Guided Inquiry Lesson Plan # 6: Soil Permeability

Length of Lesson: One-two class periods

Scientific Processes Addressed: Observing, Measuring, Identifying, Controlling for variables, Interpreting Data and Experimenting

Science Concepts Addressed: Soil Permeability (Introductory Lesson 1 of 3)

National Standards Addressed: A, B, D, G

Objective: The students will understand that water moves through different types of soil at different rates by recording the amount of water permeating through soil in 3 minutes.

Materials:

Ring stand

Funnel

Cotton balls,

Large beaker

(2) 100 ml graduated cylinders

4 different types of soil

Water

Pencil

Introductory Activity: Ask the students what they have already learned about soils. Remind the students that different soils each have different characteristics. Explain that they will learn another way that soils differ: permeability. Explain that the speed in which water moves through soil is called permeability. Emphasize the word, permeability writing it on the board. Ask students how permeability could be measured.

Activities & Typical Discussion Questions: Model the following steps for students, thinking aloud and explaining each step. Fill in an example data table for students on an overhead. After the testing of soil #1 is modeled, students work in their groups, testing soils 2-4.

1. Set up apparatus so that ring stand is supporting funnel (a clamp or ring may be used to hold funnel in place). There should be ample room beneath the funnel for the large beaker to fit.

2. Place a cotton ball in the small end of the funnel.

3. Using a graduated cylinder, measure 100 ml of soil #1 and place it in the funnel, on top of the cotton ball.

4. Place the beaker underneath the funnel.

5. Using the other graduated cylinder, measure 50 ml of water and dump it into the funnel. Let the water percolate through the soil and collect in the beaker for 3 minutes only!

6. Measure the amount of water in the beaker and place this number in data table #1.

7. Clean apparatus, placing the used soil in the designated area. Then, repeat steps 2-6 for soil samples 2-4. Record all data in data table #1.

Be sure to complete the following questions:

1. Define porosity and permeability.

2. In which of the soil samples did the water percolate the quickest? Why

did this happen?

3. In which of the soil samples did the water percolate the slowest? Why

did this happen?

4. Using the dissecting scope, observe the 4 soil types on low power. Sketch

what the soil particles look like in the space provided.

Expected Conclusions: The most dense soil will be the least permeable.

Assessment: Did the students complete the table? Is the student’s data reasonable and accurate? Did the students participate in the discussion? Did groups carry out the experiment and work together?

Water Amount

Added to Soil

Water Amount

in Beaker

Percentage of

Water in Soil

Sample #1

   

Sample #2

   

Sample #3

   

Sample #4

   

 

 

Extensions:

Language Arts - Students respond verbally or in writing to the following prompt: Why is it important to know the permeability of soil near a well?

Math - Student calculations of permeability inclusive of simply the measurement of the water for each trial and then the calculation of the percentages for the third column of the chart.

Computer Skills – Students could search for information on permeability on the internet and share their findings with the class.