Soil Fertility Teacher Resources

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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 discover the meaning of the word erosion and discuss effects of rocks and sticks upon the soil. They then work in small groups to construct a model of erosion to make observations and then write them in their science journals.
Students study droughts in Oklahoma and list possible reasons for droughts. They form subcommittees to explore the drought problem and create plans for drought management and relief. They research five areas around the world where drought has occurred.
In this global history and geography standardized test practice worksheet, students respond to 50 multiple choice, 1 essay, and 15 short answer questions that require them to review their knowledge of world history and geography.
Students examine how carnivorous plants get their nutrients from animals.  In this food web instructional activity students examine how the plants attract their prey and are given many onilne sources to research.
Second in a series of five lessons, this lesson encourages preteens to consider cities as urban ecosystems. First, they keep a food diary for a few days. They visit the Natrional Agricultural Statistics Service website for current data on food production. They take a virtual tour of ancient Mesopotamia and discuss how the improvement of food production is related to the development of cities. Standing alone, this lesson does not stand out. Check out the other lessons in the series though. You may find the mini-unit valuable. for upper elementary world history.
Young scholars read two short text items, which describe different approaches to agriculture. They describe the likely advantages and disadvantages of each approach for farmers, commercial peanut buyers, the government, nomadic herdsman and the European customer.
Get your ocean explorers online, reading articles about submarine volcanoes. They answer a series of questions and take a geometery challenge in which they calculate how much of a volcano has been blown away. Make sure to explore several of the different resource links mentioned, as not all of them work. It is worth your time, however; video clips bring underwater volcanoes to life and make this resource a little more engaging.
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.
Third graders set up and maintain a worm composter. They monitor the waste from their lunches, prepare the menu for the worms, and determine how the keep the worms alive.
Cities are compared to living, breathing, metabolizing organisms. Fourth in a five-part series of lessons, this one focuses on the flow of materials through a city. Links to interesting websites and images make your delivery of information more interesting. Poetry about waste brings an interdisciplinary aspect to the lesson plan, which concludes by having collaborative groups prepare presentations to the class about what they learned. 
Pupils 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.
Here's a fine lesson on renewable and non-renewable sources of energy for your 5th graders. In it, learners list a number of natural resources on the board, then try to sort the resources into appropriate categories. This helps them to define and understand renewable vs, non-renewable resources. The discussion concludes with ways that the non-renewable resources can be conserved by everyone in the class.
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.
Young scholars assess the factors affecting animal populations. Working in groups they define specific vocabulary terms and complete several activities from "Project Wild."
Fifth graders investigate how humans pollute the water supply with a number of different contaminates. While working in small groups they examine screening, sedimentation, filtration, and chemical treatments as methods of water treatment.
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.
Students investigate natural resources and man-made items. In this earth science instructional activity, students classify items from trash into man-made items or natural resources. Students construct a flow chart to investigate the life cycle of a man-made object or natural resource.

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