KSU MSP Earth Science Unit

Name: Michael Donnelly

School: Kennesaw Charter
Subject: Science Soil investigation (5th and 3rd grades (Kdg too))
Standards:
S3E1.
Students will investigate the physical attributes of rocks and soils.
a. Explain the difference between a rock and a mineral.
b. Recognize the physical attributes of rocks and minerals using observation
(shape, color, texture), measurement, and simple tests (hardness).
c. Use observation to compare the similarities and differences of texture,
particle size, and color in top soils (such as clay, loam or potting soil, and
sand).
d. Determine how water and wind can change rocks and soil over time using
observation and research..
S3E2.
Students will investigate fossils as evidence of organisms that lived long ago.
a. Investigate fossils by observing authentic fossils or models of fossils or
view information resources about fossils as evidence of organisms that lived
long ago.
b. Describe how a fossil is formed.

S5E1.
Students will identify surface features of the earth caused by constructive
and destructive processes.
a. constructive forces...
b. destructive forces...
c. technology and human intervention to control these forces

Earth Science, 3rd and 5th.

minute lessons:

5 sequential 30-

Lesson 1. Investigate soil using note taking, 5 senses, and

magnification technology:
EQ. What is soil?
Vocabulary: sand, silt, clay, humus, loam, rocks, minerals,
erosion, weathering
Supplies: examples of 4 components of soil and different
combinations...

Soil Exploration:
Students will fold and cut an 8.5 x 14 sheet of copy paper into
an 8-page booklet. Title the book Soil Investigation and number
the inside pages 1-6

The first 2-pages are for taking observational notes

Engage and Explore:

5 or 6 tables set up with various soil examples (sandy, clay,

loam/potting soil), as well as individual samples of sand, clay,
silt, and humus. These should all be labeled.
Each table has multiple hand held magnifiers
Students in groups of 4 examine the different types of soils and
take notes during the process. Students will be asked to compare
soil parts by size and other physical characteristics.
Explain: This lesson ends in a discussion on just what is soil, a
vocabulary review, and comparing the different soils they
observed (aprox. 10- minutes)

Lesson 2. Where does soil come from?

EQ. Where do the parts of soil come from?
Vocabulary: clay, silt, sand, humus, erosion, weathering,
organic, inorganic
Explain:
Review the 4-parts of soil, print each of these in the remaining 4pages in the booklets on pages 3-6. Discuss the relative sizes of
each of these and draw them. Sand should be the biggest, next

silt, then clay. Finally humus should be rendered in irregular

organic shapes of various sizes.
Lead the students toward understanding that sand, silt, and clay
are all inorganic or non-living parts, but humus is made of bits of
organic material (dead stuff)
Ask students to speculate how rocks were reduced to these these
tiny bits of sand, clay, and silt. (erosion and weathering)

Evaluate:
Review the student booklets for understanding. Good
understanding will have scale drawings of sand, silt, and clay.
Misunderstandings can be addressed in lesson 3.