Science

Grade 2

Unit 2

SOILS

(based on STC Kit)

INTRODUCTION Soils can easily be described by their color, texture and capacity to retain water. Understanding soils helps us to also understand how the growth of certain plants is supported or inhibited by where they grow and in what substance. Soils support the growth of many kinds of plants, including those in our food supply. Understanding the properties of soil enables us to better understand the environment in which we live.

SCIENCE STANDARDS AND INDICATORS

Content Standard 2.3 Earth materials have varied physical properties which make them useful in different ways.

A2! Sort di""erent soi#s b$ %ro%erties& s'c( as %artic#e si)e& co#or and co*%osition. A22 Re#ate t(e %ro%erties o" di""erent soi#s to t(eir ca%acit$ to retain +ater and s'%%ort t(e ,ro+t( o" certain %#ants.
SCIENCE IN-UIR.
predict natural phenomena. Scientific inquiry is a thoughtful and coordinated attempt to search out describe, explain and

SCIENCE LITERAC.
about science.

Science literacy includes speaking listening, presenting, interpreting, reading and writing

SCIENCE NU/ERAC.
scientific data and ideas.

Mathematics provides useful tool for the description, analysis and presentation of

E01ECTED 1ER2OR/ANCES AIN-.2 Use senses and simple measuring tools to collect data AIN-.3 ead, write and speak about observations of the natural world. AIN-.4 !ount, order and sort ob"ects by their properties. 5IG IDEA
Soil is made of three different things and supports plant life in different ways.

LINKS TO OT6ER STANDARDS LANGUAGE ARTS !.2.b. #nterpret information that is implied in a text !.3.d. $evelop vocabulary through listening, speaking, reading and writing. 3.2.d. esearch information from multiple sources for a specific purpose.
Ke$ 7ocab'#ar$ soil, silt, clay, particles, properties, organic, textures, habitat, compost

SCIENCE CONTENT STANDARD 2.3

CONCEPTUAL THEME: The Changing Earth - How do materials cycle through the Earth's systems? $RADE%&E'E& CONCE(T )* Soils can be described by their color, te t!re and ca"acity to retain #ater$ $RADE%&E'E& E+(ECTATIONS* %$ Soil is a &i t!re o' "ieces o' roc( )"articles*, li+in, and once li+in, thin,s )h!&!s*, #ater and air$ The co&"onents o' soil can be se"arated !sin, sie+es and settle&ent tests$ -$ There are di''erent ty"es o' soil that +ary 'ro& "lace to "lace$ Soil "ro"erties can be obser+ed and co&"ared$ Soils can be classi'ied by "ro"erties s!ch as color, "article si.e, or a&o!nt o' or,anic &aterial )h!&!s*$ Di,,in, a dee" hole sho#s that soils are o'ten 'o!nd in layers that ha+e di''erent colors and te t!res$ /$ The si.e o' the "articles in soils ,i+es the soil its te t!re$ Soils can be classi'ied by ho# they 'eel: Sandy soils 'eel ,ritty, silty soils 'eel "o#dery, clay soils 'eel stic(y, and soils #ith s&all roc(s 'eel ro!,h and scratchy$ 0$ The bro(en roc(s that &a(e !" soils can be tiny )silt and clay*, &edi!& )sand*, or lar,e )"ebbles*$ Soils can be classi'ied by the si.e o' their "articles$ 1$ A soil2s te t!re a''ects ho# it "ac(s to,ether3 soils that "ac( to,ether ti,htly hold less air and #ater than soils that stay loosely "ac(ed$ 4$ There are di''erent ty"es o' soil that +ary 'ro& "lace to "lace$ So&e soil ty"es are s!ited 'or s!""ortin, the #ei,ht o' b!ildin,s and hi,h#ays3 other soil ty"es are s!ited 'or "lantin, 'ood cro"s or 'orest ,ro#th$ $RADE%&E'E& CONCE(T 2* Soils s!""ort the ,ro#th o' &any (inds o' "lants, incl!din, those in o!r 'ood s!""ly$ $RADE%&E'E& E+(ECTATIONS* %$ Many "lants need soil to ,ro#$ Soil holds #ater and n!trients that are ta(en in )absorbed* by "lant roots$ -$ Soil is a habitat 'or &any li+in, thin,s$ So&e or,anis&s li+e in the soil and others li+e on the soil$ 5or&s and other !nder,ro!nd ani&als create s"aces 'or air, #ater and "lant roots to &o+e thro!,h soil$ /$ Plants #e eat )6cro"s7* ,ro# in di''erent soil ty"es$ Plant hei,ht, root len,th, n!&ber o' lea+es, and n!&ber o' 'lo#ers can all be a''ected by ho# &!ch #ater, air and or,anic &aterial the soil holds$ 0$ To s!""ort the ,ro#th o' di''erent "lants, "eo"le can chan,e the "ro"erties o' soils by addin, n!trients )'[Link],*, #ater )irri,atin,* or air )tillin,*$ ,E- SCIENCE 'OCA./&AR-* soil, "ro"erty, classi'y, &i t!re, "article, h!&!s, sand, silt, clay, te t!re, n!trients A2) Sort di''erent soils by "ro"erties, s!ch as "article si.e, color and co&"osition$ A22 Relate the "ro"erties o' di''erent soils to their ca"acity to retain #ater and s!""ort the ,ro#th o' certain "lants$ C0T E+(ECTED (ER1OR0ANCES

