Rich Soil or Poor Soil?

Transcription

1 This investigation will help us to examine how water drains through different kinds of soil. Think about how each of the soils are different and try to predict which soil will allow the water to drain through the quickest. Which will let the water drain through the slowest? Based on your observations, which soil do you think is the rich soil and which is the poor soil for supporting plant and animal growth? 1 of 17

2 Suggested Grade Span K-2 Task This investigation will help us to examine how water drains through different kinds of soil. Think about how each of the soils are different and try to predict which soil will allow the water to drain through the quickest. Which will let the water drain through the slowest? Based on your observations, which soil do you think is the rich soil and which is the poor soil for supporting plant and animal growth? Big Ideas and Unifying Concepts Cause and effect Change and constancy Interdependence Models Physical Science Concept Properties of matter Life Science Concepts Evolution, diversity and adaptations Mathematics Concepts Compare and contrast Data collection, organization and analysis Graphs, tables and representations Measurement Time Required for the Task Approximately two 60-minutes blocks (over two consecutive days). 2 of 17

3 Context Sand exploration can be a fascinating study for first graders because it allows them to think about the earth in a contextual manner. They can become familiar with the idea of destructive and constructive processes of the earth as these processes relate to sand and soil, and they can compare various types of soil. This investigation was integrated into our social studies theme on Australia. Their study of the Outback and other desert areas in Australia allowed my first graders to use their prior knowledge to make connections about new wildlife adaptations on this unique continent. What the Task Accomplishes This investigation demonstrates how first graders apply their skills in observing samples of clay, loam and sandy soils. The children will be noticing and recording differences in color, grain size, smell, texture and soil drainage. The children will also use their prior knowledge of water, rocks, sand and clay to make predictions about how water will drain through the different soils. They will also be drawing conclusions about how certain wildlife in Australia have adapted to their habitats, especially in desert (sandy soil) habitats. How the Student Will Investigate I introduced the investigation of sand and soils by reading a beautifully illustrated story titled, The Sun, the Wind and the Rain. This is a story about the formation of two mountains. A little girl makes one mountain from sand, and over time the earth makes the other. In the beginning of the investigations with sand, the children were asked to figure out how to move about a half cup of sand (placed on black paper) in at least four different ways. They could choose any tool in the classroom (besides the straws that were available), and they were asked to observe and record how the sand moved. Later during the week, water was introduced to facilitate questioning and observations regarding changes in the soil. The children were asked on the first day of this task to examine the sand and compare it with other soil types, using their hands and a hand lens to look at particles, textures, colors and other attributes. All of their responses were shared on a class chart. From past experiences with young children, I ve learned it is important to provide ample time for them to explore new materials in stages, so they fully understand what is being asked of them (conceptually), and to encourage them to ask questions. This will help clarify misconceptions that can occur during the scientific inquiry process. The second day involved showing children how to place a coffee filter cone into a clear plastic cup and how to measure their soil and water. I asked a child to use a small plastic scoop to measure a leveled scoop of soil into the filter. Then, I asked another child to measure 1/4 cup of water and pour it over the soil in the filter. 3 of 17

4 Here are some of the prediction questions that are important to ask before the water is used: What will happen to the sand? the loam? the clay? What will happen to the water in each soil? Which soil will the water drain through the quickest? slowest? Why do you think so? Which soil is most like the soil of the Outback? What adaptations do desert animals have (or need) for survival? The children were given a clear plastic container that held the three plastic cups with their filters and soil samples. They took turns in their cooperative groups pouring the water and observing the rate of the water drainage, the color of the water in the each cup, and the level of the water. The children were asked to record their predictions and early observations about the rate of the water draining through the cup by using vocabulary such as fast, slow, medium, drip. They were asked to save the water from each cup to use for graphing or charting their water data, which provides connections with mathematics. After the investigation, compare the observations and results with the children and their predictions. Which soil soaked up the smallest amount of water? the most? Did all the water drain out? How would this soil be determined as rich or poor? Does the soil still feel wet? Which soil feels wetter or dryer? How have some of the different wildlife adapted to these different soil habitats? Which wildlife need more water than others? Why? If there were droughts in parts of Australia with loam or clay, how would plants and wildlife adapt? Which soil would make the best mud pies? Can you explain why using your observations? Interdisciplinary Links and Extensions Science Extended investigations might include sorting (by color and other attributes) different kinds of soil samples from gardens, wetlands, forests or a vacant lot, or from along a roadside, or brook, etc. Planting experiments, using the same kinds of seeds (grass grows fast and works well for this), can be done to find out if plants will grow in all the soils that were collected. This is also an excellent time to talk about controlling variables (same type of seeds). Do a life underground sampling to sort growth stages of critters in the spring. Make an earthworm farm to study the value of worms in soils. 4 of 17

