ALEX Classroom Resource

  

Soil StudyJam

  Classroom Resource Information  

Title:

Soil StudyJam

URL:

https://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/soil.htm

Content Source:

Other
http://studyjams.scholastic.com/
Type: Interactive/Game

Overview:

Soil is a layer of rock and decayed plant and animal matter that is layered above bedrock. It also contains water, air, and bacteria. In fact, the soil is packed with everything plants need to grow.

The classroom resource provides a slide show that will describe how soil is formed and its importance to living things on Earth. There is also a short test that can be used to assess students' understanding. Students can use the information presented in this resource to plan their own investigations using soil.

Content Standard(s):
Science
SC2015 (2015)
Grade: 2
5 ) Plan and carry out an investigation, using one variable at a time (e.g., water, light, soil, air), to determine the growth needs of plants.


NAEP Framework
NAEP Statement::
E4.5: Natural materials have different properties that sustain plant and animal life.

NAEP Statement::
E4.7: The Sun warms the land, air, and water and helps plants grow.

NAEP Statement::
L4.1: Organisms need food, water, and air; a way to dispose of waste; and an environment in which they can live.*

NAEP Statement::
L4.2: Organisms have basic needs. Animals require air, water, and a source of energy and building material for growth and repair. Plants also require light.

NAEP Statement::
L4.3: Organisms interact and are interdependent in various ways, including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms.


Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
  • Plan and carry out an investigation of the growth needs of plants to collect data on the effects of providing/withholding enough water, light, nutrients, and air.
Teacher Vocabulary:
  • Investigation
  • Variable
  • Water
  • Light
  • Soil
  • Air
  • Nutrients
  • Causes
  • Effects
  • Isolate
Knowledge:
Students know:
  • Basic growth needs of plants include water, nutrients, light, and air.
Skills:
Students are able to:
  • Conduct an investigation to produce data used as evidence.
  • Determine the growth needs of plants.
  • Collaboratively develop an investigation plan that describes key features of the investigation and isolates variables as needed.
Understanding:
Students understand that:
  • There are observable patterns present in the growth of plants that can be used to determine the needs of plants.
AMSTI Resources:
AMSTI Module:
Plants and Bugs
Plant Growth and Development, STC
The Best of Bugs: Designing Hand Pollinators, EiE

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.2.5- Participate in investigations of the growth needs of plants (e.g., water, light, soil, air) over a period of time.


Science
SC2015 (2015)
Grade: 4
13 ) Plan and carry out investigations to examine properties of soils and soil types (e.g., color, texture, capacity to retain water, ability to support growth of plants).


NAEP Framework
NAEP Statement::
E4.4: Earth materials that occur in nature include rocks, minerals, soils, water, and the gases of the atmosphere.

NAEP Statement::
E8.6: Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. Soils are often found in layers with each having a different chemical composition and texture.


Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Earth's Systems
Evidence Of Student Attainment:
Students:
  • Identify the properties of soil.
  • Plan and carry out an investigation that examines the various types of soil and soil properties.
  • Describe the data collected that will serve as the basis for the evidence.
Teacher Vocabulary:
  • color
  • absorbency
  • texture
  • capacity
  • properties of soil
  • types of soil ( sand, silt, clay, humus)
  • infiltration
  • particle size
  • structure
  • consistency
Knowledge:
Students know:
  • Soil properties (particle size, color, texture).
  • Soil types ( sand, silt, clay, and humus).
  • Relationship between soil types and water.
Skills:
Students are able to:
  • Plan and conduct simple tests using various soil types.
  • Collect, describe and evaluate data.
  • Articulate and explain from evidence the properties of soil and soil types.
Understanding:
Students understand that:
  • Similarities and differences in patterns can be used to sort and classify soil types by property.
AMSTI Resources:
AMSTI Module:
Water and Landforms

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.4.13- Observe the properties of soils (e.g., color, texture, capacity to retain water, ability to support growth of plants); Identify different types of soil (e.g., silt, clay, sand).


Tags: bacteria, erosion, nonrenewable resource, nutrients, organism, renewable resource, soil
License Type: Custom Permission Type
See Terms: http://www.scholastic.com/terms.htm
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Accessibility
Comments

The test may be completed as a whole group or independently on student devices. 

  This resource provided by:  
Author: Hannah Bradley