CONTENT STANDARD: 2.3 Earth materials have varied physical properties which ma e them !se"!l i# di""ere#t ways.

ESSENTIAL KNO8LEDGE
Soil is a mixture of pieces of rock %particles& living and once living things %humus&, water, and air. 'he components of soil can be separated using devices and settlement tests. 'here are different types of soil that vary from place to place. Soil properties can be observed and compared. Soils can be classified by properties such as color, particle si(e, and amount of organic material. $igging a deep hole shows that soils are often found in layers that have different colors and textures. 'he si(e of the particles in soil gives the soil its texture. Soils can be classified by how they feel) sandy soils feel gritty, silt feels powdery, clay feels sticky and soils with small rocks feel rough and scratchy. 'he broken rocks that make up soils can be tiny %silt and clay&, medium %sand&, or large %pebbles&. Soils can be classified by the si(e of their particles. * soil+s texture affects how it packs together) soils that pack together tightly hold less air and water than soils that stay loosely packed. 'here are different types of soil that vary from place to place. Some soil types are suited for supporting the weight of buildings and highways) other types are suited for planting food crops or forest growth. Many plants need soil to grow because it holds water and nutrients that are taken in by plant roots. Soil is a habitat for many living things. Some organisms live in the soil, while others live on the soil. Underground organisms adapt the soil to their needs. ,lants that we eat grow in different soil types. ,lant height, root length, number of leaves and flowers can all be affected by how much water air and other organic materials the soil holds. 'o support the growth of different plants, people can change the properties of soil by adding nutrients %fertili(ing&, water %irrigating& or air %tilling&.

CONCE1TS
Soil contains particles of different si(es. Soil may contain animals, plants and their remains. -ver time, dead plants become part of soil. !omposting, especially with worms, is an effective way to recycle old plants and other discarded organic matter. Sand, clay and humus are three basic components of soil. Every soil component has unique properties that can be identified using simple tests. $ifferent soils absorb water at different rates. Many factors, including soil, effect plant and root growth.

SKILLS
,erforming simple tests to describe and identify soil components. -bserving, recording, and organi(ing test results. #nterpreting test results to draw conclusions about soil components. eflecting on test results to predict how plants will grow in different so *ssembling laboratory materials for soil experiments. !ommunicating results and ideas through writing, drawing and discussion. *pplying previously learned concepts and skills to analy(e unfamiliar soil samples.

ESSENTIAL -UESTIONS TO GUIDE INSTRUCTION AND ASSESS/ENT

.hat is soil/ .hat is soil made of/ .hat are the properties of different soils/ .hy do different plants grow differently in different soils/ 0ow does soil hold water/ 0ow does soil support plant life/ .hat factors regarding soil affects plant and root growth/

/ATERIALS AND SU11LIES

S'! Soils 1it

O59ECTI7ES AND GOALS (as s'**ari)ed "ro* STC Kit& :Soi#s;) LESSON ONE 8(at is in Soi#<
Students share what they show about soil and what they want to find out. Students discuss the difference between a prediction and an observation. Students predict what they will find in a sample of garden soil. Students observe soil with a hand lens. Students compare and record observations of garden soil.

LESSON T8O 8(ere do dead %#ants ,o<

Students brainstorm where dead plants might go. Students set up a five2week composting pro"ect using garden soil, worms and plant remains. 'he class sets up a compost bag without worms for comparison %control&. Students predict what will happen to the organic matter in their compost bags. Students describe and record observations of their organic matter.

