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Soil Fertility Teacher Resources
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Middle schoolers appreciate topsoil and communicate soils economic value. They image that an apple is planet earth, students fill in their pie charts as the teacher tells them what each slice means. Pupils watch and listen as the teacher cuts the apple into quarters, oceans occupy 3/4 of our earth. One quarter of our earth is our land area. Take this quarter and cut it in half, now you have two 1/8th sections of land.1/8th of
High schoolers compete activities related to the viewing of a documentary film. After viewing the documentary, The Dairy of Angelina Jolie and Dr. Jeffrey Sachs in Africa, students participate in a discussion of the leading factors leading to poverty and declining health in Africa. High schoolers create an action plan to help combat the poverty and sickness in the region.
Students will be able to identify the characteristics of healthy soil and unhealthy soil.Take the class outside to an area of thick grass near trees, if available. Compare the clothes people wear to the thin cover. Discuss the reasons why we wear clothes and why the soil might need clothes. Discuss what it feels like to be outside without a jacket when it is windy and rainy.
Fifth graders study what erosion is, what causes it, and ways to slow its progress. They complete an experiment that depicts soil moving down a slope as water is poured on it to show how moving water erodes land. Next, they observe examples of erosion in the school yard, and discuss how plants can slow the process.
Students examine several maps of California exhibiting features such as precipitation, topography, and vegetation. They look for patterns that might be the source of or influence biodiversity in different regions. They pay particular attention to the endemic species of California.
Learners discuss forest management dilemmas and make uninformed decisions as to whether they are appropriate management techniques. They draw bar graphs of the class opinion for each dilemma. They use media sources to become more informed on the issues and repeat the activity to see how they votes changed with more education.
Fifth graders identify renewable vs. non-renewable resources and comprehend why conservation of resources is important. They are asked what they think the words natural and resource mean. Pupils then put the words together to define the term natural resource. Students brainstorm examples of natural resources. They define the terms renewable resources and nonrenewable resources and give examples of each.
Fifth graders, after brainstorming why conservation of resources is important, distinguish between renewable and non-renewable resources. They make a list of different types of natural resources on the board and then sort them into two categories. In addition, they reflect their findings in their science journals.
Fifth graders observe and record what happens when household products are added to a tank of water to depict water pollution. They brainstorm ideas of how to clean the contaminate out of the water before watching demonstrations of screening, sedimentation, filtration, and chemical treatment. Finally, they record what occurs, and discuss facts about the expense and time consumption involved in cleaning contaminated water.