2012, Project SOIL - New Jersey Association of Conservation Districts 1

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1 PreK Study 1: What is Soil? Activity A Soil Search: What is Soil? Overview Students will observe that soil is made up of many components and be able to sort these components based upon their size and material makeup. Objectives The students will: Predict what materials will be found in a soil sample Collect soil samples Separate materials in a soil sample Identify materials in a soil sample Sort materials into categories Share findings Essential Questions: What is soil made of? How can soils be different from sample to sample? Standards NJCCCS 5.1.P.A.1; A.1; 5.2.P.A.1; 5.4.P.C.1; C.1 National Science Standards Content Standard D Properties of Earth Materials Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use. Time Schedule 3 class sessions, 40 minutes each Vocabulary Soil Sample Suggested Groupings Pairs or groups of , Project SOIL - New Jersey Association of Conservation Districts 1

2 PreK-2 Study 1: What is Soil Activity A Materials: For Each Pair of Students Soil Samples- two cups 1. 1 set Identification Square Sheets 2. Scissors 3. 1 Sampling Tray or 6-7 Paper Plates 4. Plastic Cups 5. Metal Spoons 6. Soil Checklist 7. Plastic Gloves 8. Clipboards for each student 1 Hand Lens 2 Popsicle Sticks White Unlined Paper Preparation Select soil-sampling site Determine partner groups Set up materials Pre-cut Identification Squares Copy soil checklist on an overhead or set up LCD projection of checklist, Smartboard (to make activity interactive) Background Information Soil is the unconsolidated mineral and organic material on the immediate surface of the earth that serves as a natural medium for the growth of land plants. All soils are derived from an initial material called parent material. Parent material can consist of either mineral or organic soil material, and can have a large influence on certain soil properties such as soil texture. For example, a parent material deposited by a river (called alluvium") may contain a large amount of sand, so the soil that forms from this type of parent material would have sandy textures. Parent material deposited in a lake (called lacustrine deposits ) may contain a large amount of clay, so the soil that forms from this type of parent material would have clayey textures. Parent material turns to soil through soil forming processes. These processes add things such as organic matter to the soil; or move things such as nutrients and clay minerals around within the soil; or change the form of things contained within the soil, such as when fresh organic matter breaks down into humus , Project SOIL - New Jersey Association of Conservation Districts

3 PreK-2 Study 1: What is Soil Activity A Organic matter is derived from decaying plant and animal tissue. When this organic matter is completely broken down, it forms a stable organic soil material called humus. Humus is most commonly found in the surface layers of soils. It can give soils colors that are dark brown or black. Guiding the Activity 1. Explain to the students that they will be going outside to dig in the ground and collect some earth materials to investigate. 2. Ask, What things do you think we might find when we dig a few inches into the ground? Demonstrate using your hands how deep they will be digging: 3. Have students predict and share orally some of the things that they may find in their samples. Teachers can chart class responses and help the class determine five main categories. May be helpful to offer some names for categories 4. Teachers of young students may choose to provide labeled categories for students. Label categories prior to photocopying for best results. What should the basic categories be (that are most likely) Be more specific rocks, dirt, leaves, twigs (worms or bugs)? Provide chance for students to include sample of potting soil Would add living organisms as a category (More general), also if water was present in the soil Measurement- use rulers to show depth instead of hands showing how much to dig or give them a number of spoonful s they need. This requires a counting or use of numbers. Brainstorm the categories to be listed to practice the skill. 5. Hand out the Identification Squares and have students write and/or draw each of the categories that they have predicted in a separate Identification Square. 6. Students should place a completed Identification Square in each of the compartments of the sampling tray or on a separate paper plate. 7. In pairs, students will use the metal spoon to dig and collect 2 plastic cups of soil from a pre-selected sampling site on the school grounds. 8. Students will pour one cup of the soil on a piece of white paper and set the other cup aside for now. Keep the second cup for Study , Project SOIL - New Jersey Association of Conservation Districts 3

4 PreK-2 Study 1: What is Soil Activity A 9. Using Popsicle sticks and hand lenses, students will investigate the sample of soil that they have collected. Students will separate and sort the materials by placing them in the corresponding compartments of the sampling tray or on the paper plates. Students can make a new Identification Square for any types of objects that do not fit into the predetermined categories. Items that the students cannot identify should be put in the compartment with the question mark Identification Square. Students may identify dirt and rocks in separate categories. However for now, let them, but discuss how rocks come in many shapes and sizes. 10. After sorting is complete, students will share findings with the class by identifying what items were found in their sample on the Soil Checklist. Have each group report and describe which items they found on the checklist. 11. In conclusion, Ask, What materials did most or all groups find in their sample? Identify the common materials found in the samples and introduce the term SOIL. Record observation and findings on the Smartboard for the whole class to observe, then conclusions can be drawn from this. Some of you may think that we collected dirt today, but the name for the sample we collected is SOIL. Soil is made up of different materials such as rocks and once living material like leaves and sticks. These materials together form soil and provide a place for plants to grow. Point out the similar materials found in each sample and that there are differences as well based on where the sample was taken from. A sample near a tree may have more leaves, while one near the playground might have more sand , Project SOIL - New Jersey Association of Conservation Districts

5 PreK-2 Study 1: What is Soil Activity A Exploring Soil Life! Photo Credit Christine Raabe, OCSCD Trout Release Field Day 2012, Project SOIL - New Jersey Association of Conservation Districts 5

6 PreK-2 Study 1: What is Soil Activity A Identification Worksheet Category 1 Category 2 Category 3 Category 4 Category 5 Unknown? , Project SOIL - New Jersey Association of Conservation Districts

7 PreK-2 Study 1: What is Soil Activity A Soil Checklist Pair Names: Location of Sample Please Circle One: Playground ball field forest/woods backyard garden lawn Other Rocks Bugs Plants Leaves Twigs Worms Sand Soil Litter Other & Unknown 2012, Project SOIL - New Jersey Association of Conservation Districts 7

8 PreK-2 - Advanced Study 1: What is Soil? Activity B Making Soil Overview Students will explore the components that make up soil by combining different earth materials and then separating them using a variety of techniques. Objectives The students will: Understand that soil is a mixture of earth materials, which include organic and mineral soil materials. Use a variety of techniques to sort and separate the components of soil. Standards NJCCCS 5.1.P.A.1; A.1; 5.2.P.A.1; 5.4.P.C.1; C.1 National Science Standards Content Standard D: Properties of Earth Materials Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use. Time Schedule Two 40 minute sessions Vocabulary Soil Humus Gravel Screen Suggested Grouping Whole Class demonstration for Part 1 Pairs for Part 2, Groups of 4 for remainder , Project SOIL - New Jersey Association of Conservation Districts

9 PreK-2 - Advanced Study 1: What is Soil? Activity B Materials (Alternative Activity for Collecting Materials is the Soil Soup Recipe see Appendix) 9. 2 cups of compost or peat moss separated into 4-5 small containers (for passing around in step 5) cups of sand cups of gravel or natural colored aquarium rocks metal spoon plastic bowl or bin large enough to hold the 8 cups of earth materials Part 2 1 set of three screens with different sizes of mesh (small, medium, large) 4 plastic bowls Two vials with lids (clear plastic wide-mouthed bottles work fine) Water Guiding the Activity Part 1: Whole Group Discussion 1. Review the previous experience with collecting SOIL. 2. Today we are going to make our own soil. Ask What do you think we should include in our soil? Remember that soil is a mixture of earth materials. 3. Students should share items that were found during the previous activity. 4. Add the earth material to the mixing bowl as students suggest the material. 5. When dead leaves or plant material is suggested, show the compost/peat moss. Tell the students that this is an example of what happens to plant material after it dies/decays/rots. Introduce the term HUMUS (hew-mus). 6. Pass the compost/peat moss samples around and ask students to describe how it smells and feels. Students will report musty, old, dead, and rotten. 7. Break if needed 8. Add the compost/peat moss to the mixture. 9. Continue adding earth materials until the mixture is complete, and stir. Take half of this material and set aside and let it dry for use in Part , Project SOIL - New Jersey Association of Conservation Districts 9

10 PreK-2 - Advanced Study 1: What is Soil? Activity B 10. Using the different sized screens, students should try to separate the materials into their original components sand, gravel, pebbles, and potting soil/humus. 11. Place each material into a separate bowl. 12. When complete, discuss: Which materials were easy to separate, and which materials were harder? Why? Side Bar: In real life soil is separated to help decide what the best use of this soil is. As an example, is the soil better used for a sandbox, to make bricks, or to use for a ballpark infield? Part 2: Investigation in Pairs Give each group some of the class soil that was set aside from Part 1, and a vial. Students should add 1 part of soil to two parts of water to the vial and label with their group names. Shake the vial and let settle. While soil is settling review vocabulary or clean up as needed. After 5-10 minutes have students observe the materials that settled in the soil vial. Describe observations. Students should notice that the materials have layers; the larger, heavier gravel and pebbles on the bottom, the sand and humus on top , Project SOIL - New Jersey Association of Conservation Districts

11 PreK-2 Study 2: Characteristics of Soil Activity A Colors of Soil Overview Students will identify the color of a soil sample using Crayola crayons as a standard color guide. Color is only one of the physical characteristics of soil. New Jersey soils come in a variety of colors. Objective Students will Observe the color of different soil samples Compare soil color to Crayola Crayon colors Standards NJCCCS 5.1.P.A.1; A.1; 5.2.P.A.1; 5.4.P.C.1, 5.1.P.B.1, 5.1.P.B.2, 5.1.P.D.1, National Science Standards Content Standard D- Properties of Earth Materials Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply. Side Bar Colors of Soil works well as an outdoor activity. Time Schedule minutes Vocabulary Shades of color Brightness Standard colors Soil scientist Suggested Grouping Individuals sharing samples and crayons at table groups 2012, Project SOIL - New Jersey Association of Conservation Districts 11

