Soils
Lesson 3
Introducing Sand, Clay, and Humus
Students examining soil with a hand lens. |
Students are introduced to three basic soil components: sand, clay, and humus. They use touch, smell, hearing and sight to observe the three soil separates.
3. Lesson set up and Management
SYSTEMS 1.1-Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things
GLE 1.1.1 Understand simple properties of common natural and manufactured materials and objects: Sort common materials and objects using a simple property and Identify and describe the differences between common natural and manufactured materials and objects using properties.
GLE 1.1.5 Understand physical properties of Earth materials: Sort rocks based on size, shape, and other physical properties and Explain how some Earth materials are used by living things.
SYSTEMS 1.2-Structures: Understand how components, structures, organizations, and interconnections describe systems
GLE 1.2.3 Know that common materials are made of smaller parts: Sort objects based on component parts and Show that people use magnifiers to observe things they cannot see with their eyes.
INQUIRY 2.1-Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry
INQUIRY 2.2-Nature of Science: Understand the nature of scientific inquiry
• Sand, clay, and humus are three of the basic components in soil.
• Every soil component has unique properties that can be identified using simple tests.
• Soil contains particles of different sizes and may contain organic material.
3. Lesson set up and Management
Materials:
Save unused portions of each soil that have not been mixed with any other. Also remember that students can swish, rinse and overturn cups on a paper towel to save the teacher clean-up time later. The cups are needed throughout the unit.
Clay may have to be broken up from time to time as it clumps into hard pieces. Sometimes rocks may be present - these won't break up as the clay will. Teachers should pulverize the clay as needed to make student measuring easier.
Student Management:
Teachers can put up a chart and then provide students with post-its upon which to write what they know about each soil type. Students can continue to add post-its with information they have learned about each as they move through the unit. Discuss the post-its at key points in the unit to refocus students on the sand, clay and soil and what they have learned so far.
Teachers can put up a chart and then provide students with post-its upon which to write what they know about each soil type. Students can continue to add post-its with information they have learned about each as they move through the unit. Discuss the post-its at key points in the unit to refocus students on the sand, clay and humus and what they have learned so far.
Be sure to have students record the results of their observations and investigations throughout the Soils unit.
Writing Support:
Image of a student notebook page with a data table. |
Instead of Record Sheet 3-A, teachers may want to use the Alternate Recording Table 3-A provided. Use the transparency to record and summarize class observations and students can record their observations and fasten their copy into the science notebook.
Reading Support:
Appendix C of the STC Soils Teachers Guide gives some interesting read-aloud information about Sand Painting done by various cultures. It is followed by directions for how to do sand painting with students.