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Science
Unit: 04
Lesson: 01
Suggested Duration: 9 days
Lesson Synopsis
Students will learn about and test various properties of soil. They will determine which soil best supports plant growth. Students will
connect the concepts with the contributions of scientists and careers that use soil science.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a
previous or subsequent unit. The TEKS are available on the Texas Education Agency website at
http://www.tea.state.tx.us/index2.aspx?id=6148.
4.7
Earth and space. The students know that Earth consists of useful resources and its surface is constantly
changing. The student is expected to:
4.7A Examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants.
Supporting Standard
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations,
following home and school safety procedures and environmentally appropriate and ethical practices. The
student is expected to:
4.1A Demonstrate safe practices and the use of safety equipment as described in the Texas Safety
Standards during classroom and outdoor investigations.
4.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and
outdoor investigations. The student is expected to:
4.2A Plan and implement descriptive investigations, including asking well-defined questions, making
inferences, and selecting and using appropriate equipment or technology to answer his/her
questions.
4.2B Collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals
such as labeled drawings, writing, and concept maps.
4.2C Construct simple tables, charts, bar graphs, and maps using tools and current technology to
organize, examine, and evaluate data.
4.2D Analyze data and interpret patterns to construct reasonable explanations from data that can be
observed and measured.
4.2E Perform repeated investigations to increase the reliability of results.
4.2F Communicate valid, oral, and written results supported by data.
4.3
Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to
make informed decisions. The student is expected to:
4.3D Connect grade-level appropriate science concepts with the history of science, science careers, and
contributions of scientists.
4.4
Scientific investigation and reasoning. The student knows how to use a variety of tools, materials,
equipment, and models to conduct science inquiry. The student is expected to:
Last Updated 05/03/13
page1of24
Grade 4
Science
Unit: 04
Lesson: 01
Suggested Duration: 9 days
4.4A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses,
metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders,
beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks timing devices, including clocks and
stopwatches materials to support observation of habitats of organisms such as terrariums and aquariums.
4.4B Use safety equipment as appropriate, including safety goggles and gloves.
Key Understandings
Soils have unique properties which make them useful in different ways.
Whatmakessediments(sand,silt,clay)differentfromeachother?
Whichtypeofsoilhasthebestcapacitytoretainwater?
Whatarethepropertiesofasoilthatgiveittheabilitytosupportthegrowthofplants?
Istherearelationshipbetweenthecapacitytoretainwaterandtheabilitytosupportplantgrowth?
Vocabulary of Instruction
air
clay
gravel
humus
loam
minerals
nutrients
organic material
particle
sand
sediment
silt
soil
topsoil
water
Materials
book on soil (or other reference material as necessary to provide information to the students)
bottle (plastic, with misting top, about 8 ounce capacity, 1 per station)
bowl (large, plastic, to hold samples, 4 per class) - Optional
bucket (to collect the used soil, 1 per class)
clay (about 16 ounces per class)
cup (clear plastic, 8 ounce, 1 per group and 4 for the teacher)
graduated cylinder (250 mL, 1 per group)
hand lens (1 per student)
humus (about 16 ounces per class)
indexcard(3x5,1cardpergroup)
measuring cups ([1/4cup, 1/3cup, and 1/2 cup], 5 sets per class)
measuringspoon(1/2cup,1perbowl)Optional
nylonhosiery(3x3piece,1pergroup)
potting soil (about 16 ounces per class)
resealable plastic bags (to hold samples, snack size, 1 bag of each sample for each group) - Optional
resealable plastic bags (to hold soil samples, 2 per station)
rubber band (1 per group)
safety goggles (1 pair per student)
sand (about 16 ounces per class)
seeds (beans, soaked for about 6 hours, 3 per group and 12 for the teacher)
soil samples (see Advance preparation, 1 of each sample per group): Sample 1: sandy soil, Sample 2: loam, Sample 3: clay soil
soil samples (see advance preparation, 2 per station)
soil samples for Capacity to Retain Wateractivity(seeAdvancePreparation,cupofeachsamplepergroup):SampleA:
sand, Sample B: sandy soil, Sample C: loam, Sample D: clay soil
timer (1 per group)
top soil (about 16 ounces per class)
Last Updated 05/03/13
page2of24
Grade 4
Science
Unit: 04
Lesson: 01
Suggested Duration: 9 days
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site
and are not accessible on the public website.