12 PreK-2 Study 2: Characteristics of Soil Activity A Materials For table groups 3-5 different colored soil samples (about 1 cup each) A spoon for each soil sample Crayola Crayon box of 64 (must use Crayola Brand) Crayon Color Guide (template provided) Scissors For individuals White paper plate Preparation 1. Collect different soil samples containing different colors. 2. Make a color guide by creating color swatches that compare with the colors of your soil samples. Typical crayon colors would be: o light in color like apricot, peach or tumbleweed o medium brown colors like raw sienna or sepia o reddish or grayish colors like mahogany, burnt sienna, or timberwolf o black, sepia, or combinations of any of the above Background Information 1. Soil color is an important factor in identifying and classifying soil. Soil Scientist uses a uniform chart called a Munsell Color Chart to describe their samples. Guiding the Activity 1. Recall that soil is a mixture of different materials. When we collected samples from around the school, did the samples all look the same? Students should recall that the samples had different colors and materials. Explain to the students: These particles make soil samples look, act, and feel different. We are going to investigate these soil parts closer. Today we are going to look at different colors of soil. 2. Hand out supplies. Each table group should have a box of Crayola crayons and a bowl of each soil sample. Individuals should have a paper plate. 3. Students should place about three spoons of soil on a paper plate. 4. Select white, browns, reds, grays, black and any other color crayons that may match up with your soil samples , Project SOIL - New Jersey Association of Conservation Districts

13 PreK-2 Study 2: Characteristics of Soil Activity A 5. Make the best match by drawing on the paper plate with the crayons. Mixing two colors together may also be done to get the best match. 6. Record the name of your crayon as your soil color on the Color Guide Chart. Make sure you use the name found on the wrapper. If you combined colors, list both names as your color. The color that is most predominant should be listed last. Younger students may need help determining the names of the crayons and writing the names on the Color Guide Chart. Follow the same procedure for additional soil samples as time allows Conclude by sharing what students found and reinforce Different colors indicate that different earth materials are found in the soil and that not all soil is the same. Fun Activity Soil Paint , Project SOIL - New Jersey Association of Conservation Districts 13

14 PreK-2 Study 2: Characteristics of Soil Activity A Crayon Color Chart , Project SOIL - New Jersey Association of Conservation Districts

15 PreK-2 - Advanced Study 2: Characteristics of Soil Activity B Sensing Soil Overview Students will observe and describe the texture of different soil types and identify a sample soil by comparing it to a pre-determined standard. Objective The students will: Observe different soil samples using multiple senses Record findings as a class (individually if age appropriate) Compare the feel/texture of soil to a pre-determined standard Infer which type of soil the sample is based on the feel/texture of the soil Understand that soils differ based upon make-up Essential Questions: Are all soils the same? How do some soils differ from other soils? Standards NJCCCS 5.1.P.A.1; A.1; 5.2.P.A.1; 5.4.P.C.1; C.1 National Science Standards Content Standard D- Properties of Earth Materials Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply. Time Schedule Two class 30 minute sessions or one longer session instead of 2 shorter Vocabulary sand silt clay loam (Descriptive Adjectives) gritty sandy rough silky smooth slippery sticky dark light Suggested Grouping Table groups of four. Class generating reporting sheet, whole group part 1 & 2 then smaller part , Project SOIL - New Jersey Association of Conservation Districts 15

16 PreK-2 - Advanced Study 2: Characteristics of Soil Activity B Materials Part 1 For table groups 1 cup sand 1 cup silt 1 cup clay (can be purchased at a building supply store) 1 cup loam soil (a mixture of approximately 40% sand, 40% silt, and 20% clay) A spoon for each soil sample A bowl for each soil sample Part 2 ¼ cup sugar (granular) ¼ cup of cornstarch or flour golf-ball size of sculpting clay Part 3 Soil sample from schoolyard or other appropriate site 2-3 cups depending on class size For individuals Paper plate (small) or scrap paper Hand lens Preparation: 2. Set up a soil sample of sand, silt, clay, and loamy soil. 3. Set up comparison materials, cornstarch, sugar, and clay. Background Information Soil is composed of many particles of varying sizes. Soil scientists have classified soil particles into three sizes: sand, silt and clay. Sand particles are the largest in size; they can be seen with the naked eye. Sand particles tend to hold little water but allow for good aeration. Silt particles are smaller in size than sand particles but are larger that clay particles. Silt particles have properties that are similar to sand particles. Clay particles are very small in size; in fact, they are microscopic. Clay particles are sometimes packed together so tightly that they do not allow water or air to penetrate. If a soil sample feels rough or gritty, the soil sample probably contains a large amount of sand. If a soil sample feels soft and smooth when moist, and powdery when dry, the soil sample probably contains a large amount of silt , Project SOIL - New Jersey Association of Conservation Districts

17 PreK-2 - Advanced Study 2: Characteristics of Soil Activity B If a soil sample feels sticky when moist and forms a ribbon when pressed between the thumb and forefinger, the soil sample probably contains a large amount of clay. If the soil sample doesn t fit clearly into one of these categories, it is probably a loam soil, which is a mixture of all three particle sizes. The soil can also be classified with a combination of categories such as sandy clay if it has a lot of fine particles with some gritty particles. The most predominant soil type is named last. A loam soil is a specific soil texture that combines all three of these soil particle sizes in a proportion where each particle size contributes a relatively equal influence on the soil. A loam soil is ideal for most garden plants because it holds plenty of moisture but also drains well so that sufficient air can reach the roots. Guiding the Activity Today we are going to investigate the soil samples using our senses of sight, smell, and touch. Part 1: Students will only be looking at and smelling soil material 1. Recall that soil is a mixture of different particles that make the soil samples look, act, and feel differently. 2. Hand out supplies. Each table group should have a bowl of each soil sample. Individuals should have a hand lens and a paper plate. 3. Students should place about two spoons of each soil on a separate paper plate or piece of scrap paper. 4. Using their senses, students should describe how the sample smells and looks. Compare the sizes of the particles and determine whether they can be seen by your eye, with a hand lens, or not at all. 5. Students should share their findings of sight and smell and the teacher should record the descriptive words on the Sensing Soil Observation Chart. Part 2: Students compare soil samples to sugar, cornstarch and sculpting clay 6. Hand out the samples of sugar, cornstarch (or flour), and sculpting clay to use as a comparison. 7. Students should feel each of the materials and describe the texture with words like gritty, silky, smooth, sandy, rough, sticky, etc. 8. The teacher records, on the board, the adjectives that students used to describe the textures of the sugar, cornstarch and sculpting clay. 9. Have each group place a spoonful of each soil sample (sand, silt, clay and loamy soil from Part 1) on a paper plate, and have students describe the texture of the soil using the same adjectives. 10. Relate the sample that felt like sugar (sandy, gritty, rough) to SAND. Relate the sample that felt like cornstarch or flour (silky, smooth) to SILT, and the sample that felt like sculpting clay (sticky, wet) to CLAY. If the sample was a mixture of the textures it is an example of LOAMY soil. 2012, Project SOIL - New Jersey Association of Conservation Districts 17

18 PreK-2 - Advanced Study 2: Characteristics of Soil Activity B 11. Record the touch adjectives on the Sensing Soil Observation Chart. Part 3: Students will compare collected soils 12. Give each group a soil sample collected from the schoolyard. 13. Have students try to identify what type of soil it is based on the sight and touch observations made in Activity A and B. 14. In conclusion, have the class compare and discuss what type(s) of soil they think is/are in the schoolyard. Sensing Soil Observation Chart Sand Silt Clay Loam sight smell touch Vocabulary terms silt and clay may be harder for k-2 students to understand (not as visible as sand) , Project SOIL - New Jersey Association of Conservation Districts

19 PreK-2 - Advanced Study 2: Characteristics of Soil Activity B Soil Show and Tell Recording Sheet Name of soil sample (can be a letter of the alphabet, student first name, etc.) (Instructor can limit the number of soil samples examined) Circle all the words that describe the soil sample. gritty sandy rough silky smooth slippery sticky dark light 2012, Project SOIL - New Jersey Association of Conservation Districts 19

20 PreK-2 Study 2: Characteristics of Soil Activity C Water Movement and Absorption OVERVIEW Students will observe that soil is not solid, but has spaces between the parts that can hold water. Students will determine that different types of soil absorb different amounts of water at varying rates. Objective Students will: Observe water moving through soil at different rates Compare the amounts of water absorbed by sand, silt, and clay Observe through simulation how water is held and passes through the spaces that are between the soil particles Essential Questions: How does water change soil? Are different kinds of soils able to hold different amounts of water? Standards NJCCCS: 5.1.P.A.1; C.2; C.1; 5.4.P.C.1; National Science Standards Content Standard D Properties of Earth Materials Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply. Time Schedule 40 minutes Vocabulary Absorption Particle size Suggested Grouping Whole class demonstration , Project SOIL - New Jersey Association of Conservation Districts

21 PreK-2 Study 2: Characteristics of Soil Activity C Materials 5 clear plastic empty bottles of the same size (two liter sized bottles work well) 2 cups of sandy soil 2 cups of silty soil 2 cups of clay soil Water Scissors Permanent marker Cheesecloth, gauze or used dryer sheets (5 pieces) Timer 5 Rubber bands Large marbles 14. Smaller beads or marbles Preparation Make five (5) two-liter bottle filters, by cutting the bottle about 1/3 from the top and turning the mouth of the bottle upside down. Attach cheesecloth, gauze or used dryer sheet to the mouth of the bottle with a rubber band. Fit the mouth into the bottom section of the bottle securely. See attached picture. [Dave will stage this] Set up water flow demonstration by placing marbles in one bottle filter, smaller beads in one bottle filter, sand in one bottle filter, silt in one bottle filter and clay in one bottle filter. The bottle filters with marbles and beads will be used in Part 1 and the sand, silt and clay bottle filters will be used in Part 2. Background Information: One of the misconceptions that young children have about soil, whether as part of the ground or in a huge pile, is that it is one solid mass. They may not realize that soil is made of smaller particles that are separated by a certain amount of space. Large amounts of air and water can occupy this space and are very important for the soil s capacity to sustain plants, critters, and other forms of life. The amount of space in a soil sample and the amount of water that it takes to fill this space is called its porosity. Generally, soil samples of different particle sizes have the same porosity. Soils made of larger particles have larger spaces between them, but there are fewer individual spaces. Soils made of smaller particles have smaller spaces, but there are more of them. 2012, Project SOIL - New Jersey Association of Conservation Districts 21

