What is soil made of?

Hand holding soil (Jing, Pixabay)

Hand holding soil (Jing, Pixabay)
How does this align with my curriculum?
Students will explore the composition and characteristics of different local soils and learn about what makes soil healthy.
Overview
Activities | Timing | Student Grouping | Description |
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Minds-On: Introduction to Soils | 10 minutes | Large group | Students will learn about the parts and layers of soil |
Action: Soil Exploration Centres | 4 x 15 min. each (60 minutes total) | Small group | Students will participate in centre activities about soil |
Consolidation: All about My Soil | 20 minutes | Individual | Students will describe, in detail, the sample of soil they collected and explored |
This lesson can be done over a few days.
Materials and Preparation
Teaching and Learning Activities
Minds-On: Introduction to Soils (10 min.)
Instructions | Teaching Tips |
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Have students watch a video such as What’s the dirt on dirt? (3:43 min.) or read a book such as Dirt, the Scoop on Soil (a read aloud can also be viewed here) to learn about the main parts and layers of soil. |
DiscussionsDiscussion prompts can include:
Images and VideosFor students who are visually impaired, pause to describe images in the video or book. |
Action: Soil Exploration Centres (60 min.)
Instructions | Teaching Tips |
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Provide each student with a bag for collecting soil. These soil samples will be used during the Action activities. Students could collect samples of soil from:
Students should divide their sample of soil in half. Half will be used for Centre 2 and the other half used in Centres 3 and 4. |
SafetyReview safety procedures for taking part in outdoor activities at school. If collecting soil near home, have students go with an adult and only collect soil in appropriate places. ConnectionsIf students are unable to collect soil samples, you could provide students with samples using the soil from Centre Activity 1. |
Divide students into groups to do centre activities. Activities could be done concurrently or sequentially. | |
Centre Activity 1: Exploring Soils Students freely explore the soils, tools and objects in the bin. Prompt students to share observations of the soil using their senses (sight, smell and touch). |
LanguageMake sure students have access to a word wall of descriptive words such as smooth, gritty, rough, etc. DiscussionsDiscussion prompts can include:
SafetyReview how to safely explore the materials (e.g., keeping the soil in the bin). IdeaStudents with visual impairments could work with a buddy who could describe the colour of the soil. |
Centre Activity 2: Soil Layers Viewer Students explore soil components by mixing soil and water and allowing it to settle out by weight. Students independently follow the steps on the Soil Layers Viewer Activity Card reproducible [Google doc] [Word doc] [PDF]. Students should fill their containers about ¾ full of water and then add about half of the soil they collected.
Students can record observations of the soil viewer before shaking, after shaking, and after settling overnight in a science journal, on paper or on the Soil Layers Viewer Observations reproducible [Google doc] [Word doc] [PDF]. Observations can include labelled drawings or photographs. Click here to view a video version of this activity. |
IdeaPermanent marker is best when labelling things that may get wet. SafetyAny spilled water should be cleaned up immediately. IdeaStudents with visual impairments could work with a buddy who could describe what is seen inside the container. |
Centre Activity 3: Soil Texture by Feel Students identify the type of soil they have by feel using the Soil Texture by Feel Activity Card reproducible [Google doc] [Word doc] [PDF]. In it they will explore the texture of soil using a:
Using a handful of soil, demonstrate the process of doing both tests and following the flowchart. Click here to see a video of this process being demonstrated as well as explanations of how to determine soil type.
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IdeaIf students are not familiar with following a flowchart, teach a mini-lesson on how to do so before this activity. IdeaStudents with visual impairments could work with a buddy who could describe what is seen during testing. |
Centre Activity 4: Comparing Soil Students compare and contrast the characteristics of different soil samples with a partner. Students each put their soil on a plastic plate and spread it around so all parts of the soil are visible. Encourage students to select their own criteria for comparison such as colour, particle size, amount of organic matter, smell, and ability to pour. Prompt students to provide descriptive words to characterize the soil samples. Students can record observations of the soil in a science journal, on paper or on the Comparing Soil Venn Diagram reproducible [Google doc] [Word doc] [PDF].
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IdeaStudents with visual impairments could work with a buddy who could describe what is seen in each soil sample. |
Consolidation: All About My Soil (20 min.)
Instructions | Teaching Tips |
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Have students consolidate their learning about the characteristics of the soil they collected and explored. Students could do this on a piece of paper, in a science journal, or on the All about My Soil reproducible [Google doc] [Word doc] [PDF]
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LanguageMake sure students have access to a word wall of terminology used to describe soil. Incorporate vocabulary in other relevant languages as well (e.g., French). |
Background Information for Teachers
Soil Texture
Texture is one of the most important properties of a soil. It is directly related to a soil’s ability to hold water and nutrients. There are several ways to determine the texture of soil. Soil may be sent to a laboratory for analysis. It can also be tested using the two methods used by students - the jar method and testing by feel. These two methods are less precise than laboratory methods, but they do give people, like farmers, a good estimation of the components in soil.
Image - Text version
Shown is a colour graphic illustrating the names for soil according to the percentages of clay, silt, and sand it contains.
The illustration is triangular. The triangle is divided into 12 sections of different shapes and sizes. Each section has a different colour and is labelled with a different name. The three sides of the triangle are each marked with the numbers from 0 to 100 at regular intervals.
The left edge is labelled Clay %, with an arrow pointing up. The names of the sections along this edge are: Sand at 0 to 10%, Loamy Sand at 10 to15%, Sandy Loam at 15 to 20%, Sandy Clay Loam at 20 to 35%, Sandy Clay from 35 to 55%, and Clay from 55 to 100%.
The right edge of the triangle is labelled Silt%, with an arrow pointing down. The names of the sections along this edge are: Clay at 0 to 40%, Silty Clay at 40 to 60%, Silty Clay Loam at 60 to 73%, Silty Loam at 73 to 87%, and Silt from 87 to 100%.
The bottom edge of the triangle is labelled Sand %, with an arrow pointing to the left. The names of the sections along the edge are: Silt at 0 to 20%, Silty Loam at 20 to 60%, Sandy Loam at 50 to 70%, Loamy Sand at 70 to 96%, and Sand from 96 to 100%.
There are two sections in the centre of the triangle, which don't touch any edges. The first is Clay Loam, just under the large Clay section. The second is Loam, just under the Clay loam section.