Lesson Plan #4

How Dirt Works

Concept covered in activity: Students learn about the value of soil as a natural resource (regulates water,
sustains plant and animal life, filters pollutants, cycles nutrients and supports structures).

Grade level: 6-8th

State Standards

National Standards

2.2.C. flow of energy with matter in ecosystems

ESS2A Earth materials & systems

3.2.B, 3.2.C how water is transferred and polluted

Learning objectives: Students will be able to

Construct a definition for soil

Construct a definition for organic matter
Demonstrate their understanding of soil importance by completing a Two Minute Paper at the end of the
class focusing on the different jobs that soils do (i.e. regulates water, sustains plant and animal life,
filters pollutants, cycles nutrients and supports structures) using claims, evidence, and reasoning from
the previous activities.

Materials

Notebook paper/journal
5 oz. Solo cups with holes in the bottom
Purple Kool-Aid
3 oz. Solo cups
Spools
Knitting needles
Rubber bands
Pictures of plants/animals/foods
Plain paper
100 ml graduated cylinders
Different soil types: peat moss, gravel, sand, top soil, etc.

Instructional planning
In this lesson, students learn the value of soil and its role as a valuable natural resource. Students will
investigate how humans and many other organisms rely on soil. They will also explore why it is important to
monitor and maintain the health of soil.
Soil is the solid material on Earths surface that results from the interaction of weather and biological activities
with the underlying geologic formation. Soil is created from rocks that have been broken down, organic
matter, water and air. All soil types are made of varying amounts of silt, sand, and clay. Many different colors
can be present in soil depending on the minerals and chemical and biological reactions within the soil.

Soil is typically found in layers that are distinguished by different colors, textures, and structures. Soil layers
also have different amounts of organic matter and gravel. When humans work the land, for agriculture, home
building, and road construction, they change the landscape to fit different purposes. Land use involves
changing the landscape, including the soil, rocks, and vegetation. Humans change the land differently than
how nature changes the land. Many animals depend on soil. Some we can see but there are also billions of
microscopic organisms, such as bacteria, protozoa, fungi, and algae, which inhabit and enrich the soil.

Procedure/activity
Day 1
Engage
(5 Minutes)

Explore
(10 Minutes)

Student Activity

Teacher Activity

Students answer in their notebooks

the question of the day, Where
does your food come from?

Ask students about where their food comes

from.

Students participate in group

discussion on soil.

Ask students, What comes to mind when you

hear the word soil?

Explain that most food is grown or raised in

other parts of the country or the world,
transported, and then purchased at local
grocery stores.

Students rank how important soil is Facilitate large group discussion.

to them using handout. Tape
Provide students handout to rank soil
handout in science notebook.
importance.
Students work with their table
partners to construct a definition
for soil.
Students share their ranking list in
their table groups.
Explain
(10 Minutes)

Students watch How Dirt Works

overview video.
Students write down guiding
questions in their notebooks.
Students will create a soil profile
using paper.
Students will work in their table
groups to construct a definition for
organic matter.

Play How Dirt Works video.

https://natureworkseverywhere.com/#resources
Hand out blank printer paper and ask students
to fold the paper into 1/3rds. Then, in one-third
of the paper, fold down again about 1 inch.
Label the following sections starting with the
smallest third.
a. O Horizon-This is the surface layer that
has large amounts of organic matter in
different stages of decomposition.
Dead leaves can be illustrated.
b. A Horizon- The top layer of soil and is
where most biological activity occurs.
Earthworms, grass, fungi, plant roots
and arthropods can be illustrated.
c. B Horizon- The subsoil and consists of

mineral layers. Plant roots also

penetrate this layer.
d. C Horizon- Contains large shelves or
limps of rock.

Facilitate among groups for definition

acquisition.
Elaborate
(25-30
minutes)

Evaluate
(5 minutes)

Students will work in groups going Students rotate around groups for 5 minutes
around stations to complete
per station. There are 5 stations. These need to
activities. Students label sections in be set up ahead of time.
their lab notebooks and give
1. Regulate Water Station see attached
enough room to write:
instruction sheet.
1. Regulate Water
2. Sustains plant and animal life see
2. Sustains plant and animal
attached instruction sheet
life
3. Filters pollutants see attached
3. Filters pollutants
instruction sheet
4. Cycles nutrients
4. Cycles nutrients see attached
5. Supports structures.
instruction sheet
5. Supports structures see attached
Students complete the activities
instruction sheet.
and answer the questions at each
station
Students are to spend 5 minutes at each
station.
Students watch scientist video and
answer this question in their
notebooks, Why is soil a valuable
resource?

Show students scientist video (Sophie Parker)

and instruct them to answer the following
question; Why is soil a valuable resource?
https://natureworkseverywhere.com/#resources

Students then complete a TwoMinute Paper summarizing their

earlier investigations and the
scientist video.

Instruct students to then complete a twominute paper summarizing their investigations,

and the videos they have seen.
Collect papers.

Assessment
Formative: Questioning and facilitating during group time. Experimental questions at stations
Summative: Two Minute Paper
Two Minute Paper Rubric
1

Two minute paper

consists of a few
sentences

1-2 sentences
referencing one job
that soil completes

3-4 sentences
referencing 2-3 jobs
that soil completes

5-6 sentences
referencing 4-5 jobs
that soil completes

Anticipated misconceptions/alternative conceptions:

Food does not come from the ground.

Soil is not necessary for the earth to function

Accommodations/modifications;

Provide definitions for students

Make the soil compactor testers for students ahead of time