Handout: Examining Soils (1 per student)
Teacher Resource: Soils: Similar and Different
Handout: Planning Our Descriptive Investigation (1 per student)
Handout: Graphing Seed Growth (1 per student)
Teacher Resource: Instructions for Investigation: Capacity to Retain Water
Handout:SoilsCapacitytoRetainWater:StudentInstructions(1pergroup)
Handout:SoilsCapacitytoRetainWater(1perstudent)
Handout: Soil: Formation, Management, and Careers (1 per student)
Teacher Resource: Soil: Formation, Management, and Careers KEY
Handout: Soil Scientists (1 per student)
Optional Handout: Mystery Soils PI (1 per student)
Teacher Resource: Performance Indicator Instructions KEY
Resources
None Identified
Advance Preparation
1. Prepare bags of soil for the Engage investigation. Label resealable, plastic bags with the names Sample A, Sample B, Sample C,
and Sample D. There should be two resealable, plastic bags of each sample. To prepare the samples, Sample A will be a sandtype soil. It should be 60% sand, 20% clay, and 20% topsoil. Sample B will be a clay-type soil. It should be 60% clay, 20%
topsoil, and 20% sand. Sample C will be a loam soil. It will be 40% sand, 20% clay, and 40% topsoil. Sample D will be humus. It
should be an organically rich soil, preferably with some organisms such as earthworms.
2. Soak the bean seeds for at least six hours before distributing to students.
3. Prepare the plastic bottles to create funnels and a container for collecting the water. Use the Teacher Resource: Instructions
for Investigation: Capacity to Retain Water as a guide. Each group will need one filter system.
4. PreparesoilsamplesfortheinvestigationCapacitytoRetainWater.Thesoilsamplesinclude:SampleA:sand,SampleB:
sandy soil (50% sand and 50% topsoil), Sample C: loam (a rich mix of sand, humus, and topsoil), and Sample D: clay soil (60%
clay and 40% topsoil).
The teacher has two options: pre-measure 1/2 cup of each sample or place each sample in a resealable, plastic bag and label
each bag with the sample name (example: Sample A). Alternatively, the teacher could supply a large bowl of each soil sample
and have each group measure out the amount they need (a 1/2 cup scoop is placed with each soil sample).
5. Prepare soil samples for the Performance Indicator: Sample 1: sandy soil (50% sand and 50% topsoil), Sample 2: loam (a rich
mix of sand humus and topsoil), and Sample 3: clay soil (60% clay and 40% topsoil).
6. Copy the Handout: Soil: Formation, Management and Careers as a two-sided handout. The two pages may need to be
printed individually, placed back-to-back for proper alignment, and then printed for student use.
7. Copy the Handout: Soil Scientists as a two-sided handout.
8. Prepare attachment(s) as necessary
Background Information
This lesson bundles SEs that address examining the properties of soils.
page3of24
Grade 4
Science
Unit: 04
Lesson: 01
Suggested Duration: 9 days
During this lesson, students will examine the various properties of soils including color, texture, their capacity to retain water, and their ability to support the
growth of plants.
The content in this lesson is very critical to student success because it contains concepts that directly provide foundation for Readiness Standards in Grade
5. Students will examine the various properties of soils including color, texture, their capacity to retain water, and their ability to support the growth of plants.
This content is critical as it is one of the few identified Supporting Standards for Grade 4.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGEExaminingSoils
1. Dividetheclassintogroupsof34students.
Materials:
Size of its sediment grains (or pieces) that give different soils a
different texture
Attachments:
How well the soil holds water
Instructional Note:
Monitor students to ensure they are using appropriate
techniques for observing texture and aroma.