22 PreK-2 Study 2: Characteristics of Soil Activity C While particle size does not necessarily affect the porosity of a sample of soil, it does have a large effect on the permeability of the soil, or the ability to allow water to pass through the soil. Larger spaces, as found in those soils with larger particles, allow the water to flow between the particles more quickly. Smaller spaces constrict the water flow so that it cannot pass as quickly. Clay particles found in soils tend to be flat and can be sandwiched tightly against each other, acting as a natural barrier against water flow. It is this property of clay that allows the water to be held in some aquifers as a long-term source of viable water for human use. Clay is often used to line reservoirs or to cap landfills to slow down the movement of water. Guiding the Activity Today we are going to continue our study of soil. I have set up three containers of soil: one sand, one silt, and one clay. We are going to add one cup of water to each container, at the same time, and will see what happens. Part 1: 1. Have three students help by pouring one cup of water in each of the soil containers at the same time. 2. Start the timer for 5 minutes. 3. Have students observe the water that flows through the soil into the bottom of the filter system, including which sample started dripping water first. 4. Mark the level of water on each container after 5 minutes. 5. Have students share their observations and compare which material let through the most water. 6. Ask, We put the same amount of water in each container, but different amounts came out. Where did the water go? Let the filter systems sit undisturbed for 30 more minutes. Students will give varying answers, such as it soaked in. Introduce the term ABSORPTION. 7. During the 30 minute waiting period, continue with Part 2. Then return to the demo for the students to make observations , Project SOIL - New Jersey Association of Conservation Districts

23 PreK-2 Study 2: Characteristics of Soil Activity C Part 2: 1. Ask, How does water move through the soil? Introduce the concept particle size 2. Demonstrate how the size of particles/pieces plays a role in how water moves through the soil. Pour one cup of water through the filter system of marbles, and one cup of water through the filter system of beads at the same time. The water will go through the marbles faster than the through the beads. The spaces between the marbles are larger and the water can move through the spaces faster. 3. Explain to students that the larger the space between the particles, the faster the water can go through. The marbles are like the pieces of sand, and the beads are like pieces of silt. 4. Revisit apparatus. Ask Which soil type absorbed and held the most water? Clay will absorb slower, but retain longer. Silt will absorb faster, and retain a little less than clay, and sand will absorb the fastest, but not retain the water. 5. In conclusion, reinforce that another characteristic of soil, like color and texture, is how well it absorbs and retains water. Soils are not solid, but have spaces between the parts that water can pass through. The larger the space the faster the water can go through. 2012, Project SOIL - New Jersey Association of Conservation Districts 23

24 PreK-2 Study 3: Human Uses of Soil Activity A Soil as a Foundation Overview Students explore the characteristics of different soils that allow them to be used as building materials. They will discover the effect of particle size and water content on the ability of the soil to hold together. Objectives The students will: Observe how dry soils mound Observe how the soil changes when water is added and record results Observe that different soils behave differently when water is added, making some better for building sand castles Determine how much water can be added before the mound collapses (reaches saturation) Determine that different soils can hold different amounts of water Essential Questions: What tools can be used to separate soil based on the materials of which they are made? What physical properties do these materials exhibit? Standards NJCCCS 5.1.P.A.1; 5.1.P.B.1; C.1; 5.4.P.C.1 National Science Standards Content Standard D Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use. Time Schedule 2-45 minutes classes Vocabulary Mound Absorption Saturation (extension) , Project SOIL - New Jersey Association of Conservation Districts

25 PreK-2 Study 3: Human Uses of Soil Activity A Suggested Grouping Pairs or groups of 4 are appropriate. Can also be done as whole class, with time allotted for student participation after initial observations are made/recorded. Can be broken into groups after initial experiment. Materials - for each pair Plastic or Styrofoam tray Funnel Soil Materials (play sand, sieved top soil) Index cards Pencil Pictures of different types of uses of soil. Preparation 15. Make a copy of Activity Sheet for each student 16. Determine partner groups 17. Set up materials. 18. Clipboard with handout sheet or notebook to record observations. For early grades this can be a checklist to record the properties and measurements they observe. ipads have applications that turn spoken word in to word documents. (Dragon Dictation is one free application) Background Information Soil Particles are held together by cohesion, the attraction of like forces, and friction. All particles will seek the lowest energy state. The dry sand has less force holding it together; therefore it thins out more creating a wider but shorter mound. The soil has more cohesion because the finer particles have more surface area and more friction. Water adds the force of adhesion to the sand and topsoil. Water is held between the particles and holds the particles together. Wet soil will hold its shape, but as more water is added, there is eventually enough water in the sand that the water layers will be too thick to hold the sand particles together and the tower falls. The amount of water required to saturate a soil is determined by the particle size of the soil. Finer soil particles have more surface area and require more water. Clay materials that swell when water is added require even more water to achieve saturation. 2012, Project SOIL - New Jersey Association of Conservation Districts 25

26 PreK-2 Study 3: Human Uses of Soil Activity A Guiding the Activity Building with Dry Materials Distribute materials to each student Instruct students to pour two spoonfuls of dry sand through a stationary funnel onto an index card. Ask, What do you see? Students should describe a hill shape called a mound. Call on volunteers to describe the shape of the sand pile. Introduce the shape of the sand as a Mound. Have students trace around the mound with a pencil. One student should hold the index card while the other student traces the mound. Have students measure the size of the mound and write down their observations Repeat the process with the other soil type. Ask are all the mounds the same shape? The shape is the same, but the soil mound is higher and covers less area. Instruct students to compare the two circles. Ask, Which mound is higher? Which mound takes up more area (space)? The soil mound is higher; the sand mound covers more area. Instruct students to try to build a higher mound using the sand. Ask, What happens when you add more dry material? Were you able to build a taller mound? What could we add to the soil and sand to make them better for building? The mound should get wider, but not higher. They should not be able to build a strong mound. Students should suggest adding water to make the soil and sand better for building. This activity was adapted from Dr. Dirt s website with permission , Project SOIL - New Jersey Association of Conservation Districts

27 Grades 3-4 How Is Soil Made Activity A What s in Our Soil? Overview Students will observe that soil is made up of many components and will be able to identify and sort these components into organic and inorganic categories. Objectives The students will: Predict what materials will be found in a soil sample Separate materials in a prepared soil sample Identify materials in a soil sample Sort materials into organic and inorganic categories Share findings Essential Questions: What is soil made up of? What are some materials found in soil? Standards: NJCCCS: 5.1.P.D.1, C.1; C.2; C.1; C.2; C.1 National Science Standards Content Standard D Properties of Earth Materials Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use. Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply. Time Schedule minutes 50-60min Vocabulary- on word wall or chart Soil Organic Inorganic Humus Decay 2012, Project SOIL - New Jersey Association of Conservation Districts 27

28 Grades 3-4 How Is Soil Made Activity A Suggested Groupings 3-4 students, Pairs Materials: For each group 1 gallon prepared soil sample (mixture of inorganic and organic materials) White paper or wax paper, large enough to hold the soil when poured out 2 Magnifying lenses Tweezers, Magnifying Lenses, Goggles, Gloves, Lasagna Pans Preparation 19. Prepare 1 gallon soil samples with a mix of sand, gravel, rocks, twigs, leaves, dead insects, peat humus, local soil, etc. 20. Gather observation materials. In more urban areas teachers may need to obtain soil at a garden center Background Information Soil is the unconsolidated mineral and organic material on the immediate surface of the earth that serves as a natural medium for the growth of land plants. Most soils are made from weathered parent material and organic matter, and vary based upon the materials from which they are made. Parent material is the rock or original source of soil mineral particles that create soil texture. For example, glacial outwash sands tend to be infertile, or hold few nutrients important for plant growth. Solids derived from other sources (such as volcanic deposits) may be relatively rich in nutrients. Parent material turns into soil through weathering and erosive factors such as heating/cooling, freezing/thawing, glaciers, water, wind, chemistry, plants, and animals. Organic matter is derived from plants and animals. Humus makes up the top layer of some soil. It appears dark and moist and is made up of decayed or partially decayed organic matter. The decay process adds nutrients to the soil that plants need to thrive. Living organisms play an important role in breaking down organic matter. Most soils are made from weathered parent material and organic matter , Project SOIL - New Jersey Association of Conservation Districts

29 Grades 3-4 How Is Soil Made Activity A Guiding the Activity: 1. Explain to the students that they will be receiving a sample of soil. Recall that soil is a mixture of non-living materials, called inorganic materials and living or once living things, called organic materials. 2. If students have not completed any study of soils in previous grades, you may need to introduce the definition of soil versus dirt at this point. Refer to Soils Fundamental Concepts from NRCS, found in the appendix. 3. Have students predict what organic and inorganic materials they might find in the soil sample. Record responses on the board. 4. Group students and hand out soil samples. 5. Students will dump out the gallon of soil onto the white paper or wax paper. 6. Students will sort the material into two piles: organic materials and inorganic materials. They should sort the materials by similarity in each category as time allows. Example: twigs, leaves, rocks, sand, etc. 7. Ask students to share what materials they found and to identify which category they thought the material belonged. Add materials to the class list if needed. 8. Individually, have students compare the amounts of each material found and record their findings in a journal entry titled What s in Our Soil. (Journal writing is an important part of NJ science practices standards P.D.1) 9. In conclusion, have students hypothesize where the materials may have originated. Example: twigs from neighboring trees, sand from larger rocks, etc. What s in Our Soil is a lead-in to both Activity B and Activity D 2012, Project SOIL - New Jersey Association of Conservation Districts 29

30 Grades 3-4 How Is Soil Made Activity A This is a great activity to take outdoors. Internet Activity What is in our Soil Webquest , Project SOIL - New Jersey Association of Conservation Districts

