Science Lesson Plan
Title of Lesson: Reviewing Rockin’ Soil!
Topic: Review of Soil
Subject Area/s: Science and Social Studies
Grade Level: Third Grade
Time Frame: 40 minutes
Learner Description/Environment: See Day 1
General Description or Outcome Statement: The students will discover that all soil is not the same.
Enduring Understanding: Students will understand how the different shapes and sizes of soil particles make layers of soil different and that Frederick Douglass would have seen these in his garden. Humus,sand,silt,clay, and rocks are compared to sizes and shapes children are familiar with.
Essential Question(s):
S3E1. Students will investigate the physical attributes of rocks and soils.
c) Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand)
d) Determine how water and wind can change rocks and soil over time using observation and research
SS3H2. The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.
a) Frederick Douglass (civil rights)
Specific Lesson Outcomes:
1. Students will recognize similarities between humus, sand, silt, clay, and rocks.
2. Students will recognize differences between humus, sand, silt, clay, and rocks.
3. Students will learn about the different soil layers and be able to illustrate them.
Materials Needed:
Teacher Resources:
Procedures:
ENGAGE – We will make a soil sample model using cereal that will show the different layers. Rocks will be represented by cookie crisp. Clay will be represented by the brown sugar/cereal crumb mixture. Silt will be represented by Rice Krispies. Sand will be represented by Kix. Humus will be represented by the Raisin Bran.
EXPLORE– We will slowly add spoon fulls of milk and watch how it moves around the cereal pieces because of their size and shape. The milk will represent rain water moving through the soil. Students will see how the different sizes and shapes of the “rocks” make each layer of soil different. There will be a whole group discussion about the types of cereal used and the soil they represent. The IWB will be used to record the information discussed. Students will record their findings in their science journals by writing one descriptive paragraph. They will be able to refer to the IWB for information if needed.
EXPLAIN – Ten vocabulary words and their definitions will be introduced and discussed. (Some of these will be a review from Days 1-4) They will be placed on the Science bulletin board and will be our new word wall.
ELABORATE - Students will make a flipbook that includes the major soil layers or horizons. (Books are pre made before the lesson is taught) Students will fill out the Clozed notes. (The first letter of the missing word is given) We will fill out and discuss together. Students will prove that they understand what is found in each layer of soil by illustrating. Students will take these flipbooks home for further study.
EVALUATE – The teacher will circulate while the students are writing their descriiptive paragraph in their science journal. She will assess their understanding from what she observes, and make note of those who do not seem to be grasping the concept of the different sized particles and how they affect the water (milk) flow in soil. For those that are struggling, a small group will be formed for reteaching.
E-LEARNING - BEST USE OF TECHNOLOGY: The IWB will be used to record the information discussed about types of cereal and the soil they represent.
Higher Order Thinking Questions:
Accommodations: The teacher has grouped students in need of assistance with a group of students who can provide the help needed, such as translation, reading aid, or mentoring with specific problems. These students have been assessed prior to this class. One group has the student who is in Target; the other two have one student that has shown consistently on or slightly above grade level work. That student will be the leader of the group and will be able to keep the learning process going if the teacher is at another table assisting.
Reteaching: After reflecting on the lesson, if it appears there are students who are not able to complete the work, the teacher would pull them out of their mixed groups to form a small group for re-teaching. This could take place during morning work.
Extensions: For those students that need a challenge, the teacher will assign a planting project that will take place at home. The student will plant flower seeds in the three different types of soil, water them, and place them in the sun. The students will continue to water the plants over the course of a couple of weeks, and monitor the development of the seeds into plants. The students will be asked to determine if one kind of soil was better for plant development than the others, and ask why they believe this was the case. The students will be reminded that Frederick Douglass had to make sure the soil was okay for growing food in his garden and that the garden needed to be watered.
Topic: Review of Soil
Subject Area/s: Science and Social Studies
Grade Level: Third Grade
Time Frame: 40 minutes
Learner Description/Environment: See Day 1
General Description or Outcome Statement: The students will discover that all soil is not the same.
Enduring Understanding: Students will understand how the different shapes and sizes of soil particles make layers of soil different and that Frederick Douglass would have seen these in his garden. Humus,sand,silt,clay, and rocks are compared to sizes and shapes children are familiar with.