5 Do puddle tests and mud pie experiments to determine which kind of mud is stickier, which will make better bricks or pottery when dried. (Do not forget to talk about evaporation, too.) Find out which soils form puddles. Certainly, the theme of properties of matter could be integrated into these investigations about soils. Using water to study the effects of erosion, would make connections for environmental cause and effect on the earth. Two additional resources that provide activities for young children are TALK ABOUT Sand, by Franklin Watts, and Science Fun With Mud And Dirt, by Rose Wyler. Social Studies Examining different kinds of soils certainly fit in well with the study of a continent, such as Australia. There are many diverse habitats with their plants and wildlife to connect with activities on soils. This could also lead to environmental studies about Native American and Aboriginal customs in relation to history, lifestyle and respect for the earth. Language Arts A favorite big book, titled A House Is a House For Me, would lend itself to children making individual booklets with about six different habitats. This could follow the format of "A is a house for a." (e.g., A desert is a house for a frilled lizard) and be combined with different art techniques for each habitat. The children could read about wildlife adaptations to other desert habitats around the world and create comparison charts. Sand and other soils could actually be glued to the page or used to make crayon rubbings for illustrations. Drama/Music/Art Extend the sand investigations by using natural and colored sand for tactile pictures of desert animals. Baby-food jars with lids can be used to create minidesert scenes. Have the children pick a desert animal and wildlife from various soil habitats to develop their drama skills. Familiar songs could be adapted to represent wildlife that live in sandy environments. Mathematics Graphing activities could be integrated by measuring the drainage of water through the soils over time intervals of 1-10 minutes. This works best if water drains into a graduated cylinder. Students can put tape on the outside of the cylinder and mark the water level each minute. Then, they can transfer their data to a chart or graph. The study of fractions could be extended with the use of measuring cups. Activities involving comparing and measuring the volume of liquids can also extend thinking. Recording the attributes of desert wildlife using Venn diagrams could be another extension for mathematical concepts. 5 of 17

6 Word problems (involving scoops of soil or the quantity of worms or other critters that live in different types of soil) could be solved orally or in written form to practice addition and subtraction skills. Teaching Tips and Guiding Questions As the children examine soil samples before, during and after the specific inquiry task, the previous questions can be asked to guide the inquiry process. Additional questions encouraging the use of their senses might include: What are the largest or smallest things found in your soil? Can you arrange them from smallest to largest? Which things do you think were once alive? Never alive? Why do you think so? How do the samples differ in color? texture? feel? smell? Which has the strongest smell? Why do you think so? Which soil is lumpiest? What could you do to make usable clay? Does any of the soil float? What parts? How can we keep track of how long it takes for the water to disappear into the soil? Which soil would make the best timer? Why? Concepts to be Assessed (Unifying concepts/big ideas and science concepts to be assessed using the Science Exemplars Rubric under the criterion: Science Concepts and Related Content) Scientific Method: Students determine changes that are happening by making a graph or table of measurements. Students observe and explain reactions when variables are controlled, such as the same amounts of water with different soil types. Physical Science Properties of Matter: Students observe and compare physical properties and characteristics of solids (soils). Life Science Evolution, Diversity and Adaptations: Students identify characteristics and match wildlife to soil/habitat. Scientific Method: Students use vocabulary (fast, slow, medium, drip, drought, loam, clay, plants, wildlife, drain and adapt) appropriately and are able to describe cause-effect relationships with some justification, using data and prior knowledge. Students see that how a model (soil model for a particular land area) works after changes are made to it may suggest how the real thing would work if the same thing were done to it (models). Students use tools (hand lens) to gather data. Mathematics: Students use numerical data, measurements and time in describing events, answering questions and providing evidence. 6 of 17