Misconception:
Students may think that soil has always been
in its present form.
page4of24
Grade 4
Science
Unit: 04
Lesson: 01
Suggested Duration: 9 days
Ask:
What makes sediments (sand, silt, clay) different from each other?
Students should be able to notice that the differences include: color,
texture, size of sediment particle, and appearance under a hand lens.
ENGAGE/EXPLOREHowDoesYourGardenGrow?
1. Discuss the results from the investigation completed during the last class.
Createaclasscharttosummarizeeachgroupsresults.Undereachsample
heading, provide students with the composition of the sample:
Materials:
safety goggles (1 pair per student)
sand (about 16 ounces per class)
clay (about 16 ounces per class)
top soil (about 16 ounces per class)
potting soil (about 16 ounces per class)
humus (about 16 ounces per class)
measuring cups ([1/4cup, 1/3cup, and 1/2
cup], 5 sets per class)
cup (clear plastic, 8 ounce, 1 per group and
4 for the teacher)
water (for watering plants, about 30 mL per
group)
graduated cylinder (1 per group)
seeds (beans, soaked for about 6 hours, 3
per group and 12 for the teacher)
Describe the four pictures. What do you see in each picture? The
beach picture and rice field picture both have abundant water. The rice
field and temperate rain forest both show many plants.
Attachments:
In what ways are the pictures similar and what ways are they
different? Differences: temperature, amount of water, amount of
Teacher Resource: Soils: Similar and
vegetation, possibly differing amounts of rainfall; similar: all have soil
Different
Handout: Planning Our Descriptive
5. Ask:
Investigation
Handout: Graphing Seed Growth
What are the basic needs of a plant? Answers may vary, but
students should be able to recall, from prior grades, that a plant needs
water, light, air, and (most require) soil. A seed does not need light to
Safety Notes:
grow.
6. Say:
Science Notebooks:
Students will also need to create their own table or chart in
their science notebook to record observations.
page5of24
Grade 4
Science
Unit: 04
Lesson: 01
Suggested Duration: 9 days
9. Once students show you the plan, they should have the opportunity to
measure and mix their soil, place the soil in the clear plastic cup, and plant
three bean seeds in the cup. The seeds in the cup should be watered. Only
about 30 mL should be used. Students will need a reminder to record how
much water they are using. The Handout: Graphing Seed Growth can be
used to record data. On days when no measurements are taken or no water
is given to the plant, a space should be left on the bar graph. Students will
also need to create their own table or chart in their science notebook to
record observations.
10. All cups should be placed in the same location, and all plants should
receive the same amount of water.
11. The teacher should set up one an investigation for each of the four soil
types (Sample A, B, C, and D) to ensure that students will be able to get
data in the event their plants fail to grow. Furthermore, when the teacher
setsuptheinvestigationaswell,itdemonstratesreliabilityofresults.
EXPLORE/EXPLAINCapacitytoRetainWater
9. Hold up a container for collecting the soil samples. Explain to students that
the damp soil samples will be collected in the container and then recycled,
by putting it with soil already in the school yard.
Materials:
indexcard(3x5,1cardpergroup)
waterbottles(clearplastic,literor1liter,
see Advance Preparation, 1 per group)
rubber band (1 per group)
nylonhosiery(3x3piece,1pergroup)
XACTOorscissors(forcuttingplastic
bottles, see Advance Preparation,1 per
teacher)
timer (1 per group)
graduated cylinder (250 mL, 1 per group)
water(inacontainer,aboutliterpergroup)
soil samples for Capacity to Retain
Wateractivity(seeAdvancePreparation,
cup of each sample per group)
Sample A: sand
Sample B: sandy soil
Sample C: loam
Sample D: clay soil
resealable plastic bags (to hold samples,
snack size, 1 bag of each sample for each
group) - Optional
bowl (large, plastic, to hold samples, 4 per
class) - Optional
measuringspoon(1/2cup,1perbowl)
Optional
bucket (to collect the used soil, 1 per class)
Attachments:
page6of24
Grade 4
Science
Unit: 04
Lesson: 01
Suggested Duration: 9 days
Science Notebooks:
Students should affix the Handout: Soils Capacity to Retain
Water into their science notebook.
