Name Megan Moore

Class ELED 3221-002

Date 3/1/2017

Indirect Instruction Lesson Plan Template

The Dirt on Dirt

_____________________________________________________________________________

Central Focus/Big Idea:

How different levels of soil absorb water

Subject of this lesson: What is the subject of your lesson? Soil

Grade Level: For what grade level is the lesson designed? 1st grade

NC Essential Standard(s):
1.E.2.2 Compare the properties of soil samples from different places relating their capacity to
retain water, nourish and support the growth of certain plants.

Next Generation Science Standard(s):

2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties.

Academic Language Demand

Language Function: Students will describe how water drains through each soil sample, and
explain why they think each sample drained the ammout of water that it did. Students will also
predict what will happen with each sample when water is poured onto it.

Analyze Argue Categorize Compare/cont Describe Explain

rast
Interpret Predict Question Retell Summariz
e

Scientific Vocabulary: What are the key scientific terms that your students will learn through this
lesson? Soil/dirt, clay, sand, topsoil, humus soil

Instructional Objective:
Students will be able to conduct an experiment about how soil absorbs water. Students will be
able to record, interpret, and discuss data gathered during the experiment. Students will fill out a
Soaking Soil worksheet. Students must show that they can appropriately use tools and record
accurate data. Students will describe the differences between topsoil, subsoil, and bedrock to
complete a Soil Flipbook. They will receive 1 point for creating a neat and legible flip book.
 They will receive 3 points for providing accurate information for each of the 3 levels of soil.
Students must earn 8 out of 10 points to show mastery.

Prior Knowledge (student):

Students will have some knowledge about soil from their close reading passage on soil.

Content Knowledge (teacher): What background knowledge does the teacher need to
have? The teacher should have an understadning of soil and its diffrent layers. The teacher
should have also read Dirt: the Scoop on Soil by: Natalie M. Rosinsky

Accommodations for special needs (individual and/or small group): What will you do for
students with special needs (ELL, ability, etc.)? While students are working with groups I will
pull aside struggling students to help facilitate the expirement with them. Students who are
accelerated can write a summary in their science journal talking about their predicitions and the
results of the expirement.

Materials and Technology requirements:

Dirt: the Scoop on Soil by: Natalie M. Rosinsky, Soil Flipbook handout, 3 coffee filters (per
group), 3 different soil samples (per group), funnels (1 per group), graduated cylinder (1 per
group), soil experiment worksheet and graph (1 per student)

Total Estimated Time: 30 minutes

Source of lesson: Soil Soaking Experiment and Soil Flipbook provided by Miss. Grube

Safety considerations: I will model and monitor use of dirt and all materials during the
experiment.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.

Engage:
Introducing Soil:
Where can we find soil?
Are there different kinds of soil? If so, what are they?
Read Dirt: the Scoop on Soil to the class.

After reading ask the following questions:

What is another name for dirt and what is it made of?
Why do you think scientist study soil?
 We read that dirt covers almost every surface of earth. What do you think earth would be like
without soil?

Explore:
Soaking Soil Experiment
Students will be given 3 different types of soil: clay, sand, and topsoil. Students will first
independently make predictions using an If...then statement about what will happen when
they pour water onto different kinds of soil. Students will conduct the experiment in small
groups. They will measure the amount of water that drains from each sample of soil. Students
will then independently record their findings on a chart. Once the experiment is complete
students will interpret their data by answering the following questions:
How did the kind of soil affect the amount of water drained?
What kind of soil would be best for planting flowers?

Explanation:
Students will then discuss their finds and interpretation of the data in their small groups.One
student from each group will share their findings. Each group will share which type of soil had
the most water drain out, and which had the least. They will also share their interpretation of the
data they gathered.
The teacher will then facilitate a discussion by asking the following questions:
Why do you think the different types of soil held different amounts of water?
If you were to plant your own garden what type of soil would you avoid using and why?
Why do you think its important to know how much water soil holds?

Elaborate:
Soil Flipbook
Students will fill out a soil flipbook based on their close reading passage, and what they
discovered during their soil experiment. Students will include the following:
Where is this type of soil located?
What is this type of soil made up of?
What does this soil look like?
Would this soil be good for planting things? Why?
Any other interesting facts.

Evaluate:
Summative Evaluation:
Daily Weather Journal
Students completed a soil flip book. This activity was designed to check for student
understanding based on students descriptions of the different layers of soil.

Formative Evaluation:
Students responded to discussion questions throughout the lesson, and I observed them as they
worked in small groups to conduct the soil experiment.
To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson:

CT signature/confirmation: _________________________________ Date: ________________