LESSON T6REE Introd'cin, Sand& C#a$ and 6'*'s

Students discuss what they already know about sand, clay and humus. Students examine sand, clay and humus with a hand lens. Students touch, smell and listen to the three samples. Students compare and discuss their observations. Students record their observations through writing and drawing.

LESSON 2OUR 8(en Soi#s Get 8et

Students describe the feel and appearance of moistened sand, clay and humus. Students compare wet and dry samples, discussing similarities and differences. Students discuss the results of rolling the moist samples between their fingers. Students record their observations about moist samples.

LESSON 2I7E /ore Abo't 8et Soi#s

Students conduct a smear test on sand, clay and humus. Students record and discuss the results of the smear test. Students observe and discuss changes in the clay balls made in the last lesson. Students crush and moisten the dried clay balls and discuss the changes. Students read about everyday uses for sand and clay.

LESSON SI0 6o+ -'ic=#$ Do Soi#s Sett#e in 8ater<

Students predict what will happen when they separate soil and components by settling. Students observe and describe the results of the settling test. 'hrough drawing, students record their test results. Students compare and discuss the results of settling for the three samples.

LESSON SE7EN /ore Sett#in, a 2e+ Da$s Later

Students observe further settling of sand, clay and humus. Students discuss and record their observations of settled materials. Students compare how the settled materials look now with how they looked during the last lesson. Students observe the compost bags they set up in 3esson 4.

LESSON EIG6T 8(at is .o'r /$ster$ /i>t're<

Students conduct soil tests on an unfamiliar mixture. Students compare their test results with those from their previous tests on sand, clay and humus. Students describe the properties of the new mixture. Using their data, students infer which soil components their mystery mixture contains. Students create a 5mystery mixture6 book with their record sheets.

LESSON NINE Gro+in, 1#ants in Di""erent Soi#s

Students discuss their ideas about plant growth in different samples. Students plant seeds in sand, clay or humus and their local soil. Students begin a logbook of their plants+ progress.

LESSON TEN 8($ Do 1#ants 6a?e Roots in Soi#<

Students brainstorm what the roots of a plant do. Students plant seeds in clear tubes filled with sand, clay and humus. Students monitor the growth of roots in each tube, watering them regularly. Students observe and discuss changes in the materials in their compost bags. Students read about earthworms and their connection to plant roots and soil.

LESSON ELE7EN Can Soi# 6o#d 8ater<

Students brainstorm a device to observe how water moves through humus. Students compare the quantity of water added to humus with the quantity that filters through. Students deduce where the missing water went. Students discuss how rain soaks into the ground. Students observe their planting cups and record plant growth. Using a hand lens, students observe and compare root growth in sand, clay, and humus.

LESSON T8EL7E 6o+ 8ater /o?es t(ro',( Sand and C#a$

Students pour water simultaneously over samples of sand and clay. Students observe, compare, and record how water moves through the two samples. Students brainstorm how their experiment resembles the effect of rain on soil. Students observe their planting cups and record further plant growth. Using a hand lens, students observe and compare root growth in sand, clay and humus.

LESSON T6IRTEEN O%enin, t(e Co*%ost 5a,s

Students observe, discuss, and record changes that have occurred inside their compost bags. Students compare their predictions and findings from earlier lessons to their observations today. Students compare the results of composting with and without worms. Students read about making compost outdoors. Using a hand lens, students observe and discuss root growth in sand, clay and humus, comparing results among the three samples.

LESSON 2OURTEEN E>%#orin, .o'r Loca# Soi#

Students review previous soil tests and their results. Students examine the local soil and predict which components it might contain. Students run tests on the local soil. Students discuss and record their findings. Students compare their test results today with those from previous tests on sand, clay and humus. Students observe their planting cups and record further plant growth.

LESSON 2I2TEEN /ore Abo't .o'r Loca# Soi#

Students conduct additional tests on their local soil. Students compare their current test results with those from previous lessons. Students record their findings and share them with the class.

LESSON SI0TEEN 8(at is .o'r Loca# Soi#<

Students compare and record plant growth in sand, clay humus and local soil. Students complete their plant logbooks. Students make a class chart to compare plant growth in the same kind of sample. Students observe and discuss differences in seedlings grown in the same kind of sample. Students summari(e their investigation of local soil. Students create a local soil book with their record sheets.

