Lesson Title: Soil Composition

Grade Level: 4th

State Standards Connection:

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

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

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

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

ILO 3: Understand science concepts and principles

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

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

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

Vocabulary Focus: Soil

Materials:

Glue Sticks
1 Vial holder
4 sticky notes
4 metal spoons
4 1L ziplock bags
1 100mL beaker
4 1L containers with lids
Transparent tape
Pebbles
Gravel
Sand
Clay
Potting soil
1 Pitcher
Water
Smart board
Anticipated Time Frame: 1 hour

Engage and Launch: Ms. Yazzie told me you guys started learning about soil. Who can raise
their hand and tell me what they know about soil. Write down what students say on smart
board. Get a handful of ideas from students and re-cap them. Tell students we are going on a
QUICK walk outside the school. Tell them to look for 2 things: Where is soil? What is it made
of? Tell them to keep those ideas in their head and we will talk about them when we get back
inside. Ask questions about soil when outside. Once inside ask students for their observations of
soil what is in it? Are things growing in the soil? Where did we find the soil? Did you see
different types of soil? Do you think soil would be different in Moab? In California? In Alaska?
Tell students that they will be making different kinds of soils.

Role of teacher Pose problems, ask questions, asses prior knowledge, provide
information needed for explore
Role of student Has interest, calls up prior knowledge

Explore: Split them up among 4 tables. Each table makes its own soil. Ms. Yazzie and I will
pass out materials and instructions to make soil. and After soil is made students will make
observations in science journal about the soil, referring to it with the number on the bag. Model
table/ observation chart will be put up on smart board. After soils are made and first observations
are done, students will rotate tables making observations at each.

Role of teacher Make open suggestions, probes, models when needed,

provides feedback, asses understandings
Role of student Explores resources and materials, predicts, records
observations and ideas

Explain/Summarize: Regroup class. Debrief and have students share soil observations. Have
students make predictions about where these types of soils came from. Ask them why they think
that.

Role of teacher Asks for evidence and clarification, use students experience
 as a basis for exploring new concepts, evaluates student
explanations
Role of student Clarifies understanding for feedback, shares understandings,
seeks new explanations

Elaborate/Extend: See what kind of soils you can find where you live. Write down 3
observations to bring when I teach the next lesson on Wednesday. Tell them on Wednesday we
will be talking about the soils we made and use our investigation skills to figure out where we
find these soils and see if our predictions are right.

Role of teacher Provide feedback, ask questions, poses new problems and
issues
Role of student Applies new knowledge, asks questions

Evaluate/Assess: Exit ticket- Write down 3 things you learned/ observed about soil today.

Role of teacher Observe and assess students, asks open ended questions,
allows students to assess their own learning and skills
Role of student Demonstrates and understanding of a skill or concept,
evaluates his or her own process, answers open ended
question

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

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

Early finishers: Help students who arent finish or make more observations in journal