EXPLAIN/ELABORATECareersThatDependonUnderstandingSoil
Suggested Day 6
Materials:
book on soil (or other reference material as
necessary to provide information to the
students)
Attachments:
What are other reasons for managing soil? Answers may vary.
5. Read a book about soil.
6. Guide students in the completion of the three sections of the Handout: Soil:
Formation, Management, and Careers.
7. Divideclassintogroupsof34students.Providestudentstheopportunity
to complete the glossary of terms by discussing what they have learned and
forming their own definition. Students may want to include a visual to assist
with the understanding of the terms. The definitions provided on the
Teacher Resource: Soil: Formation, Management, and Careers KEY
are samples. It is not an expectation that students should define the terms
precisely this way. The information available through the elementary
GLOBE site (The Scoop on Soil) could be shown to students. There are
several pages that would assist students in the completion of the handout.
Instructional Notes:
The video clip found at
http://www.farmland.org/images/flash/apple.swf illustrates
the importance of soil management.
(As an alternative activity, you could use the Grade 3 Unit 05
Lesson 03 Handout: Apple Model: Available Soil to
demonstrate available soil.
Students learned about the components of soil in Grade 1.
Information on soil components can be found in Unit 04
Lesson 01.
Students learned about the formation of soil in Grade 3.
Information on the formation of soil can be found in Unit 05
Lesson 03.
Science Notebooks:
Students should affix the Handout: Soil: Formation,
Management, and Careers in their science notebooks.
EXPLAIN/ELABORATESoilScientists
Suggested Day 7
page7of24
Grade 4
Science
Unit: 04
Lesson: 01
Suggested Duration: 9 days
Attachments:
Instructional Notes:
Students are expected to make connections throughout the
year with what they are learning and the scientists and
careers where the knowledge is used.
Creating timelines is a skill that aligns with Grade 4 Social
Studies TEKS.
Page 3:
Howdoyouthinkearthwormshelpsoil?Earthworms eat a large amount of soil.
When it comes out, it is rich in nutrients. Earthworms also tunnel through soil,
leaving spaces for air and water.
Inwhatwaysmightplantsandanimalshaveanimpactonsoilformation?In
a location where there are many plants and animals, there is a greater
opportunity for humus to form when the organisms die. In addition, plants and
animals
can break up rocks in the process of weathering to assist in the
formation of new soil.
Last Updated 05/03/13
page8of24
Grade 4
Science
Unit: 04
Lesson: 01
Suggested Duration: 9 days
6. Instruct students to complete the timeline on the back of the booklet. (aligns
to Grade 4 Social Studies TEKS)
EVALUATEPerformanceIndicator
Materials:
Test three different mystery soil samples, and determine which would be the best for
growing plants. Complete a data sheet, and write a report explaining why this soil would
be best; include the properties of the other soils that made them less favorable for
growing plants.
Attachments:
page9of24
Grade 4
Science
Unit: 04 Lesson: 01
Examining Soils
Sample A
Sample B
Sample C
Sample D
Color
Texture
Aroma
How the Sample
Appears Under the
Hand Lens
Capacity to Retain
Water
(This data will be added after
completing the investigation
Solis Capacity to retain Water)
Ability to Support
Growth of Plants
(This data will be added after the
completion of the groth graph.)
Other Observations
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Grade 4
Science
Unit: 04 Lesson: 01
2012, TESCCC
beach
desert
rice field
05/02/13
Top row: Venegas, A. (Photographer) (2012). Cannon Beach [Print]. Venegas, A. (Photographer) (2012). Old growth forest [Print].
Bottom row: Microsoft. (Designer). (2010). Australia [Web Graphic]. Microsoft. (Designer). (2010). Rice field [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.
page 1 of 1
Grade 5
Science
Unit: 04 Lesson: 01
Procedure:
Set-Up
Draw a picture of what your cup will look like when filled with
the soil(s).
1.