31 Grades 3-4 How Is Soil Made Activity B The Inorganic or Mineral Side of Soil Overview Students will investigate the inorganic or mineral components in soil and be able to identify and differentiate soil textural classes such as sandy, silty, and clay. Objectives The Students will: Compare soil samples to a standard Observe characteristics of a sample Identify textures based on characteristics Share findings Essential Questions What are sand, silt, and clay? How do mineral components - sand, silt, and clay - change the characteristics of the soil? Standards NJCCCS C.1; C.2; C.1; C.2; C.1; F.03; D.10; 6.6B3 SS National Science Standards Content Standard D Properties of Earth Materials Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways; for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use. Soils have properties: color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply. Time Schedule minutes possibly 60min Vocabulary Sand Silt Clay Loam Physical and chemical properties Suggested Groupings Pairs or Whole Class for 3 rd Graders 2012, Project SOIL - New Jersey Association of Conservation Districts 31

32 Grades 3-4 How Is Soil Made Activity B Materials Getting Soil Sample - For demonstration Play sand or sandy soil Clay or a sample containing mostly clay (good time to call in the Soil Conservation District expert, as their samples would provide accurate soil type) Silt or a sample containing mostly silt (it may be difficult to obtain a true sample of silt) Pictures of types of plants and habitats Aluminum dishes, gloves Samples can also be collected from the schoolyard or brought from home. Students will be collecting local samples in Activity F. For pairs 1 small paper cup that contains a mixture of sand, silt, and clay Magnifying glass Tweezers Sheet of white paper or white paper plate Water Preparation Fill paper cups with a mixture of sand, silt, and clay or local soil. Set up materials. Background information: Soil is the solid material on Earth s surface that results from the interaction of weather and biological activities with the underlying geologic formation. Soil is produced from broken down rocks, organic matter (decayed animal and plant life), water, and air. Soil typically forms at a rate of one inch every 500 years. Scientists have identified over 70,000 types of soil in the United States. All soil types are made of varying amounts of three main components: silt, sand, and clay. The main difference between the three materials is the size of the particles. Sand particles are the largest and measure from about millimeters. Silt is smaller than sand and measures millimeters. Clay is made of very small particles that measure less than millimeters. With its coarser particles, sand can be identified by touch; silt is fine like flour or powder; and clay is smooth. Please be aware that soils differ by region, and you should adapt the lesson to the soils in your area. You may have to place more emphasis on distinguishing between coarse textured and fine textured soils, rather than individual materials within the soil samples. (This is a great simplification!) Much better for this age , Project SOIL - New Jersey Association of Conservation Districts

33 Grades 3-4 How Is Soil Made Activity B You can also help identify the material by its behavior with water using the ribbon test. Take a small handful of sand in the palm of your hand and add just enough water to moisten the soil. The material will not hold together in a ribbon shape when squeezed. Repeat the test with silt. The silt will hold a ribbon shape, but when bent it will break or crack. The clay will form a ribbon and bend without breaking. The vast majority of soils are a mixture of the three inorganic materials, but the characteristics will give an indication of what material is most present and provide clues as to what processes helped form the soil. Soil that contains nearly equal amounts of sand, silt, and clay is called loam. (While students are starting their ribbon tests, it is a great time to review why soil s water retention ability is so important for the plants). Guiding the Activity 1. Divide the group into pairs for the activity. 2. Have each pair gather their materials. 3. Ask the students to examine their soil sample. Can you see pieces that are different sizes? Try to separate the sample into pieces that have similar size. Students will be able to sort the sample into at least two groups, sand and other. It will be difficult to separate the silt and clay. At this point, we want students to see that there are different sized particles. 4. Place the words SAND, SILT, and CLAY on the board. Explain to students that there are actually three main mineral parts of soil that vary in size. 5. Show a sample of each material separately and have students feel a pinch of each material. Have students describe the way each sample feels and place the descriptions under the appropriate word on the board. 6. Explain the ribbon test. Demonstrate the test with each sample and show students the results. 7. Students will conduct the ribbon test on their own sample to determine what the main type of soil in their sample is. 8. If time allows, have students test additional samples. 9. Clean up materials. 10. In conclusion, discuss student findings. Were there any samples that were difficult to tell if it contained mostly sand, silt, or clay? Introduce the term LOAM. 2012, Project SOIL - New Jersey Association of Conservation Districts 33

34 Grades 3-4 How Is Soil Made Activity B Soil Texture by Feel Place about two teaspoons of soil in the palm of your hand. Add water by the drop and knead soil to break down clumps. Soil is the proper consistency when "plastic" and moldable like putty. If it's too wet, add more soil. Does the soil remain in a ball when squeezed? No? Yes? If no, then the soil is a SAND. If yes, does the soil form a ribbon shape? No? Yes? Place the ball of soil between your thumb and forefinger; gently push the soil with your thumb, squeezing it upward into a ribbon. Form a ribbon of uniform thickness and width. Allow the ribbon to emerge and extend over your forefinger, until it breaks from its own weight. If no, then the soil is a LOAMY SAND. If yes, does the soil make a... weak ribbon? (less than 1 inch long before it breaks) medium ribbon? (1-2 inches long before it breaks) strong ribbon? (over 2 inches long before it breaks Weak Ribbon. Rub soil between fingers to feel for grittiness. Very gritty... then you have a SANDY LOAM. Very smooth... then you have a SILT LOAM. Neither gritty nor smooth... then you a LOAM. Medium Ribbon. Rub soil between fingers to feel for grittiness. Very gritty... then you have a SANDY CLAY LOAM. Very smooth... then you have a SILTY CLAY LOAM. Neither gritty nor smooth... then you a CLAY LOAM. Strong Ribbon. Rub soil between fingers to feel for grittiness. Very gritty... then you have a SANDY CLAY. Very smooth... then you have a CLAY. Neither gritty nor smooth... then you a SILTY CLAY. If students have a clear understanding of the basic soil textures, you may want to introduce the Soil Texture Triangle , Project SOIL - New Jersey Association of Conservation Districts

35 Grades 3-4 How Is Soil Made Activity B Soil Texture Triangle 2012, Project SOIL - New Jersey Association of Conservation Districts 35

36 Grades 3-4 How Is Soil Made Activity C Weathering Rocks Overview Students will investigate how simulating the weathering processes that break down larger parent rock creates the inorganic particles of soil. Objectives Students will: Predict what processes break down rock Simulate how weathering processes break down rock Understand that making soil is a slow process Essential Questions How does soil form? How long does it take to make soil? How can soil be made in the classroom? Standards NJCCCS C.1; C.2; C.4; 4.2.D.4; 4.2.D.5; D.01; D.05 National Science Standards Science Standard D Properties of Earth Materials Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways; for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use. Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply. Time Schedule minutes for Part 1 50 minutes for Part 2 (10 minutes per station) Vocabulary Weathering Parent Rock Chemical weathering Physical weathering Suggested Grouping 3-4 students , Project SOIL - New Jersey Association of Conservation Districts

37 Grades 3-4 How Is Soil Made Activity C Materials Station 1- physically breaking rock Images of plant erosion, videos, websites 2 pieces chalk or soft rock [will need enough chalk or soft rock for specified number of groups] 2 pieces of granite or hard rock white paper, under granite or aluminum trays dark paper, under chalk goggles and gloves Station 2- Water on rock 1 piece chalk or soft rock per group water Small cup or beaker Tray Station 3- Vinegar on rock (chemical weathering) Eyedropper 1 piece chalk or limestone per group White vinegar Tray Station 4- Plants breaking up rock 4. Pictures of plants growing through rocks/cracks/crevices 5. Activity Sheet 1C Preparation 1. Determine groups. 2. Set up stations. 3. Copy Activity Sheets (1 for each student). 2012, Project SOIL - New Jersey Association of Conservation Districts 37

38 Grades 3-4 How Is Soil Made Activity C Background Information One of the main determining factors of soil is the type and size of sediments. These sediments originate from the parent rock, or larger rock from which the sediments had been broken down. Rocks are a mixture of minerals and elements and are classified into 3 major types: igneous, metamorphic, or sedimentary, dependent upon how they are formed. Their mineral content then classifies rocks in each of these categories. It is the way that the rocks formed and their mineral contents, among other things, that help determine their particular characteristics, such as color and density. When the rock is broken down into smaller sediments, these sediments retain the characteristics of the original rock and its minerals, for the most part. Physical weathering by wind, water, and living organisms helps break down the parent rock into smaller pieces. This process is very slow. Soil forms at a rate of one inch every 500 years. Guiding the Activity: Part 1: Brainstorming Activity Ask, Where do sand, silt, and clay particles found in soil come from? Relate this question to Activity B. If you have not done this activity, you may need to introduce the inorganic particles found in soil. Students will probably respond from rocks ; if they do not, you should lead them in this direction. Ask, How do the larger rocks called PARENT ROCKS break down into smaller pieces? Record student ideas on chart paper or on the board. Students will share several types of weather processes. Introduce the term WEATHERING. Part 2: Weathering Stations Investigate several weathering processes by moving in small groups to different activity stations. Explain the task at each station and have directions printed out for display. (See attached Weathering Stations Instruction Sheet) Hand out Activity sheet 1C Rotate stations about every 10 minutes. Alter time as needed. Return to whole group after all stations are completed by all students. In conclusion, share findings. Focus on how long it takes to weather rock and explain that it takes 500 years to make a one inch of soil, so that soil is not easily replaced , Project SOIL - New Jersey Association of Conservation Districts

39 Grades 3-4 How Is Soil Made Activity C Weathering Stations Instruction Sheet Station 1- physically breaking rock 1. Take two pieces of the granite and rub them together for 2 minutes over a white piece of paper. 2. Take two pieces of chalk or softer rock and rub them together for 2 minutes over a different piece of white paper. 3. Compare results. 4. Answer Questions on Activity Sheet 1C. Station 2- Water on rock Take one piece of chalk or soft rock and place it in the tray. Make sure the sample has a side exposed. Scrape off the smooth coating if using a stick of chalk. Angle the tray so that when the water is poured over the sample it will pool at the bottom. Pour a small cup of water (50 ml or ½ of a Dixie cup) over the sample. Look at the water at the bottom of the tray. Has the water changed color? Let the sample sit in the water for about 2 minutes. Has the water changed color? Fill out Activity Sheet. Station 3- Vinegar on rock (chemical weathering) 1. Place a sample of chalk or limestone in the tray. (Make sure the sample has a side exposed. Scrape off the smooth coating if using a stick of chalk) 2. Place several drops of vinegar on the sample. 3. Observe reaction. 4. Fill in Activity Sheet 1C. Station 4- Plants breaking down rock 1. Observe several pictures of plants interacting with rocks. (Available online or from books). 2. Discuss and complete the questions on Activity Sheet. 2012, Project SOIL - New Jersey Association of Conservation Districts 39

