UNT Lesson Plan Template
Pre-service Teacher:
Laura Cardenas
Subject area(s):
Science
Relevant TEKS:
§112.15. Science (b) (7) Earth
and space. The students know
that Earth consists of useful
resources and its surface is
constantly changing. The
student is expected to:
(A) examine properties of
soils, including color and
texture, capacity to retain
water, and ability to support
the growth of plants;
Grade(s): School/Mentor Teacher (if applicable):
4th Grade Vickery Elementary/Kathy Glover
Unit Topic/Theme: Lesson Title:
Properties of Soil “What Am I?”
Relevant ELPS: Relevant TX CCRS:
N/A I . Nature of Science: Scientific Ways of Learning
and Thinking
C. Collaborative and safe working practices
Collaborate on joint projects.
1.Understand and apply safe procedures in
the laboratory and field, including chemical,
electrical, and fire safety and safe handling of live
or preserved organisms.
2.Demonstrate skill in the safe use of a wide
variety of apparatuses, equipment, techniques,
and procedures.
E. Effective communication of scientific
information
2. Use essential vocabulary of the discipline being
studied. 

III . Foundation Skills: Scientific Applications of
Communication
B. Scientific reading
2. Read technical and scientific articles to gain
understanding of interpretations, apparatuses,
techniques or procedures, and data. 

3. Set up apparatuses, carry out procedures, and
collect specified data from a given set of
appropriate instructions. 

V . Cross-Disciplinary Themes
D. Classification
1. Understand that scientists categorize things
according to similarities and differences.
e. Recognize various soil types and the various
horizons in soil structure; describe characteristics
 that distinguish one from the other. 


Lesson Objective(s)/Performance Outcomes

1. The students will be able to describe physical properties, such as color and texture of 4 types of soil.
2. The students will be able to identify 4 different types of soil using their physical properties.
3. The students will be able to draw a soil sample from a microscope.
Assessment (Description/Criteria)
 Diagnostic assessment – Properties of Soil Warm-Up sheet
o The students will fill out section 2 of the warm up sheet to see what their knowledge on texture
is.
 Formative Assessment – Science Notebook
o The students will have two tables to complete and glue in their scientific notebook. One table
will show me their ability to describe the soil’s color, texture, as well as identify what type of
soil each sample is.
o The second table will have their drawing of the soil sample viewed under a microscope.
 Exit-Ticket
o “Why do you think that the soil samples were different colors?”

Materials and Resources

 Soil
 Gravel
 Sand
 Clay
 Dropper
 Water
 Microscopes
 Paper plates
 Plastic spoons
 Warm-up sheet
 Table 1 – Properties of Soil
 Table 2 – Properties of Soil cont.
 Science Notebooks
 Smart Board
Management of the Instructional Environment
 The students will be taken to the science lab to do the experiments.
 The students will be in four groups at the lab
 The students will first work independently on their warm-up sheet
 Once the warm-up sheet is done the students will work in their groups for the first activity. They will
record in their own notebooks, but they will all work together using one plate and four types of soil.
 For the second activity, there will be one microscope at each table for the students to share unless
enough microscopes are available for partners to share one.
 In order to get the students attention, I will use two methods. One is to call out “Atención” while I clap
 the syllables, and they will respond with “Por favor” as they clap the syllables. Another technique is by
calling out SAPOS, and they respond with “Somos Alumnos Pensativos Obreros Siempre”

Technology Integration
 Microscopes will be used for the students to get a much closer look at their soil.
 The smart board will be used to project any necessary tables.

Diversity and Equity (Accommodations, Modifications, Adaptations)

 For my MTA students I am able to read instructions to them on assessments or any assignments if
needed.
 I will read instruction, as well as model in order for my Spanish Language Learner to have multiple
ways of getting the instructions.
 I will allow my high students to help guide the other students at the table who may be struggling.
Activities/Procedures (Madeline Hunter) Each of these items should be specific for the lesson.
Consider it a script for what you will say and do during the lesson. *Remember that checking for
understanding happens throughout the lesson.

Anticipatory Set
1. To open up the lesson, I will first state the objectives.
4. Today you will be able to:
a. describe physical properties, such as color and texture of 4 types of soil.
b. identify 4 different types of soil using their physical properties.
c. draw a soil sample from a microscope.
5. I will then give them their warm-up sheet where they will complete section #2. The students will need
to describe things that may have the same texture as sand. This will give me an idea of their prior
knowledge and we can discuss different adjectives that describe texture.

Input/Modeling
6. I will then introduce the activity that will be doing, and state objective 1 and 2 once again.
a. describe physical properties, such as color and texture of 4 types of soil.
b. identify 4 different types of soil using their physical properties.
7. I will have the instruction projected on the smart board, as well as a copy at each table.
8. I will remind the students of safety procedures.
a. No running
b. Wear goggles
9. I will walk the students through what they will be doing, in order to model the expectations.

Guided Practice
10. Throughout this portion of the lesson I will be walking around to monitor their progress as well as
assist if there are any questions or confusion.
11. As the students work I will be asking questions, such as “What do you notice when you add water? Do
they all absorb the water the same way? Why do you think this happens?
 12. The students will place a spoonful of 4 types of soil onto a paper plate.
13. The students will use a dropper to add water to make the soil into a moldable texture.
14. The students will continue to add water until they are able to mold it.
15. First, the students will try to roll each soil into a ball.
16. Then, the students will try to roll each soil into a snake.
17. The students will record the color, texture, and type of soil in Table 1.
18. The students will repeat this for all 4 types of soil.

Independent Practice
19. For their independent practice I will repeat objective 3
a. The students will be able to draw a soil sample from a microscope.
20. I will review microscope procedures
21. Here the students will examine a soil sample under a microscope and draw what they have observed.
22. Using their observations and their soil guide, they will be able to determine what type of soil it is.
23. This will be filled out on Table 2 in their scientific notebook.
Closure
24. I will once again restate the objectives.
a. The students will be able to describe physical properties, such as color and texture of 4 types of
soil.
b. The students will be able to identify 4 different types of soil using their physical properties.
c. The students will be able to draw a soil sample from a microscope.
25. As an exit ticket, the students will answer the question “Why do you think that the soil samples were
different colors?”
26. This will be done in their science notebooks. The question will help guide the next activity this week.

Reflections and Documentation/Evidence of Lesson Effectiveness

Be sure that this is specific.
What happened during the lesson? (Brief summary --- help the reader know how you were able to follow
your lesson plan.)

What parts of the lesson led to engagement and student learning?

In thinking about your first two responses --- So What does it mean about your planning? So What does it
mean about student learning? So What does it mean about your learning to teach?

Now What did you learn from teaching this lesson that can apply to other lessons? How will you apply what
you learned from teaching this lesson to your teaching of future lessons?