Guided Inquiry Lesson Plan #2: Soil Composition

Length of Lesson: One class period

Scientific Processes Addressed: Observing, Communicating

Science Concepts Addressed: Soil Composition

National Standards Addressed: A, B, G

Objectives: Students will:

    1. Explain how the composition of the soil affects its fertility.
    2. Determine whether the soil’s composition has an effect on how well plants grow.
    3. Explain the visual differences of the different soil samples brought into class through use of the different senses.

Materials: Each Group (3 or 4 students)

1 2-liter bottle 2 supports

1 tray Some combination of soil, sand, and clay

6 bean seeds (or corn) grass seeds

1 rooted plant scissors

masking tape journal

Introductory Activity: Have students take out their soil samples and place them in the center of the group. Observe the visual differences between the soils and write a paragraph describing their observations.

Main Activities: There will be a minimum of four classifications of soil:

1. 1/2 clay, 1/2 silt

2. all silt

3. all sand

4. 1/3 sand, 1/3 clay, 1/3 silt

You can make as many different mixtures as there are groups in your class. Each group then plants three areas of the container with three different seeds/plants. The same amount of water and sunlight is provided for all containers. Each group should label their container and describe the soil composition. Students will then place the bottle on the supports in a tray to catch the drainage.

Students are asked to individually journal on how the plants and seeds are growing in each of the containers throughout the allotted time frame (2-3 weeks).

Suggestions (Teachers): The supports used in this lesson consist of two boards about four inches by five inches, one with a deep dip and the other with a shallow dip to fit the neck of the 2-liter bottle. It works best if you can get some plants rooted before this activity so students can see not only how the soil affects the seeds, but also how it affects an "already established" plant.

Expected Conclusions: Students should conclude that there are visual differences as well as texture differences between the soils.

Assessment: Journals will be collected at the end of the unit and will be graded on depth of thought and depiction of findings.

Extensions: Students could be asked to find out which part of the state has the same soil composition as their set-up. Then they can do a report on the types of crops or vegetation that grows there, and compare that with their results. You should set this activity up before you discuss it in class, so you have some results to compare to as you look at each soil type.