7 Skills to be Developed (Science process skills to be assessed using the Science Exemplars Rubric under the criteria: Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data) Scientific Method: Observing changes, using senses to describe and compare, predicting outcomes, comparing speed of water drainage in different mediums, manipulating tools (measuring cups, scoops, paper funnels), drawing conclusions, graphing, communicating findings orally or in writing, and raising new questions. Other Science Standards and Concepts Addressed Scientific Method: Students describe, predict, investigate and explain phenomena. Students control variables. Scientific Theory: Students look for evidence that explains why things happen and modify explanations when new observations are made. Physical Science Properties of Matter: Students describe and sort objects and materials according to observations of similarities and differences of physical properties. Earth Science Structure of Earth Systems: Students understand that soil consists of weathered rocks, decomposed materials from dead plants and animals and bacteria. Different soils have different textures and different chemical compositions. Scientific Tools: Students use tools to organize, analyze and interpret data. The Designed World: Students understand that tools extend the ability of people (to make things, to move things, to shape materials). Life Science Evolution, Diversity and Adaptations; Regulation and Behavior; Populations and Ecosystems: Students understand that living things are found almost everywhere in the world and are interdependent. Plants and animals adapt to their environments for survival. Mathematics: Students use measurement and graphing/charting skills to gather and analyze data in order to describe events, answer questions, provide evidence for scientific explanations, and challenge misconceptions essential to scientific. Suggested Materials Clear plastic rectangular tubs are handy to set three to four cups in to reduce spills and messes on desks. I also provide a package of clear plastic cups (four per cooperative group); a box of coffee filters (four per group; cone-shaped filters are easier for young children to hold than the larger basket-shaped filters, which can flop over when the water is added); funnels (if available); soil samples of loam, clay, sandy gravel, and sand/moss* (optional); hand lenses (one for each 7 of 17

8 two students); and molds for making mud pies such as film canisters, jar lids, Jell-O molds, funnels, measuring cups, etc. (*Moss samples are optional for extensions in observations, testing, and extending conclusions.) Possible Solutions The first side of the recording sheet (A) includes the students descriptions of the three different types of soil that were tested using the senses. The students' drawings show the prediction they made about how the water will drain through the soil. The drawing should include word labels, such as fast, medium, slow, drip, or no water drained through. The second side of the recording sheet (B) should demonstrate students accuracy of observations and their understanding of soil drainage. Conclusions should be organized using a graph or chart, and labeling. Drawings should show the different water levels in each cup and the rate (speed) of the water draining. The final chart should indicate water levels and be labeled for each soil type. If the child has made accurate observations and measurements, the drawings should indicate water drainage in the following way: loam medium, clay slow or drip, and sand fast. The chart should indicate the water levels, with sand = highest, loam = middle, and clay = lowest. In two groups, the filter tore and dumped some sand into the cups, which caused a lot of discussion about why that happened. Most children concluded that the loam was the richest soil because of its texture - natural rotting materials that were round (like sticks and leaves) - and because the water did not pour out or sit in one place for a long time, which was better for plants. Task-Specific Assessment Notes Novice In making predictions, this student does not use knowledge from earlier soil explorations or use information about sandy soils and animal habitats that was discussed during the Australia theme. The observations of water drainage during the task were inaccurate indicating either a lack of correct use of terms (loam, sand, clay) or a lack of conceptual understanding about the drainage or both. (The loam should have been medium; clay, slow or drip; and sand, fast.) There is an attempt to make a graph to illustrate the results, but it is confusing and missing some labels, which indicates limited reasoning and understanding about how to use the graph to display data. Apprentice This student does make accurate predictions (on side A) for the clay and sandy soils and makes a reference to the loam as a soil that would be in his/her garden evidence of use of prior knowledge in making reasoned predictions. The rate of the water drainage for clay and sand are not accurately recorded or based on the evidence observed. The solution does show a limited understanding about cause-effect relationships. The clay drawing indicates that water dripped through, while more water passed through sand and loam. There is an attempt to graph the results, and water and each soil type are labeled (L-C-S) in the graph. 8 of 17

9 Practitioner This student shows evidence of using prior knowledge to make accurate predictions about the three soil samples. This is demonstrated through his/her drawings on side A as well. There is also reference to the loam being good garden soil, on side A. On side B, the drawings demonstrate scientific reasoning and understanding of the cause-effect relationships, and observations are accurate. (Notice how the water passes through each sample.) The student uses tools appropriately and organizes the data from the first test to the last into an accurate and properly labeled graph. Expert This student clearly and completely describes and illustrates the differences among the soils, even during the prediction part of this task, on side A. There is a distinction between drip fast (loam) and drain fast (sand) in the drawings evidence of conceptual understanding. There is greater sophistication in the dialogue with me in explaining why the soils are good or poor. The student is able to make broader connections with the habitats that we had been exploring. The graph is also organized in a clear format, illustrating a continuum from the soil that drained the least amount of water to the soil that drained the most. This student also uses the word draining while recording each result, which indicates more in-depth understanding and scientific reasoning. 9 of 17

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