40 Grades 3-4 How Is Soil Made Activity C Activity Sheet 1C Name Date Station 1: Physical Weathering of Rocks Weathering Stations When rubbed, which rock produced more particles on the paper, the granite or the chalk? Why do you think that rock produced more particles? Do you think soil is made in a short or long amount of time? Station 2: Water on Rock Why did the water change color after it was poured over the chalk? Station 3: Vinegar on Rock- Chemical Weathering What happened when the vinegar was placed on the rock? How was the rock changed? In nature, what might chemically weather rocks? , Project SOIL - New Jersey Association of Conservation Districts

41 Grades 3-4 How Is Soil Made Activity C Station 4: Plants Breaking Down Rock How do the plants in the pictures change the rocks? Thinking Questions: What type of human activities might physically or chemically weather rocks? What factors would affect the amount of time it takes to naturally break down rocks into soil? 2012, Project SOIL - New Jersey Association of Conservation Districts 41

42 Grades 3-4 How Is Soil Made Activity D The Living Side of Soil Overview Students will identify organic materials found in soil by examining a soil plot. Objectives The Students will: Measure a 3 x 3 soil plot Examine soil Identify organic materials Record Findings Share Findings Essential Questions What are organic materials? What organic materials can be found in a soil plot? Standards NJCCCS A.1; 5.4.C.6.1; C.1; 4.2.D.2; D.05 National Science Standard Content Standard C Organisms and Their Environments All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, whereas others are beneficial. Time Schedule 1 hour (possibly 75min) Vocabulary should include all the vocabulary from the soil displayed. Soil Plot Organic Decay Decompose Humus Suggested Grouping 3-4 Students (less if you have a large enough area) Material/equipment availability should determine groupings smaller is better; individuals , Project SOIL - New Jersey Association of Conservation Districts

43 Grades 3-4 How Is Soil Made Activity D Materials Soil plot worksheet Soil Bingo cards Pre-made handouts Pre-determined plots Date charts already created Meter stick or tape measure Magnifying glass or bug boxes Metal spoons or trowels Clipboards Soil Plot Worksheet (1 per group) [need to create or may want to use Heather s Soil Bingo] Gloves (gardening type), goggles Preparation 1. Select area for soil plots. 2. Copy Soil Plot Worksheets. 3. Make a large copy of the Soil Plot Categories or an overhead Background Information Soil is a mixture of organic and inorganic materials. The organic materials are decaying plants and animals that provide nutrients to the soil needed for plant growth. Insects, bacteria, and earthworms help decompose dead plants and animals to make the nutrients usable by plants. Moisture and air help facilitate the decomposition process. HUMUS is decaying organic matter. The elements manganese and carbon give humus its common dark color. Guiding the Activity 1. Have students recall the definition of ORGANIC materials and restate some examples of the organic materials found in Activity A. 2. Explain and demonstrate how to make a soil plot: A. Each group will use the yardstick or tape measure to create an area that is 3 foot by 3 foot. Mark off the area with string, chalk, or by marking a line in the soil. Students will use this plot as their study site. B. Explain to students that they should examine the top layer thoroughly before turning over the soil with the spoon. When digging in the soil, students should carefully turn over the soil so they do not injure live organisms. 3. Divide class into groups (3-4 students per group). 2012, Project SOIL - New Jersey Association of Conservation Districts 43

44 Grades 3-4 How Is Soil Made Activity D 4. Desirable Plot areas include: forested, wooded, or natural areas. Avoid sandy ball fields, playgrounds, etc. 5. Students will go to the study area and create their soil plots. 6. Students will examine the soil plot and look for organic materials (living or once living). 7. Students should study the plot for approximately15 minutes. 8. Students will record their data on their Soil Plot Worksheet. 9. Return any soil and organisms back to the plot. 10. Students will share their findings. 11. Record all findings on a class data chart. These data will be used in future activities. 12. Ask students, Are the materials, such as leaves, whole or are they cracked, broken, and have pieces missing? Students will report that some of the materials are in pieces. If not, show examples. Ask, How do you think they got broken? Take suggestions, but do not confirm answers at this point. Explain to the students: When materials are breaking down, we say they are DECAYING or DECOMPOSING. Organic matter that has decayed is called HUMUS. Enrichment Another way of collecting soil organisms is to gather about 1 gallon of soil from a wooded area, then filter the organisms by using a large funnel. Pour some soil in a dark colored funnel and shine a bright light on top. Place the narrow end of the funnel in a large jar covered with dark paper. Let the light stay on overnight. The organisms will move away from the light and deeper into the dark jar. Dampen the soil so that the organisms do not dry out. Examine and list the type of organisms found. Students can identify the organisms using the Soil Biology Primer, found in the appendix. This is also a good time to discuss composting. Have students do hands-on composting activities or show examples/demonstrations on internet , Project SOIL - New Jersey Association of Conservation Districts

45 Grades 3-4 How Is Soil Made Activity E Breaking Down Organic Material Overview Students will identify and explain three processes that help break down organic material and become a part of the soil by examining decomposing matter and successfully completing the activity worksheet. Objectives Students will: Simulate processes that aid decomposition Examine decomposing materials Explain that decomposed organic matter becomes part of the soil Write a journal entry that explains some of the processes that make organic material part of the soil Essential Questions: What are three processes that help break down organic material to build soil? How does decomposed organic matter become part of the soil? Standards NJCCCS C.1; C.1; C.1; 4.3.C.1 National Science Standard Content Standard C Organisms and Their Environments All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, whereas others are beneficial. Time Schedule 40 minutes depending on season Suggested Groupings 3-4 students 2-3 Materials For each group Soil Biology Primer Multiple pieces of wood to allow for more groups to set up Gloves, Goggles, Tweezers Possibly a class terrarium (aquarium one third filled with potting soil) with a screened top 1 rotting piece of wood that has insect holes in it 1 leaf that is decomposing and has evidence of insect activity Magnifying lens 2-3 dry leaves that will break apart in one s hand Activity Sheet 1E 2012, Project SOIL - New Jersey Association of Conservation Districts 45

46 Grades 3-4 How Is Soil Made Activity E Vocabulary Detritivore Decomposer SIDEBAR If you don t have easy access to the woods, you can get rotting wood showing evidence of insect activity from: Woodpile Your local nature center A garden center A local recycling center which accepts leaves and brush/wood Place the wood in a plastic bag to transport to school. Depending on the size of the log, you may only need one piece of wood. This lesson can be easily done outside. Preparation Gather materials. Select groups. Copy Activity Sheet 1E (1 for each student). Background Information There is a soil food web that helps to create and enrich soil. Organisms like bacteria, fungi, insects, and earthworms play important roles. Some break down matter and retain nutrients in their biomass and in their waste. These nutrients are taken in by plant roots to help the plant grow. Earthworms and larger insects help speed up the decomposition process by aerating the soil when burrowing within it. They also shred plant litter and enhance soil structure as they produce fecal matter. Refer to the Soil Biology Primer in the appendix. Guiding the Activity 1. If you did Activity D, ask the following question: Do you remember when we looked at the broken leaves? How do you think they were broken down? Alternatively, ask students why they see broken leaves in the forest soils. 2. Take student responses. Today we are going to take a closer look at some of these processes that help materials break down or DECOMPOSE. 3. Provide materials and instructions for each group. This activity can also be done as either a station activity or whole class demonstration. It is recommended to work in small groups to allow for deeper discussion. Students can work at their own pace following the provided directions , Project SOIL - New Jersey Association of Conservation Districts

47 Grades 3-4 How Is Soil Made Activity E 4. Students will complete the activity and Activity Sheet 1E. 5. Clean up materials 6. Share findings and answers. 7. Discussion Question: What is soil and how is it made? Enrichment (must acquire Bess Beetles for this activity): Bess Beetles provide an excellent example of how insects help decompose organic materials. Put 12 Bess Beetles in a clear container/terrarium with a piece of rotting wood. Slightly dampen the wood. In two weeks the entire piece of wood will have been eaten and turned into soil via waste. It is a dramatic demonstration of the important role that organisms play in soil formation. Most old woodpiles have rotting logs with a variety of beetles living just underneath the bark. Composting with worms (vermicomposting) can be an excellent way to demonstrate the breakdown of organic material in the classroom. This is a good time to mention that it is bacteria that break down the leaves, etc., and the worms eat the nutrients that result from their actions, therefore providing air and moisture that speeds up the process. This website can be used as an extension of this lesson. If you have room on the school grounds, create a compost pile and monitor the decomposition process throughout the school year. You can even create your own experiment. Leave one pile to sit without disturbing it; create a second pile and turn the pile regularly (adding air and moisture). Periodically compare and contrast the decomposition rates of the two piles. 2012, Project SOIL - New Jersey Association of Conservation Districts 47

48 Grades 3-4 How Is Soil Made Activity E Name Date Activity Worksheet 1E: Examining the Decomposition Process Examine the piece of wood. 1. How is this piece of wood different from a live tree branch? 2. What might be making the holes and jagged edges in the wood? 3. How are the organisms helping to make soil? Examine the leaf. 4. What evidence do you see that the leaf is decomposing? Breaking down leaves. 5. Take the dry leaves and crumble them with your hands. This is the first step in decomposition. In nature, what might break leaves down? , Project SOIL - New Jersey Association of Conservation Districts