2.
3.
4.
5.
Data we will
collect and the
tool we will use
to measure
2012, TESCCC
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Grade 4
Science
Unit: 04 Lesson: 01
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Title: ____________________________
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Plant growth in cm
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Grade 4
Science
Unit: 04 Lesson: 01
2012, TESCCC
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Grade 4
Science
Unit: 04 Lesson: 01
Materials:
filter system
water
timer
graduated cylinder
Procedure:
1. Place cup of soil of Sample A into the funnel.
2. Measure 100 milliliters (mL) of water into the graduated cylinder.
3. Carefully pour the water over the soil in the funnel.
4. As soon as all the water has been poured into the funnel, start the timer.
5. When only a few drops continue to drip from the funnel, stop the timer, and record the time.
6. Carefully pour the collected water into the graduated cylinder. Accurately measure, and record this
amount on to your recording sheet.
7. Repeat the procedure again with the same soil sample. This is where you will get the data for the
section on damp soil.
8. After completing the procedure on both the dry soil sample and the damp soil sample, deposit
used soil sample into the container(s) provided by your teacher.
9. Repeat steps 18 for each of the remaining soil samples.
2012, TESCCC
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page 1 of 1
Grade 4
Science
Unit: 04 Lesson: 01
Sample A
Sample B
Sample C
Sample D
Sample A
Sample B
Sample C
Sample D
Amount of Water
Poured in Funnel
(in mL)
Amount of Water
Drained Out
(in mL)
Difference
Damp Soil
Amount of Water
Poured in Funnel
(in mL)
Amount of Water
Drained Out
(in mL)
Difference
Questions:
1. Which dry soil sample had the capacity to retain the most water?
2. Which damp soil sample had the capacity to retain the most water?
3. Which type of soil has the best capacity to retain water? Justify your thinking.
4. Explain a real world situation where knowing a soils capacity to retain water is important.
2012, TESCCC
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Grade 4
Science
Unit: 04 Lesson: 01
Management
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Careers
Home gardeners
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Grade 4
Science
Unit: 04 Lesson: 01
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Grade 4
Science
Unit: 04 Lesson: 01
Management
Careers
2012, TESCCC
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Landscape design
Natural resource management
Forestry
Mining
Agriculture (both farming and
raising animals)
Archeology
Construction
Soil conservation and erosion
control
Home gardeners
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Grade 4
Science
Unit: 04 Lesson: 01
2012, TESCCC
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Grade 4
Science
Unit: 04 Lesson: 01
Mystery Soils PI
Sample 1
Sample 2
Sample 3
Color
Texture
Other Observations
The soil that I have determined to be best for growing plants is Sample _____________.
Justification:
(Remember to include why the sample you have chosen would be the BEST and why the properties
of the other soils that made them less favorable for growing plants.)
2012, TESCCC
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page 1 of 1
Grade 04
Science
Unit: 04 Lesson: 01
Test three different mystery soil samples, and determine which would be the best for growing
plants. Complete a data sheet, and write a report explaining why this soil would be best;
include the properties of the other soils that made them less favorable for growing plants.
(4.2F; 4.7A)
1C; 4D; 5F
Materials:
Attachments:
Instructional Procedures:
1. Remember to make observations, including the addition of water, of the seeds that are growing.
Add the data to the Handout: Graphing Seed Growth. The seeds will continue to grow, and
students should be encouraged to take the measurements of their seedlings for at least another
week. After results have become evident (some plants growing better than others), the teacher
should facilitate a discussion about the differences in the soil used to plant the beans.
2. Provide students with three different mystery soils and the materials and tools necessary to
complete tests, such as the hand lens, graduated cylinder, and funnel and base system.
3. Distribute the Optional Handout: Mystery Soils PI, or instruct students to create data tables in
their science notebooks to answer the Performance Indicator.
4. Share Performance Indicator rubric or expectations with students prior to students beginning the
assessment.
5. Answer any questions students may have regarding the assessment.
Instructional Note:
Students could be permitted to use the information in their science notebook as a reference tool.
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