Author:
Jennifer Brazee
Subject:
Biology
Material Type:
Activity/Lab
Level:
Upper Primary
Grade:
3
Tags:
License:
Creative Commons Attribution
Language:
English

Education Standards

3rd Grade Soil Unit - Making it Culturally Relevant

Overview

This resource is a 4 day, 3rd grade unit on Soil and Plants.

Day 1:

Essential questions: 

  • Why is soil important?

  • Why do environmental conditions impact plant life?

  • How does a plant function as a system?

  • How do plants play an important role in your life?

  • Is there a plant or multiple plants that your or your family enjoys?

Have students split into groups and give them a verse to memorize of the plant song. The students will practice their verse by using the song "the wheels on the bus." Then invite students to sit in groups on the carpet. Students will go one group at a time sharing their verse. The class will sing along with that group and their verse the second time. continue this cycle until you make it through all the verses/groups.

 

The roots on a plant are underground,
Underground, underground.
The roots on a plant are underground.
Roots are part of a plant.

The stem on a plant holds up the leaves,
Up the leaves, up the leaves.
The stem on a plant holds up the leaves.
Stems are part of a plant.

The leaves on a plant are making food,
Making food, making food.
The leaves on a plant are making food.
Leaves are part of plant.

The flowers on a plant are growing seeds,
Growing seeds, growing seeds.
The flowers on a plant are growing seeds.
Flowers are part of a plant.

Students will have the opportunity to share their knowledge presented by the song through creating a song/poem, media presentation, skit, etc. Students will share their project on Day 4.

Day 2:

Read the book "Studying Soil" on Epic Books.

https://www.getepic.com/app/read/6015

Before reading have students fill out a KWL chart on soil. Have students bring a sticky note written with one K "Know" they have about soil. Share several student responses with the class. Next have students bring one sticky note written with a W "want to know." Ask students what the properties of sand, clay, and humus are as they read the book along with you. 

At the end of the book show students that you have planted the following: 

As a class, prepare three containers:

One container of humus. One container of sand. One container of clay.

Plant the rye seeds and water.

Class will observe together. (Observe for two weeks.)  During this time, invite a master gardener to visit and share their plants and what plants grow best in particular types of soil.

Day 3:

Before you teach this lesson the teacher needs to have students gather soil from different places on the school gounds soil (do this at recess the day before.)

Students work in teams to observe soil samples.


Students will fill out “Looking at Soil” chart as they work together in table groups. (Each student will be responsible for their own writing.)

Place a soil sample at each table and divide students into teams. Have students use their 5 senses (except taste) to observe the samples. Have students fill out their responses on the given pdf sheet.

After students observe the soil, they will place the soil in a glass container with water and shake it. Students will then allow the soil to sit for at least 30 minutes. Students will they observe the soil again in the glass container looking at particles in the water. The heavier particles will settle on the bottom, while other particles will float on top. https://www.nrcs.usda.gov/wps/portal/nrcs/detail/soils/edu/?cid=nrcs142p2_054300

Day 4

Students will present their presentations giving positivie feedback to their peers. After sharing thier presentations students will have the opportunity to share what they learned completing their KWL. Students will be asked to reflect on the importance of plants in their lives and if changes in our environment need to occur to celebrate and protect plants.