49 Grades 3-4 How Is Soil Made Activity F Soil Horizons Overview Students will be able to identify and explain the differences between layers of soil in a horizon. Objectives Students will: Dig or simulate soil horizons Draw a picture of the observed horizons Identify layers in a soil sample and on a soil profile Explain the differences between the layers Explain some human activities that may affect the naturally occurring horizon Essential Questions: What are soil horizons? How are the layers different from one another? How do humans affect the naturally occurring horizon layers? Standards: NJCCCS C.1 National Science Standards Content Standard D Properties of Earth Materials Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use. Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply. Time Schedule Three class sessions of 50 minutes 1) Pit Horizon Analysis, 2) Monolith Construction, 3) Enrichment Activities Vocabulary Soil Horizons Soil Profile Topsoil Parent Rock Layers Organic Subsoil 2012, Project SOIL - New Jersey Association of Conservation Districts 49

50 Grades 3-4 How Is Soil Made Activity F Suggested Grouping Soil Horizons collection as a whole group Subsequent activities in 3-4 Materials Soil Auger or Coring Tube Ruler, gloves, goggles. Monolith board(s)- see attached procedure on how to make Soil Profile pictures Soil Monolith Outline (master copy included) Preparation - first present video then food version 1. This activity would be a great opportunity to utilize your local soil conservation district. They may be able to assist you in collecting a soil sample from your school property or may be able to provide one if one is not accessible to you. 2. Select soil sampling site and secure permission from your school administrator. 3. Gather materials. 4. Make monoliths. 5. Copy Soil Monolith Outlines. Background information 1. Over time, soil weathers and develops layers called HORIZONS. These layers form mostly in the original material, which was weathered from the parent material. Organic deposits will build up on the surface layer. There are four basic horizons that occur in order from top to bottom. O Organic Contains dead and decomposing organic matter, which consists of carbon and minerals. This layer is usually dark brown to black. A Topsoil Contains a mix of minerals and decomposing organic matter. It is generally 1. medium to dark brown and is loose and crumbly. The A horizon usually has 2. the most roots and micro-organisms , Project SOIL - New Jersey Association of Conservation Districts

51 Grades 3-4 How Is Soil Made Activity F E Eluviation This eluviation (leaching) layer is light in color. It is made up of mostly sand and silt, having lost most of its minerals and clay as water drips through the soil (in the process of eluviation). B Subsoil Contains soluble minerals and nutrients that have leached down from the topsoil, and is thus called the zone of accumulation. It is usually light brown or yellowish brown. C Parent Contains the material below the subsoil that is little affected by soil forming 2. Material processes. It is usually gray and is often more dense than the subsoil. It consists of slightly broken-up bedrock. Plant roots do not penetrate into this layer; very little organic material is found in this layer. R Bedrock The unweathered rock (bedrock) layer that is beneath all other layers. 3. Not all soils contain every soil horizon. For example, in areas that have been disturbed such as agricultural areas, building sites, or places with severe erosion, the O horizon may be absent and only one or two natural layers may exist. 4. The colors of the soil generally change from horizon to horizon, based on organic content and mineral content. 5. A monolith is a model of a soil series or particular type of soil. It shows the various layers, or horizons. Students can make a monolith and use it to study the soil sample that they collect. See directions on how to make a monolith. 2012, Project SOIL - New Jersey Association of Conservation Districts 51

52 Grades 3-4 How Is Soil Made Activity F How to Make a Soil Monolith Use masking tape, wood glue, cheese cloth, and some form of tray. Use the wood glue to firmly attach the cheesecloth to the soil and tray. Add the soil and "pick" it to show the structure and color of the undisturbed soil. Make a 50% mixture of white glue and water. Saturate the soil either by spraying or pouring the glue over the soil. After saturating the soil, prop up the tray and drain off the excess. Remove the tape from the sides of the tray and let the monolith dry. Label the monolith when you are finished. United States Department of Agriculture. NRCS (Natural Resources Conservation Service) , Project SOIL - New Jersey Association of Conservation Districts

53 Grades 3-4 How Is Soil Made Activity F Guiding the Activity If you are not working with a soil conservation educator, it is suggested to use a soil auger for sampling instead of digging a pit. Digging a 1m x 1m x 1m pit would take considerable time and energy. Remind students that their group (3 students) task is to observe the steps of the activity, take notes, and make sketches that will summarize both the steps (including simple location map with compass rose) and results of the activity. Digital video camera, clip boards, ipods (to record notes/observations) can enhance and tech up this activity. 6. Take class to soil sampling site. 7. Use soil auger to collect a sample of soil. 8. Remove soil sample and place it in the pre-made monolith tray. 9. Observe and discuss the various horizons. 10. Sample another site, ideally one with a different condition: under a tree, open field, parking lot, etc. 11. Return to class with soil samples. 12. Compare and contrast the different soil samples. 13. Explain the term SOIL HORIZON. Measure each horizon and record data on the board. 14. Color in a replication of the sample on the Soil Monolith Outline. Use similar color crayons to fill in the sections. Have students accurately measure off each section according to the data on the board and label the horizons. Use pictures of soil profiles to help students identify the layers. 15. Share student observations about the soil samples. Record observations. 16. Discuss Why each layer has a different color (different material makeup). Why layers are different sizes (how time, temperature, and climate affect how long it takes a layer to form). 17. Complete the monolith (glue and dry). 2012, Project SOIL - New Jersey Association of Conservation Districts 53

54 Grades 3-4 How Is Soil Made Activity F Label Soil Diagram, Enchanted Learning.com, , Project SOIL - New Jersey Association of Conservation Districts

55 Grades 3-4 How Is Soil Made Activity F Enrichments These activities can be used to enhance the soil sampling experience or as substitutes if actual soil sampling is not possible. Soil Layers in a Jar 1. Fill a large jar ¼ full of soil, pebbles, twigs, and plant matter. Fill the jar ¾ to the top with water and add a few drops of dish soap. 2. Secure the jar s lid, shake vigorously, and let stand. 3. Have students observe the layers. 4. Pour off the water without disturbing the layers. Discuss what materials make up each layer and why they layer in that order (density). Compare the results to a soil profile (cross-section) and explain how soil naturally forms layers. Have students sketch their findings. 2012, Project SOIL - New Jersey Association of Conservation Districts 55

56 Grades 3-4 How Is Soil Made Activity F Edible Horizons Create a simulated soil horizon using edible ingredients. Basic Recipe 3 ½ cups cold milk 2 packages instant pudding 1 tub whipped topping (thawed) or whipped cream (has no trans fats) 1 16 oz. package chocolate sandwich cookies (crushed) Hint: Crush cookies in a zipper-style bag with a rolling pin 2. Make pudding as directed on package using 3 ½ cups milk; let stand 5 minutes. 3. Stir 3 cups of whipped topping and ½ crushed cookies into the pudding layers or alternate layers of crushed cookies, pudding, and whipped topping. 4. Spoon into 13 x 9 dish. Sprinkle with remaining crushed cookies. Refrigerate 1 hour. 5. For some creative and useful modification to the basic recipe, add items like crushed vanilla cookies, crushed vanilla wafers, crushed graham crackers, grape nuts, and coconut mixed with green food coloring for grass , Project SOIL - New Jersey Association of Conservation Districts

57 Grades 5-6 Study 1: New Jersey s Diverse Soil Activity A Soil and the Rock Cycle Parent Materials Overview Students will describe how the rock cycle is related to soil and will describe the distribution of types of rock throughout New Jersey. Objectives Students will Redesign a diagram of the rock cycle Construct a map of New Jersey of the types of rocks Standards NJCCCS B.3; C.2; C.3; CPI; E.1 National Science Standards Content Standard D Earth and Space Science Structure of the Earth System - Some changes in the solid earth can be described as the "rock cycle." Old rocks at the earth's surface weather, forming sediments that are buried, then compacted, heated, and often recrystallized into new rock. Eventually, those new rocks may be brought to the surface by the forces that drive plate motions, and the rock cycle continues. Time Schedule 1-2 days 2-3 class periods Vocabulary Rock Cycle Parent Material Igneous Sedimentary Metamorphic Weathering Erosion Deposition Compaction Cementation Glaciation Recrystallized Terminal moraine Suggested Grouping 3-4 students Materials Part 1: Poster of the Geological Map of New Jersey Rock Cycle websites/links and/or worksheets to support/review types of rocks and rock cycle. 2012, Project SOIL - New Jersey Association of Conservation Districts 57

58 Grades 5-6 Study 1: New Jersey s Diverse Soil Activity A Part 2: Laptops (if available) Geologic Map of New Jersey (provided) Preparation Part 1: 1. Make copies of rock cycle diagram Part 2: 2. Reserve laptops (if needed) for the day of the activity 3. Photocopy class set of Geologic Map of New Jersey and laminate each map Background Information Parent material refers to the original rock or deposits that help determine the mineral component of the soil. The parent material affects the rate of weathering as well as the types of minerals present in the soil. These minerals will help determine the acidity of the soil and what type of plants will thrive in the area. Rocks are grouped into three main groups: igneous, sedimentary, and metamorphic, based upon how they formed. The rock cycle describes how one of these rocks changes into the other through heat and pressure, and other forces of nature. Igneous rocks are formed from the cooling of melted rock called magma or lava that comes from inside the earth. If the heat is not great enough to fully melt a rock, then it only partially melts, allowing for the minerals to rearrange themselves. This type of heat and pressure can come from the weight of overlying layers of rocks and soil or from contact with magma that has seeped up into the crust. This is how metamorphic rock form. Sedimentary rocks form when loose sediments are either compacted, or squeezed, together or cemented together by water and dissolved minerals. There are two types of weathering. Physical weathering is when the rock is broken into smaller pieces without changing its chemical make up, much like breaking apart a rock with a hammer. Chemical weathering is breaking down the rocks at the molecular level. This occurs when acidic rainwater reacts with the calcium carbonate in limestone to form caves and sinkholes. It takes a very long time for rocks to weather down, either physically or chemically, into sediments that help form soil. Generally, sediments that have been cemented into rocks are weathered more slowly than those that have only compacted sediments. Igneous and metamorphic rocks weather even more slowly, because the molecular bonds between the minerals are much stronger than the glue in sedimentary rocks. The type of parent rock must be considered when looking at the time it takes for soil to develop in a certain area , Project SOIL - New Jersey Association of Conservation Districts