Si,ni"icant Tas= 1ost Unit Assess*ent

O?er?ie+ 'his post2unit assessment is matched to the pre2unit assessment. #n 3esson 7, students developed two lists, 5Soil6 and 58uestions about Soil.6 9ow they again will refer to these questions and may discover reali(ations and conclusions though what they have done. /ateria#s :or each student there should be a Science ;ournal :or the class there should be 4 sheets of newsprint, the Soil and 8uestions !harts from 3esson 7, markers and tape 1roced're <e sure the old charts are not visible at first in this assessment. 3abel one of the blank sheets 5Soil6 and the other 58uestions about Soil6 and date them. 7& 0ave students repeat what they have done in 3esson 7. 'hey also should write down what they now know about soil in their science "ournals. *llow plenty of time for writing and drawing. *ssist students in making recollections and connections to the experiments they have done. 4& Students will compare these "ournal activities with those from lesson one, noticing recurring ideas or answers to posed questions. =& Students will share new "ournal entries with the class. ecord their responses on the blank 5Soil6 char. >& ,ost the old 5Soil6 chart. ,oint out the similarities and differences and how they have learned answers to many of the questions. ?& ,ost the original 58uestions about Soil6 and ask students which of these questions they now know answers to. @& :inally, ask students if there are still pending questions they have about soil, and post these on the <3*91 58uestions about Soil6 chart. 3et them know that in science, it is acceptable to have unanswered questions and that at times, finding answers can lead to new curiosities.

U< #! %can be used if desired&A

Na&e: 888888888888888888888888 Date : 8888888888888888888

Teacher: Title o' 5or(: 8888888888888888888 Criteria (oi#ts / 0

St!dent res"onses sho# &astery o' conce"ts ta!,ht$ St!dent res"onses St!dent res"onses sho# St!dents !se ade9!ate St!dent res"onses sho# so&e !nderstandin, o' +ocab!lary "ro"erly, !nderstandin, o' &ain little to no !nderstandin, o' &ain conce"ts sho# !nderstandin, o' conce"ts re,ardin, &ain conce"ts re,ardin, re,ardin, soils, the soils, the co&"onents soils, the co&"onents 1i#al Assessme#t* soils, the co&"onents o' co&"onents o' soil and o' soil and ho# soils o' soil and ho# soils Soils soil and ho# soils e''ect ho# soils e''ect ,ro#th e''ect ,ro#th o' e''ect ,ro#th o' ,ro#th o' "lants3 res"onses o' "lants3 res"onses "lants$ St!dents also "lants3 res"onses are are !nclear and do not cite &ay be !nclear and cite sho# ability to cite clear and cite so&e e a&"les to s!""ort ideas$ 'e# e a&"les to e a&"les to s!""ort e a&"les to s!""ort s!""ort ideas$ "oints o' +ie# and can ideas$ +erbali.e !nderstandin,s clearly$

8888

Total%%%%2 Teacher Comme#ts:

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!ommon MisconceptionsA
.eathering and erosion are synonymous. .eathering is caused by weather changes. Erosion is caused by wind, water or friction. Still showing up in some popular garden literature is the notion that Bday2watering can burn plants.B 'he notion says that sunlight is Bmagnified by the water drop on the leaf to cause a leaf burn. Soil appears out of nothing. 9o, it doesnCt "ust appear out of nowhere. * magician doesnCt wave a magic wand and...poofD... soil shows up. *nd itCs not made in a soil factory. Soil comes from broken up pieces of rock and dead leaves, tree limbs, and dead bugs2those kinds of things. Soil is brown. *ctually, not true, soils can come in black, red, yellow, white, brown, and gray.

Sa*%#e Literac$ Co*%onent

Whats the difference between soil and dirt?
Dirt is what you find under your fingernails. Soil is what you find under your feet. Think of soil as a thin living skin that covers the land. It goes down into the ground just a short way. Even the most fertile topsoil is only a foot or so deep. Soil is more than rock particles. It includes all the living things and the materials they make or change.

