SOIL SHAKE-UP (MODIFIED FOR ADEED)

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1 SOIL SHAKE-UP (MODIFIED FOR ADEED) Science Concept: Soil is made of many different parts, including small rocks. Objectives: The student will: describe the parts in a sample of soil; observe and communicate about soil; and draw a sample of soil and describe its parts. GLEs Addressed: Science [5] SD1.1 The student demonstrates an understanding of geochemical cycles by observing a model of the rock cycle showing that smaller rocks come from the breaking and weathering of larger rocks and that smaller rocks (e.g., sediments and sands) may combine with plant materials to form soils. [5] SA1.1 The student demonstrates an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communicating. Writing [5] W2.2.2 The student writes for a variety of purposes and audiences by writing in a variety of nonfiction forms using appropriate information and structure (i.e., step-by-step directions, descriptions, observations, or report writing). Vocabulary: clay - a family of platy silicate minerals that commonly form as a product of rock weathering fossil - any remains, impression, or trace of a living thing of a former geologic age, as a skeleton, footprint, etc. gravel - small stones and pebbles, or a mixture of these with sand pebbles - small, rounded stones, especially ones worn smooth by the action of water; Pebbles are the smallest type of gravel rocks - rocks are made of different kinds of minerals, or broken pieces of rocks. Some rocks are made of the shells of once-living animals, or of compressed pieces of plants. Rocks are divided into three basic types, igneous, sedimentary and metamorphic, depending upon how they were formed settle - to cause (dregs, sediment, etc.) to sink or be deposited sand - small grains or particles of broken-down rock; Sand is coarser than silt and finer than gravel. silt - loose particles of rock or mineral (sediment) that range in size from millimeters in diameter; finer than sand, but coarser than clay substance - that of which a thing consists; physical matter or material; a kind of matter of definite chemical composition Materials: Gear Up Plastic bottle with lid Chart paper Markers Soil sample (approximately 2 cups) Water TEACHER INFORMATION SHEET: Teacher Checklist

2 SOIL SHAKE-UP Explore Plastic tubs, 5 cup capacity or more (one per pair) One gallon-size plastic bags (5) ½ cup measuring cups (one per bag of materials) Pebbles Gravel Sand Colored pencils, markers, crayons Silt or clay Organic material humus or peat Paper plates Plastic spoons Plastic cups Hand lenses (one per pair) Mesh screens, various sizes (one set per pair) Science journal (one per student) Assessment Task Clear wide-mouth plastic bottles with lids that fit tightly (one per student) Water Colored pencils, markers, crayons Hand lenses (one per student) STUDENT WORKSHEET: Observation Bottle Activity Preparation: 1. Fill a plastic bottle halfway with soil. 2. Prepare plastic bags for Explore by filling each bag hallway with the following substances so there is one bag of each substance: gravel, pebbles, sand, silt or clay, humus from forest leaf litter or peat. 3. Prepare a KWL chart on chart paper. NOTE: A KWL chart is a three-column chart to be filled in during student discussion. The first column should be labeled K (What I KNOW), the second column W (What I WANT to Know), and the third column L (What I LEARNED). 4. Prepare the vocabulary words with definitions on chart paper. Activity Procedure: Please refer to the assessment task and scoring rubric located at the end of these instructions. Discuss the assessment descriptors with the class before teaching this lesson. Gear Up Process Skills: observing, communicating 1. Arrange the class in a circle. Hold a plastic bottle that is half full of soil. Fill the bottle with water to the top and put on the lid tightly. Ask a student helper to shake the bottle so the soil is thoroughly mixed with water. Set the bottle down on a flat surface. Ask students to observe what is happening in the bottle. 2. Draw the bottle on large chart paper. Ask students to individually write or draw one observation about the soil in the bottle on the bottle diagram and write their initials next to their observation. Use the TEACHER INFORMATION SHEET: Teacher Checklist to record student participation. 3. Ask the following questions and discuss as a class: a. What do you see happening in the bottle? b. What did you expect to see? c. What do you see that s different from what you expected?

3 SOIL SHAKE-UP Explore Process Skills: observing, describing, and communicating 4. Tell students they will be making soil. Ask students what they know about and what they want to learn about soil. Fill in the first two columns of the KWL chart (see Activity Preparation). Review vocabulary words with students. 5. Pass bags of gravel, pebbles, sand, clay, and organic material around the circle, encouraging students to use their senses of sight, smell, and touch to observe and describe each one. (Teacher s Note: Soil is made up of mineral particles, organic matter, water and air. Emphasize the importance of organic material. Discuss where it comes from i.e., decomposing plant/animal material.) 6. Still in the circle, divide students into pairs. Give a plastic tub to each pair. Pairs should get a half-cup scoop from each bag of materials and place it in their tub, then mix the materials by hand. 7. Instruct students to observe the new mixture, again using sight, smell, and touch. Discuss the idea that the class made soil. 8. Ask students to take the tub of soil to their seats. Distribute a paper plate and hand lens to each pair. Ask them to scoop some soil onto the paper plate and examine with a hand lens. 9. Distribute a set of screens to each pair and let them separate the soil into its different parts. Ask students to record their observations of the soil parts by drawing or writing in their individual science journals. Generalize Process Skills: describing and communicating 10. Return to the KWL chart. Ask students to communicate the new ideas they learned about soil and complete the chart. 11. Ask students the following questions and discuss as a class: a. What did you observe about the soil you made? b. What did you observe that you weren t expecting? c. What different parts are in the soil? d. Why might different groups find different amounts of the parts in their soil? e. What is something you learned about soil that you didn t know before you made your soil? Apply Process Skill: communicating, describing, and making generalizations 12. Go on a neighborhood soil walk. Observe soil in different locations, such as forest leaf litter, riverbank, gravel bar, and playground. Instruct students to take notes in their science journals. Discuss why different areas might have more or less of different substances in the soil.

4 SOIL SHAKE-UP (MODIFIED FOR ADEED) Assessment Task: Place the soil you brought from home in a plastic bottle. Add water until the bottle is full, place the cap on the bottle, and shake the bottle well. Place the bottle on your desk and let it settle. On the STUDENT WORKSHEET: Observation Bottle, draw a picture of the layers you observe in the bottle. Use your hand lens too. Write a label for each layer (you should have at least two), and write at least two sentences describing your soil. Rubric: Objective GLE Below Proficient Proficient Above Proficient The student describes the parts in a sample of soil. The student observes and communicates about soil. The student draws a sample of soil and describes its parts. [5] SD1.1 The student labels a drawing of a soil sample describing less than two parts, which include silt, sand, clay, pebbles, or gravel. [5] SA1.1 The student does not observe or draws less than two layers of soil parts. [5] W2.2.2 The student writes less than two sentences describing the parts in the soil. The student labels a drawing of a soil sample describing two parts, which include silt, sand, clay, pebbles, or gravel. The student observes and draws two layers of soil parts. The student writes two sentences describing the parts in the soil. The student labels a drawing of a soil sample describing three or more parts, which include silt, sand, clay, pebbles, or gravel. The student observes and draws three or more layers of soil parts. The student writes three or more sentences describing the parts in the soil.

5 SOIL SHAKE-UP Name Student Observation Other Notes Drawing Label Sentence or Phrase Indicates behavior observed.

6 NAME: OBSERVATION BOTTLE Directions: Draw a picture of what you observe in your bottle. Label your drawing. Write at least two sentences describing your soil.

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