Laytora Dash
Material Type:
Lesson Plan
Lower Primary, Upper Primary
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    Education Standards

    3rd Grade Soil Unit


    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?

    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 weeks 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.

    Day 2:

    Read the book "Studying Soil" on Epic Books.



    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.)

    Day 3:

    Before you teach this lesson the teacher needs to get a soil sample from the playground (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.

    Day 4

    Students will work in pairs to make an art wordle on the iPads. Students will brainstorm a circle map given the topic clay, sand, or humus. Students will write down as many descriptive words as possible describing their type of soil. Once they are done, they will type their descriptive words into wordle. Make sure to tell students to type their given topic (clay, sand, or humas) at least 8 times to make it large font on their final product.