Ground level: Plants grow and animals live here. A thick cover of plants can keep the soil cool and keep it from drying out. Decomposers or living things that use dead plants and animals for food recycle dead plants and animals into humus. Topsoil: Plants grow and animals live on top of the soil. This is sometimes called the organic layer. !rganic matter are things in the soil that are living or were once living. A thick cover of plants can keep the soil cool and keep it from drying out. !nce again the decomposers recycle dead plants and animals into humus. Subsoil: This is a mi" of mineral particles and some humus near the top. Su#soil is very low in organic matter compared to the topsoil. This is the layer where most of the soil$s nutrients are found. Deep plant roots come here looking for water. %lays and minerals released up a#ove often stick here as water drains down. Weathered parent material: This layer can #e very deep. There$s no organic matter here at all. There are no living or once living organisms down here. It$s all rock particles full of minerals. The entire soil profile used to look like this all the way to the surface. Physical weathering #roke the parts of soil into small pieces. Don$t #e fooled& This layer may contain rock particles that are different from the #edrock #elow. A river or a glacier might have #rought it from somewhere else. Bedrock: 'e finally found solid rock& The #edrock formed #efore the soil a#ove it. It will wait here until erosion or an earth(uake e"poses it to the surface. Then some of it will #e weathered to #ecome the ne"t #atch of soil parts. The soil)making process will start all over again.

Ta(en 'ro& htt":::school$disco+ery$co&:schoolad+ent!res:soil:do#n8dirty$ht&l

Strand -'estions "or Use +it( :8(at@s t(e Di""erence 5et+een Dirt and Soi#;
A! A 8(at is t(e section o" t(e artic#e ca##ed :5edroc=; *ain#$ abo't< A2 A T(e "irst %ara,ra%( is *ost#$ a descri%tion o" BBBBBBBBBBBBBBBBB. 2inis( t(e sentence and s(o+ detai#s "ro* t(e te>t t(at s'%%ort $o'r ans+er. A3 A 5rie"#$ s'**ari)e t(e *ain %oints o" t(e artic#e in t(e order t(at t(e$ occ'r.

A3 A I" t(e a't(or added anot(er section to t(is artic#e& +(at +o'#d it *ost #i=e#$ be abo't<

5! A 8(ic( o" t(ese ,ra%(ics be#o+ best s(o+s (o+ t(is artic#e is or,ani)ed<

52 A 8(at is t(e a't(or@s %'r%ose in +ritin, t(is artic#e< 53 A Do $o' t(in= soi# can be described as #i?in,< Use in"or*ation "ro* t(e artic#e to s'%%ort $o'r ans+er.

C! A I" t(e a't(or o" t(is %assa,e ?isited $o'r sc(oo#& +(at +o'#d $o' #i=e to as= (i* or (er and +($< C2 A 8(ic( %art o" t(is artic#e is t(e *ost i*%ortant< Use in"or*ation "ro* t(e artic#e and $o'r o+n #i"e to e>%#ain +($ $o' c(ose t(at %art.

D! A C(oose t+o +ords or %(rases "ro* t(e %ara,ra%( ca##ed :to%soi#; t(at (e#% $o' 2EELCTOUC6 +(at t(e a't(or is e>%#ainin,. D2 A Usin, in"or*ation "ro* t(e stor$& +rite a Do'rna# entr$ t(at *a$ (a?e a%%eared in t(e diar$ o" nat'rist 9o(n /'ir as (e st'died soi#s and %#ants. D3 A 8($ do $o' t(in= t(e a't(or c(ose t(is to%ic to +rite abo't<

RESOURCES
.eb Sites
[Link] [Link] [Link] [Link]

[Link]([Link] [Link] [Link].govEheadlinesEy4FF@[Link]

3iteracy <ooks
ecycleA * 0andbook for 1ids by Iail Iibbons !ity Ireen by $yanne $iSalvo2 yan %#llustrator& !actus 0otel by <renda J. Iuiberson Irowing in the IardenA -utdoor !lassrooms for Koung Iardeners $irt Made My 3unch by <anana Slug String <and Secrets of the Soi# by ,eter 'ompkins, !hristopher <ird .inter .heat by <renda J. Iuiberson, Megan 3loyd %#llustrator&

Extension *ctivities
Studying organisms that you may find in soil, *ppendix < Sand ,aintings, *ppendix !

:ield trips
Edgerton ,ark Ireenhouse 3ocal :arm 3ocal restaurant that uses a compost bin

3inks to United Streaming L [Link]

;ettin, to <no# Soil )-/:==* Dr$ Dad>s PH/: E"isode Ele+en: Soil and A,ric!lt!re )%0:1-* ;eolo,ist>s Noteboo(: Ho# to Ma(e M!d Pie )%%:==* 5or& ?ar& )=%:=-* Roc(s: The Solid Earth Materials @% )-=:==*