59 Grades 5-6 Study 1: New Jersey s Diverse Soil Activity A Minerals in soil are leached not only from living organisms and decomposing humus, but also from the chemical weathering of rocks. As the rocks break down minerals are distributed throughout the soil. The type of minerals is dependent upon the specific type of rock. Taking an example from the previous paragraph, as the limestone breaks down to help form soil, that soil will be rich in calcium because limestone contains a lot of calcium. Each rock has a particular mineral makeup that contains specific elements. Knowing what type of rock is most common in an area can help give clues as to the parent material of the soil. Glaciation The earth has gone through (and continues to go through) a series of climatic changes, some of which have been so dramatic as to result in the ice sheets from polar regions migrating much further into the lower latitudes. These periods, in which average temperatures were much lower and larger percentages of the earth were covered with ice of up to a mile thick, were called ice ages. Areas inundated by these huge masses of ice were exposed to powerful erosion and deposition forces that can still be seen today. The last period of glaciation, known as the Late Wisconsinan Advance, saw ice migrate as far south as central New Jersey. By looking a map of New Jersey, you may be able to recognize signs of that period if you know what to look for. Most of the natural lakes in New Jersey are located in the northern section of the state, having been carved out or compressed by the ice and filled in with the melted ice as the sheets retreated back. The Meadowlands and the Great Swamp are what remains of huge lakes of melt water from long ago. Exploring different regions of the state can see further evidence. Boulders and associated sediments were pushed by the front of the advancing ice sheet and show the glacier s furthest extent. Large boulders ripped and carried from parent rock many miles away, litter the ground. Glaciation has played a large role in shaping the landscape of New Jersey. Glaciation also had a large effect on the soil of New Jersey. Soil takes thousands of years to develop. As the ice sheets advanced into New Jersey, the ice scraped across the ground, picking up and carrying much of the soil in its load, and exposing only the bedrock beneath. The bedrock that was newly exposed to the elements would then begin the long weathering process to become soil. As the climate warmed up and the glaciers melted and retreated, it would drop all of the soil and rocks that it had been carrying. Much of this would have been washed away in the huge rivers of cold melt water flowing toward what is now covered by ocean, but much of the load would have been deposited where the ice once stood, covering the surface in thick layers of rocks and sediment. Guiding the Activity Part One: Soil and the Rock Cycle This lesson fits in well after the students are familiar with the rock cycle and how one type of rock changes into another type of rock. Because a key ingredient of soil is weathered 2012, Project SOIL - New Jersey Association of Conservation Districts 59

60 Grades 5-6 Study 1: New Jersey s Diverse Soil Activity A parent material, it is important that students connect how some of the processes within the rock cycle are associated with the development of soil, especially how quickly a rock may break down due to the exposure to water and air. Have groups review their diagrams of the rock cycle Review with the class the processes of how soil forms Ask the students, If we wanted to add a branch to the rock cycle diagram showing how soil forms, where would we do this? Students should be able to associate how the weathering, erosion, and deposition processes that affect all three types of rocks are also an important part in the formation of soil. Continued exposure to the agents that break down the rocks without the compaction and/or cementation that leads to the formation of sedimentary rocks will result in the further development of the soil. When students have correctly pointed out where the branches in the rock cycle should occur, have them draw it in and list the processes that are important in soil formation. Ask the students, How might the soil that forms at the conclusion of each added branch be different based upon the type of rock that the pieces came from? Discuss with the class and list answers on the board. In conclusion, ask the students to think about, Would it go to say that if an area had different types of rocks in it, would those rocks help make different types of soil? Guiding the Activity Part Two: Types of Rocks in New Jersey Use the provided Geologic Map of New Jersey. If laptops are available to the class, each student or group can view a close-up image of the map. Students may not be familiar with the specific names of rocks and whether they are igneous, sedimentary, or metamorphic. Have groups research an assigned rock (listed below) and share with the class. To save time, rock sets are available for purchase from educational supply outlets , Project SOIL - New Jersey Association of Conservation Districts

61 Grades 5-6 Study 1: New Jersey s Diverse Soil Activity A Types of Rocks (To be used with the Geologic Map of New Jersey) Type of Rock Igneous Sedimentary Metamorphic Rock Examples Basalt Diabase Granite Conglomerate Limestone Sandstone Shale Siltstone (Loose sediments: Sand, Silt, Clay) Gneiss Marble 1. Have groups report to the class on their assigned rock or discuss the samples in the rock kit. 2. Using the key on the map, identify the type of rock (igneous, sedimentary, or metamorphic) that each of the examples represents. 3. After each type of rock has been identified as to the type, ask students for any initial thoughts on the pattern of these three types of rocks with regards to location on the map of New Jersey. Can you see any patterns as to where most of the igneous rocks are in New Jersey? Sedimentary rocks? Metamorphic rocks? 4. Do you think that because New Jersey has a variety of different types of rock across the State, that soils are going to be very similar or very different from each other as you travel around the State? The teacher may have to clarify what makes up a pattern, and although there may be some discrepancies, students should look to see where most of these types of rocks are located. Although students should try to be as specific as possible, they should be able to see a clear pattern of the types of rocks as you go from the northwest part of the State to the southeast part. Use this interactive Rock Cycle to become familiar with specific names of rocks , Project SOIL - New Jersey Association of Conservation Districts 61

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63 Grades 5-6 Study 1: New Jersey s Diverse Soil Activity A 2012, Project SOIL - New Jersey Association of Conservation Districts 63

64 Grades 5-6 Study 1: New Jersey s Diverse Soil Activity B The Five Soil Forming Factors Overview Students will list and describe the five factors that help determine the type of soil that may be formed. Objectives Students will: Recognize variables in an experiment Design a method of comparing variables within an experiment Compare and contrast the characteristics of soils based upon the various soil forming factors Standards NJCCCS C.2; B.2; B.3; A.1; D.1; E.1, National Science Standards Content Standard D- Earth and Space Science Structure of the Earth System: Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. Soils are often found in layers, with each having a different chemical composition and texture Time Schedule 3-4 days Vocabulary Parent material Organisms (macro and micro) Decomposed Erosion Humus Glaciation Climate Topography Weathering Deposition Soil Horizons Suggested Groupings 2-4 students Materials Worksheets Computers or Laptops with internet access Science journals for each student , Project SOIL - New Jersey Association of Conservation Districts

65 Grades 5-6 Study 1: New Jersey s Diverse Soil Activity B Preparation 1. Explanation of the worksheets as a reinforcement for the students (Soil forming factors) 2. Photocopy Soil Forming Factors and Soil Forming Factors in New Jersey worksheets 3. Coordinate team teaching time with the school media specialist if needed. (Classroom teachers may want to solicit the help of the school media specialist in providing print resources and teaching students how to distinguish between a website with trustworthy information and less reputable sites with questionable information.) Work with technology teacher to look up the information needed for this lesson while he/she is teaching this technology standard. 4. Reserve computers/laptops for the day of the activity Background Information All soil is not the same. Even when looking at two samples of soil from relatively close locations, the soil can be different because the formation of soil is dependent upon a number of different things, each with its own multiple variations. There are approximately 200 soil series in New Jersey, with names such as Downer, which is the New Jersey State Soil. Students will be looking at five soil-forming factors: parent material, climate, living organisms, topography or position, and time. Parent Material: refers to the original rock or deposits that help determine the mineral component of the soil. The parent material affects the rate of weathering as well as the types of minerals present in the soil. These minerals will help determine the acidity of the soil and what type of plants will thrive in the area. Climate: refers to the long-term weather patterns in a specific region, especially temperature and rainfall. High temperatures promote faster decomposition and chemical weathering. Frequent freezing and thawing hasten the physical weathering of rocks. Living Organisms: refers to the plants and animals that interact with the soil. Plants break apart rocks and hold together soil with their roots. When plants and animals die and decompose they release nutrients that enrich the soil for other plants to grow. Macro and microorganisms (worms, insects, bacteria) in the soil break apart the soil as they dig through it and help decompose the humus that forms on the top layer of the soil, allowing the resulting nutrients to seep deeper into the soil horizon. Topography or position: refers to the shape of the land or the position of the area with regard to erosion and deposition. Erosion and deposition are natural processes due to gravity that transport soil or other material from areas of 2012, Project SOIL - New Jersey Association of Conservation Districts 65

66 Grades 5-6 Study 1: New Jersey s Diverse Soil Activity B higher elevation to areas of lower elevation, beginning with the topmost layer. As a result, some hills have bare rock or parent material on top and thicker layers of soil near the base. The land s topography affects its exposure to climatic conditions such as temperature or rain, which in turn can either augment or diminish the effects of living organisms. Time: refers to the amount of time that it takes for the soil to develop. Soils that have more time to develop may have better defined horizons. This could include the breakdown of rock into smaller particles. Soil is created over a long period of time, some estimate it takes years to form an inch of topsoil. While students may not become experts on soil formation with these introductory activities, they should realize the complexity of process and understand that the types of soil in New Jersey are very diverse and distinctive. Surfacial Geology New Jersey has four physiographic provinces. A physiographic province is a region in which all parts are similar in geologic structure. Each region has distinctive rock types and landforms. The Valley & Ridge province is the most northwest section of the State. It has high steep ridges and relatively flat valley bottoms. It contains sandstone, shale, limestone, and conglomerate rocks. The Highlands province lies southeast of the Valley & Ridge province and is dominated by a high mountain plateau. It contains granitic-gneiss, shale, limestone, and quartzite rocks. The Piedmont province lies south of the Highlands province, and has a gentle rolling topography. It contains red sandstone, shale and basalt. The Coastal Plain province is the largest province of New Jersey, encompassing about 65% of the State. Over the past 2 million years New Jersey has undergone three periods of glaciation. The last period of glaciation, the late Wisconsin advance, began to melt back approximately 20,000 years ago. During each period of glaciers, sea level dropped as water was transferred to ice sheets. When the ice sheets melted, sea levels rose, flooding the land and establishing new shorelines. The Coastal Plain sediments thicken as you move southeast in the State, with a thickness of about 4,500 feet near Atlantic City. These sediments consist of layers of sand, silt and clay deposited alternately during fluctuating marine environments during the Cretaceous period and the Tertiary time period (65 to 1.8 million years ago) , Project SOIL - New Jersey Association of Conservation Districts

