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Transcript
Introduction to Soil Science Objectives: 1. Students can define the term soil 2. Students are able to identify the 3 major types of soil 3. Students understand how soil is formed State Standards: 1) IAS10.09.01 Understand the soil formation process. 2) IAS10.09.02 Identify soil texture and structure Background of Lesson: Lesson Unit: Agriculture I, soils unit-lesson one Life Knowledge Precepts: Relationships B.4: Eliminate barriers in building relationships Content: Key Terms: Soil Soil Texture Sand Silt Clay Logistical Information: Time: 45 Minutes Resources: Colorado State University, Department of Soil and Crop Science Land Judging in Colorado., revised Jan. 2006. Plaster, Edward J. Soil Science and Management. Delmar learning, 2003. Tools and Supplies: 1. 2. 3. 4. 5. 6. 7. 8. 9. 2 jars filled with soil, one labeled as soil and the other labeled as dirt Plastic baggies Sand Flour Play dough Student notebooks Colored Paper Pencil Power Point Presentation Interest Approach: As students enter the classroom have two glass jars filled with soil setting on the table. One jar should be labeled “soil” and the other should be labeled “dirt”. Ask the students to describe the difference between the contents of the two jars. Directions: Good afternoon I am glad to see you this afternoon, when I say “growing medium”. What’s that saying? GROWING MEDIUM take 1 minute get a piece of paper, come to the table, look at the two jars that are on the table, write down three characteristics of each jar, then return to your seats. What are your questions? THANK YOU!!! These two jars are filled with the same thing; they are only called different things, soil and dirt. Just like you and I are both people, but we also have different names. But, just like calling soil its bad name of “dirt”, sometimes you might call someone by a bad inappropriate name. This only builds barriers. Just as you should always call people by their proper name you should also call soil by its proper name. Summary of Content, Instructional Sequence, Activities, and Strategies: Contextually Set: Now that we know what to call soil; we are going to take a look at how it is formed and the different types of soil. Objective: Students can define the terms soil and dirt We have discovered dirt and soil do mean different things. Soil is also defined as: a collection of natural bodies of the earth’s surface containing living matter that is able to support plant life. Where as dirt is simply layman’s term for soil, or something that is filthy. When I say “Notes”, what’s that word? Use 1 minute to write the actually definitions that we just learned on the paper that we took notes on earlier. What questions do you have? “Notes”. Objective: Students understand how soil is formed Today we have already identified what soils is, now we are going to change directions and look at how is it is made. The soil that you see today has not always looked this same way. Soil takes years to form into how we see it now When I say “go”, what’s that word? Write down how you think soil is formed. When you are done put your pencil in the air. Good job! Again when I say “go”, what’s that word? Turn to your partner and share with them what you wrote. Great Job. Now, who is going to present their idea first? Soil is basically pieces of rocks that have been broken down into different sizes. The sizes of soil particles are based on the type of weathering that has naturally occurred to that rock or that entire area. The five factors that affect soil formation are: Parent Material, Climate, Organism (biological), Topography, and Time. Key for Definitions: Parent Material- The original material that the soil is composed of! Climate- The consistent weather in an area or region Organism (biological) - Any living thing Topography- the lay of the land Time- a length that can be measured Book Demonstration Fold the paper in half ( hamburger style) then fold it again about 1 inch from the edge, so you make the binding of a book. Then cut half of the paper making 5 slots, hold up your book and wait for further instructions On these slots write: Parent Material, Climate, Organism (biological), Topography, and Time. Wait for further instructions. Great job preparing those note pages! As a class we are going to discuss the definitions of the terms we just learned. As we discover the definitions write them on the inside of the book. Objective: Students are able to identify the 3 major textures of soil Soil can be broken into three major textures : sand, silt, and clay. Each soil texture has distinct properties that make them unique. Show Power Point Slide for Soil Texture Sand: Has the largest particles, it is loose and single grained Silt: Has medium sized particles, it is slick to the touch Clay: Has the smallest particle size, it is sticky to the touch Beforehand prepare 3 plastic baggies filled individually with play dough (clay), flour (silt), and play sand (sand). As I pass around these three bags around try to determine if the “soil” that you are feeling is sand, silt, or clay. Who will volunteer what they think each baggie represents? The play dough represents clay and has a sticky feel to it, the flour is for silt and is definitely slick, and finally the play sand is representing sand. Make sure that you play close attention to identifying the different soil types, this will be very important later when you are in the land contest. Review: Use the Hieroglyphic e-Moment to review the 3 major types of soils: sand, silt, and clay. Directions: Lets create icons that represent soil texture. When I say “icons”, what’s that word? Get out a plain piece of paper; fold this paper in three sections. Label the top of each section: sand, silt, and clay. Then take 3 minutes to draw a picture that represents sand silt and clay in each section. When you are finished please stand up. “icons”. Evaluation: Students will be evaluated in class. Set out three different types of soil and allow students to determine the major soil texture of each sample. Each correct answer will be worth 5 points.