: 4th

State Standards Connection:

Standard 3: Students will understand the basic properties of rocks, the processes involved in the
formation of soils, and the needs of plants provided by soil.

Objective 3: Observe the basic components of soil and relate the components to plant growth.

Indicator A: Observe and list the components of soil (i.e., minerals, rocks, air, water, living and
dead organisms) and distinguish between the living, nonliving, and
a once living components of soil.

Indicator B: Diagram or model a soil profile showing topsoil, subsoil, and bedrock, and how the
layers differ in composition.

ILO 3: Understand science concepts and principles

Indicator C: Explain science concepts and principles using their own words and explanations.

Specific Lesson Objective: Students will observe compositions of different soil types.

Lesson Purpose: Earth is made up of materials and they change over time.

Vocabulary Focus: Soil

Materials:

Student made soil samples

Pictures/ descriptions of each soil type (x5)

Handout

Anticipated Time Frame: 30 minutes

B: Instructional Procedures

Engage and Launch: Start with students on carpet. Bring all soil samples to center of circle.
Tell the students I am so excited to see/hear their observations about the soils they made from
yesterday. Who can raise their hands and tell me the most important things about each soil?
Call on students and scaffold to get desired answers. What do those things mean about the
soil? After short discussion, send kids to their assigned tables and have managers get science
journals. Once at their tables, write question on the smart board for them to copy in their journals
and answer. Do different environments have different types of soil? Students answer I
think. Because. Explain directions for explore.

Role of teacher Pose problems, ask questions, asses prior knowledge, provide
information needed for explore

Role of student Has interest, calls up prior knowledge

Explore: Students will read soil descriptions that are accompanied with pictures and try and
match soil sample #s with the soils in front of them using evidence from their science journals
and previous investigations. Students will work together as a table. Students will fill out sheet
that they can paste into their journals. I think soil #1 is ______ because______. Sheet is
attached.

Role of teacher Make open suggestions, probes, models when needed, provides
feedback, asses understandings

Role of student Explores resources and materials, predicts, records observations

and ideas

Explain/Summarize: Regroup class on carpet. Tell them to bring their sheets with them.
Debrief. Students will share their predictions they made. Reveal answers.

Role of teacher Asks for evidence and clarification, use students experience as a
basis for exploring new concepts, evaluates student explanations

Role of student Clarifies understanding for feedback, shares understandings, seeks

new explanations

Elaborate/Extend: Encourage students to think about different types of soils you would find in
different places in Utah.

Role of teacher Provide feedback, ask questions, poses new problems and issues

Role of student Applies new knowledge, asks questions

Evaluate/Assess: Exit ticket- Make an inference in journal about what makes soils different in
different places. Expert words- humus, particles, types of soil, difference

Role of teacher Observe and assess students, asks open ended questions, allows
students to assess their own learning and skills

Role of student Demonstrates and understanding of a skill or concept, evaluates his

or her own process, answers open ended question

Adaptations for Gifted/Talented, ELL and Special Education: Monitor around the room while
students are exploring to look for understanding/ struggling students. Make sure all students are
on blue before we start and if not have them go to the calm corner

Special Ed/ ELL: Give simple, explicit instructions. Ask students to repeat instructions. Provide
scaffolding if students do not understand. Have students help struggling students.

Early finishers: Play around on this website

http://extension.illinois.edu/gpe/case2/case2.html