Essential Question(s):
- What are the physical characteristics of soil and what role do they play in determining the quality of the soil?
- What are the similarities and differences of texture, particle size, and color in humus, sand, silt, clay, and rocks?
S3E1. Students will investigate the physical attributes of rocks and soils.
c) Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand)
d) Determine how water and wind can change rocks and soil over time using observation and research
SS3H2. The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.
a) Frederick Douglass (civil rights)
Specific Lesson Outcomes:
1. Students will recognize similarities between humus, sand, silt, clay, and rocks.
2. Students will recognize differences between humus, sand, silt, clay, and rocks.
3. Students will learn about the different soil layers and be able to illustrate them.
Materials Needed:
- Cookie Crisp
- Rice Krispies
- Brown sugar mixed with cereal crumbs
- Kix
- Raisin Bran
- Spoons
- Clear cups
- Milk
Teacher Resources:
- http://www.teachersnotebook.com/product/safeonsecond/soil-sample-model-using-cereal
- http://www.scribd.com/fullscreen/92477561?access_key=key-6cgn0e3vy7rasi2qfye
- Word Wall vocabulary words
- Flipbooks (18)
- Crayons and/or colored pencils
- Science Journals (18)
Procedures:
ENGAGE – We will make a soil sample model using cereal that will show the different layers. Rocks will be represented by cookie crisp. Clay will be represented by the brown sugar/cereal crumb mixture. Silt will be represented by Rice Krispies. Sand will be represented by Kix. Humus will be represented by the Raisin Bran.
EXPLORE– We will slowly add spoon fulls of milk and watch how it moves around the cereal pieces because of their size and shape. The milk will represent rain water moving through the soil. Students will see how the different sizes and shapes of the “rocks” make each layer of soil different. There will be a whole group discussion about the types of cereal used and the soil they represent. The IWB will be used to record the information discussed. Students will record their findings in their science journals by writing one descriptive paragraph. They will be able to refer to the IWB for information if needed.
EXPLAIN – Ten vocabulary words and their definitions will be introduced and discussed. (Some of these will be a review from Days 1-4) They will be placed on the Science bulletin board and will be our new word wall.
- humus
- sand
- silt
- clay
- conserve
- soil
- weathering
- topsoil
- subsoil and bedrock
ELABORATE - Students will make a flipbook that includes the major soil layers or horizons. (Books are pre made before the lesson is taught) Students will fill out the Clozed notes. (The first letter of the missing word is given) We will fill out and discuss together. Students will prove that they understand what is found in each layer of soil by illustrating. Students will take these flipbooks home for further study.
EVALUATE – The teacher will circulate while the students are writing their descriiptive paragraph in their science journal. She will assess their understanding from what she observes, and make note of those who do not seem to be grasping the concept of the different sized particles and how they affect the water (milk) flow in soil. For those that are struggling, a small group will be formed for reteaching.
E-LEARNING - BEST USE OF TECHNOLOGY: The IWB will be used to record the information discussed about types of cereal and the soil they represent.
Higher Order Thinking Questions:
- Explain why the sizes of the particles in soil affect the flow of rainwater through them.
- Compare and contrast humus, sand, silt and clay.
- Describe the types of cereal and the types of soil they represent and explain why they are the best cereal chosen.
Accommodations: The teacher has grouped students in need of assistance with a group of students who can provide the help needed, such as translation, reading aid, or mentoring with specific problems. These students have been assessed prior to this class. One group has the student who is in Target; the other two have one student that has shown consistently on or slightly above grade level work. That student will be the leader of the group and will be able to keep the learning process going if the teacher is at another table assisting.
Reteaching: After reflecting on the lesson, if it appears there are students who are not able to complete the work, the teacher would pull them out of their mixed groups to form a small group for re-teaching. This could take place during morning work.
Extensions: For those students that need a challenge, the teacher will assign a planting project that will take place at home. The student will plant flower seeds in the three different types of soil, water them, and place them in the sun. The students will continue to water the plants over the course of a couple of weeks, and monitor the development of the seeds into plants. The students will be asked to determine if one kind of soil was better for plant development than the others, and ask why they believe this was the case. The students will be reminded that Frederick Douglass had to make sure the soil was okay for growing food in his garden and that the garden needed to be watered.