67 Grades 5-6 Study 1: New Jersey s Diverse Soil Activity B Guiding the Activity Ask the students. What do you think will influence how soil forms or how long it may take to make soil? Students may be able to come up with some or all of the five soil forming factors: parent material, climate, living organisms, topography, and time. Teachers should use the discussion to guide students and lead them to all five factors. Some of the suggestions that the students have may be related to one or more of these factors. Divide the class into groups of 3-4 for the activity. Assign each group to a soil-forming factor. Each of the factors should be covered by at least one group. Groups can be larger, but having the smaller groups initially allows for those with the same topic to come together and exchange ideas before the larger class discussion. Using online or print resources, students will research their assigned soil forming factor. Students should identify the variables that are associated with each factor and describe how they may have different effects (ex. Climate: wet vs. dry, hot vs. cold, etc.). Students will complete the part of the Soil Forming Factors Worksheet that coincides with their factor. Students will Jigsaw the information with each group in order to complete the remainder of the Soil Forming Factors worksheet. Discuss the results with the class. Students will now use the information that they have gathered to understand how soil is formed and relate it to the conditions that are specific to New Jersey. Students will complete the Soil Forming Factors in New Jersey worksheet. Discuss answers with the class. Enrichment Some of these activities might not be feasible in all school settings; however, you may be able to conduct them at a local park or natural area. Be sure to obtain permission from school or park administrators before digging holes. (See appendix above about Cheesequake State Park for example) 2012, Project SOIL - New Jersey Association of Conservation Districts 67

68 Grades 5-6 Study 1: New Jersey s Diverse Soil Activity B Materials for Enrichment Activities: Shovels or Trowels Pieces of Chalk Freezer Pails Steel Nails or Pennies Heat Lamp Activity 1: Topography or Position Take students outside and identify two areas in which to dig holes. One area should be located on top of a natural hill or outcrop while the other should be located at the base of a natural hill or outcrop. Compare the physical properties of the soil for each location and discuss results with the class. Activity 2: Living Organisms Take students outside and identify two areas in which to dig holes. One area should be located in an area that has a lot of living organisms such as a forest or field while the other should be located in an area that has no vegetation such as a well used dirt path. Compare the physical properties of the soil for each location and discuss results with the class. Activity 3: Parent Material and Time Collect samples of different rocks, preferably one or more of each of the three types. Carefully weather each of the rocks with a penny or steel nail, taking note of how of how many strokes or how much time in takes to scrape off pieces. Compare the time and effort it took to weather each rock and discuss with the class. Activity 4: Climate Simulate the effects of climate on rock. Take pieces of chalk and put them under different conditions. Chalk 1: Dry, Room Temperature Chalk 2: Wet, Room Temperature Chalk 3: Alternating Dry and Wet, Room Temperature Chalk 4: Dry, Alternating Cold (in freezer) and Heat (under heat lamp) Chalk 5: Wet, Alternating Cold (in freezer) and Heat (under heat lamp) Chalk 6: Alternating Dry and Wet, Alternating Cold (in freezer) and Heat (under heat lamp) Take daily observations of how much the chalk has weathered and discuss results with the class , Project SOIL - New Jersey Association of Conservation Districts

69 Grades 5-6 Study 1: New Jersey s Diverse Soil Activity B Name Group Date Soil Forming Factors Worksheet Soil Forming Factors Variables Information Parent Material Climate Topography or Position Living Organisms Time 2012, Project SOIL - New Jersey Association of Conservation Districts 69

70 Grades 5-6 Study 1: New Jersey s Diverse Soil Activity B Name Date Soil Forming Factors in New Jersey Worksheet Parent Material Use the Geologic Map of New Jersey (provided) that shows the types of rocks and other parent material throughout the State. 1) What types of rocks or parent material are more common in the Highlands physiographic province of New Jersey? 2) What types of rocks or parent material are more common in the Ridge and Valley physiographic province of New Jersey? 3) What types of rocks or parent material are more common in the Piedmont physiographic province of New Jersey? 4) What types of rocks or parent material are more common in the Coastal Plains physiographic province of New Jersey? , Project SOIL - New Jersey Association of Conservation Districts

71 Grades 5-6 Study 1: New Jersey s Diverse Soil Activity B Climate Climate is the long-term weather pattern of an area. Two components of climate, temperature and rainfall, play an important role in the development of soil. Rain helps speed the weathering of rock. The water carries dissolved nutrients down through the horizon. This allows for the growth of plants that break apart the rocks with their roots and fertilize the soil as humus when they die. Along with water, higher temperatures increase the rate of decomposition and some types of weathering. In addition, areas in which the temperature allows for alternating of periods of freezing and thawing can increase the rate in which rock will weather physically. Use the New Jersey climate charts provided to answer the questions below (this information is also available online from the Office of the New Jersey Climatologist website. Average Rainfall and Temperature in New Jersey Rainfall (Inches) Temperature (Degrees Fahrenheit) Month North Jersey South Jersey North Jersey South Jersey January February March April May June July August September October November December Annual Average North Jersey Region Bergen, Essex, Hudson, Hunterdon, Morris, Passaic, Somerset, Sussex, Union and Warren Counties South Jersey Region Atlantic, Burlington, Camden, Cape May, Cumberland, Gloucester, Mercer, Middlesex, Monmouth, Ocean, and Salem Counties (Derived From Monthly Climate Tables: Office of the New Jersey Climatologist) 2012, Project SOIL - New Jersey Association of Conservation Districts 71

72 Grades 5-6 Study 1: New Jersey s Diverse Soil Activity B Compare the normal average annual rainfall (in inches) for both Northern New Jersey and Southern New Jersey. 1) What is the normal average annual rainfall in inches for Northern New Jersey? 2) What is the normal average annual rainfall in inches for Southern New Jersey? 3) What is the difference in average annual rainfall of these areas? 4) Do you feel that this is a big difference, and why? Compare the normal average annual temperatures (in degrees Fahrenheit) for both Northern New Jersey and Southern New Jersey. 5) What is the normal average annual temperature for Northern New Jersey? 6) What is the normal average annual temperature for Southern New Jersey? 7) Which area may have a greater rate of decomposition of plant and animal matter based upon temperature? Take a look at the normal temperatures for each month. 8) Which area, Northern New Jersey or Southern New Jersey, has more months of temperatures below freezing (32 degrees Fahrenheit)? 9) How might this affect the development of the soil in that area? , Project SOIL - New Jersey Association of Conservation Districts

73 Grades 5-6 Study 1: New Jersey s Diverse Soil Activity B Topography The land on the earth is not completely level, but is made up of areas of higher elevation and lower elevation. Due to gravity, rainfall and wind, soil and rock move from areas of higher elevation to lower elevations and may leave these higher areas or steeper slopes bare. These transported materials are deposited in valleys or low-lying areas. Water on these steep slopes also travels downhill more quickly and may not have time to seep into the ground. Slopes that face south get a greater amount of sunlight than northern facing slopes and so may grow more plants. Roots of these plants help prevent soil erosion. More mountainous areas are more susceptible to these types of factors and so may have more diverse soil qualities than areas that have a more uniform or flat slope. Northern New Jersey includes the physiographic regions of Ridge and Valley Province, the Highlands Provence and portions of the Piedmont Province. These areas include steeper slopes with elevation ranging from 1,803 feet above sea level (Highpoint, Sussex County) to sea level (Newark Bay). Southern New Jersey primarily consists of the Coastal Plain Province characterized by much flatter topography with the highest elevation in the Pine Barrens of 205 feet above sea level to the lowest point (Atlantic Ocean) sea level. Using the relief map of New Jersey (next page) compare the topography of both Northern New Jersey and Southern New Jersey. 1. What difference do you notice about the topography of Northern New Jersey versus Southern New Jersey? 2. The northwestern part of New Jersey is known as the Valley and Ridge province. How do you think soil conditions might differ on the ridges versus in the valleys in between these mountain ridges? 3. In which area do you think the topography may cause more diversity in soil conditions? Why? 2012, Project SOIL - New Jersey Association of Conservation Districts 73

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75 Grades 5-6 Study 1: New Jersey s Diverse Soil Activity B Living Organisms Not only does the type of soil affect many of the living organisms that can live in a certain area, but those organisms have effects on the soil as well, resulting in a two-way relationship. Living organisms (insects, moles, worms, fungi, plant roots and bacteria) under ground aerate and mix the soil and can affect the chemical and physiological makeup of the soil. You only have to look at a sidewalk that has been pushed up by a nearby tree s roots in order to see how this can happen. Plants also slow down flowing water so that more seeps into the ground and helps slow down soil erosion by holding the soil in place. The roots of plants release carbon dioxide as well that combines with the water in the ground to form something called carbonic acid. This weak acid helps break down the rocks and humus in the soil even further. The soils in the Coastal Plain Province are general more acidic due to parent material which is predominantly sand, and vegetation. These sandy soils are often less fertile due to lower organic matter content and the inability to store nutrients. 1. This area of New Jersey has a very well known name that is named for the type of tree that is very common in this area. This area is called? 2. What type of tree is most dominant in this area? 3. Do you think that many types of plants would be able to survive in this type of soil? Why or why not? Students may want to research the Pine Barrens. 2012, Project SOIL - New Jersey Association of Conservation Districts 75

76 Grades 5-6 Study 1: New Jersey s Diverse Soil Activity B Time Soil profiles change over time. Given a longer amount of time, rocks can break down to a greater extent, water will help weather rocks that are deeper in the ground, and more nutrients will enrich the soil, creating a more developed and mature soil profile. Even with the same other four forming factors, two soil profiles may differ solely because of the amount of time in which they had to develop. This is a long process that may take thousands or even millions of years. Soil Horizon Development Diagram 1. Using the Soil Horizon Development Diagram above, what can you conclude about the various soil horizons in each of the 4 sections? 2. Why do you think the soils in Phase IV of development support a wider variety of plant life? Next page: Physiographic Province Map , Project SOIL - New Jersey Association of Conservation Districts