Grade Level: 4th Topic: Soil Essential Question(s): Subject Area(s): Reading, Writing, Mathematics _X_ Science Social Studies How do the properties of soil help us identify the minerals in soil? What are the differences in soil? What are the types of soil in our specific environment? Assessment(s): Pre-Assessment X Formative X Summative GT Scope and Sequence Skills: (Aligned with 21 st Century Skills Student Learning Styles: _X_ Auditory Framework & College and Career _X_ Visual/Spatial Readiness Standards) Kinesthetic _X_ Creative Thinking Other _X_ Critical Thinking _X_ Communication _X_ Research GT Differentiated Exemplar Lesson Science TEKS/Student Expectations: 4.7A examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants Elements of Depth and Complexity: Language of the Discipline _X_ Details _X_ Patterns Trends Rules Ethical Considerations Unanswered Questions Over Time Different Perspectives Big Ideas _X_ Whole Class _X_ Small Group _X_ Independent Activity Lessons and Activities PART ONE: Whole Class: Show the class the Bill Nye video on soil (see Resources column). Share the Soil Properties page with the class to model how to fill it out on their exploration. On Grade Level: : Students will go outside and observe the properties of soil using a hand lens. They will note: Where I found the soil, Color, how it feels (texture), dry or wet, and if decayed plants or animals are present on their Be A Soil Detective page (see attached below). GT Level Group: Students will go outside and observe the properties of soil using a hand lens. They will note: Where I found the soil, Color, how it feels (texture), dry or wet, and if decayed plants or animals are present on their Be A Soil Detective page (see attached below). GT students will research which minerals are present in different soil to share with the class. Resources: Bill Nye science video on soil: http://www.billnye.com/for-kidsteachers/episode-details/ Soil Projects http://www.slideshare.net/carmengray33/rocksand-soil *extracted from Differentiating Instruction with Menus by Laurie E Westphal Soil Properties Page (see attached below) Whole Class: Students pair/share their observations with each other about soil. GT students share their information on minerals in soil with the class.
PART TWO: Whole Class: Show the students the Soil Projects page (see attached below) and explain the different projects. On Grade Level: Students pick two soil projects to work on individually GT Level: Students pick two soil projects to work on in individually to complete and one to complete as a pair Whole Class: Students share their soil projects
Properties of Soil Soil is made of very small pieces of broken rock. Wind, water, heat, cold, plants and animals all help to break up rocks into soil. Soil is also made of pieces of decayed plants and animals. Soils are as diverse as the plants and animals growing and living above them. Tropical rain forest soil is not like a prairie soil. Physical, chemical, and biological actions work together to create every soil on the planet. But there are many ingredients that can go into the basic recipe. Every soil type is a mixture of sand, silt, clay, and organic matter. Soil properties make some soil types better than others for growing plants. What's your type? Squeeze some soil between your fingers. Is it crumbly? Sticky? A soil's texture depends on the size of its particles. And living things depend on the right texture to thrive in the soil
This is important because it indicates how well water will drain and how well roots will be able to grow. texture water absorption This affects how much water is available in the soil for plants to use. Properties of Soil This affects the ability of the soil to grow plants. Generally, darker soil contains more nutrients and is warmed more by the sun. Color may indicate the presence of certain minerals. Some minerals can either aid or inhibit plant growth. fertility color
Be a Soil Detective Directions: Go outside and look at soil in different places. Use a jar to dig some up in each place. Twist the jar as you push it in the soil, and then carefully pull the jar up. Tap out the plug of soil on a large piece of paper. Look at your soil with a hand lens. Feel it with your fingers. Write down what you see and feel in the chart below. Where I Found the Soil Color of Soil How it Feels (Texture) Is the soil dry or wet? Are decayed plants or animals present?
Process Assessment Teacher observes the following: Process Observation - Frequency Student uses correct terminology during interactions with peers and teacher. Seldom/Never Occasionally Often Consistently Process Observation Frequency The student is able to guess the genre of a book by its criteria. Seldom/Never Occasionally Often Consistently Process Observation Quality of Creative Thinking Student uses creativity throughout the stages of the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original Process Observation Quality of Analytical Thinking Student analyzes information during the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original Product Assessment Score Genres Booklet Critical Thinking 3 2 Student compares and contrasts fiction and non-fiction books. Student compares fiction and nonfiction books. 1 Student distinguishes between fiction and non-fiction books. The content highlights unique information for the two genres and shows connections to books not previously read aloud in class. Includes distinctive information for each genre in the booklet. The content easily connects to the books read aloud in class. Includes distinguishing information for each genre in the booklet. Student applies knowledge of the distinguishing characteristics of genres to make predictions and verify the predictions. Student applies knowledge of the distinguishing characteristics of genres to make predictions. Student predicts the contents of a book.