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Earthworks
Earth System Science for Secondary Teachers
Soil Science Study
(This lesson plan is based on doing a study similar to what we did at Earthworks, but the options are endless for exact projects).
- I could use this study for any grade, 7-12, but am planning to use it with an 8 th grade earth science class. (could also be used for environmental science or geology or botany).
- I m planning on two and a half weeks, but the unit could go 1-4 weeks.
- I will incorporate CO state standards.
BACKGROUND NEEDS:
- ability to read
- ability to notice difference in plants
- some idea of how scientific research is conducted
- a willingness to try
OBJECTIVES: As are result of this lesson, students should be able to:
- identify plants into various classes
- ask meaningful questions
- design and carry out scientific research
- know what soil characteristics scientists monitor and why
- know some ways in which soil, vegetation, and topography influence one another
- determine ways to analyze data and make connections
- know how and why to use GPS
- how to use excel
Day 1: (This is flexible)
I would spend this day an introduction, much like we did walking around and making observations. I would start asking questions and encourage students to do the same. We would spend some time getting into groups and reviewing how to work well in groups. Students would start their field logs.
Day 2:
Have class, or group within class, ask a question and determine how to answer it.
Day 3-4:
Discuss scientific research and how it is conducted. Help students to create research plan and outline specifically what needs to be done for the project.
Day 5-7:
Obtain Data
Day 8-9:
Analyze and write-up data and conclusions
Day 10-11:
Prepare presentations that are not lecture style.
Day 12-13:
Presentations and feedback/grading
(A follow up assignment tying the main ideas to something else would follow. For example, students could examine characteristics of soil in rainforests vs. soil in the great plains and how they differ. How would these differences influence ranching, forestry, agriculture, etc…?)
ASSESSMENT:
- informal observations
- group assessment of each other (using rubrics that they will have ahead of time)
- self assessment (using rubrics that they will have ahead of time)
- -presentation (using rubrics that they will have ahead of time)
ENRICHMENT:
- research activities on soils (internet, books, magazines, interviews, etc…)
- guided reading game/ activity
- environmental research project (where else are soil studies important and why?)
- game/activity using GPS, Excel, and PowerPoint
RESOURCES:
- local environmental engineers
- USFS, NPS, BLM
- office of resource and conservation management
- great parents!
- lots of open and public land
- some materials, although more would need to be bought
- good computers with Excel & PowerPoint
BARRIERS:
- lack of time (with so many standards to meet) - deal!
- Big class size = rowdiness outside, not enough materials, not enough lab space for analysis (plan carefully, so there is enough lab space…maybe rotate)
- no money to get materials (try to borrow them or get them donated)
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