Soil Type Teacher Resources

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Students investigate soil types by texturing soil samples and determining the different soil types. They conduct a dirt shake activity, determining the amount of silt in a quart jar filled with dirt and water. Students then answer discussion questions, complete a soil texture by feel activity, and complete a worksheet.
Students identify the differences in local soil types and the relationship between soil size and water retention. They are introduced to microenvironmental conditions in ecosystem sustainability.
Fourth graders, given different soil samples, observe and record the different characteristics and make logical guesses of where each soil is taken from. (Either a field, construction site, a lake, woods, and a driveway.)
Ninth graders gain understanding of five different soil types by actively observing samples and identifying them, manipulate digitized soil maps found in Eastern North Carolina Digital Library, participate in scavenger hunt using Internet and primary source document to investigate "official state soil" of North Carolina, and locate information about soil types found in Martin County, North Carolina.
Teach your class the descriptive characteristics of soil. Provide information about particle size and a flow chart for assessing texture. Soil scientists then analyze samples and hypothesize which would be the best type for a rain garden. This sixth lesson in a series of fifteen, is an integral part of planning.
Soil scientists gain experience with an infiltrometer can to determine the infiltration rates at different locations on campus. If you are using the entire unit, the class has already analyzed water flow and soil types, so they should have eliminated several possible locations for setting up a rain garden. The instructional activity can, however, stand alone as a instructional activity on soil characteristics. This is an activity that would be skipped over if you are planning a rain garden with primary classes.
Eighth graders investigate variables that could affect tree sap production. In this earth science instructional activity, 8th graders classify different soil types. They record their data in a spreadsheet and discuss findings.
Earth science learners experiment with the water-holding properties of sand, pebbles, and clay. They apply their findings to the building of a well. This activity is engaging and tactile, and it demonstrates the importance of considering soil type during construction. Follow-up with a discussion of other situations in which soil type would be pertinent.
Eighth graders identify the composition of a soil sample. In this archaeology lesson, 8th graders describe the different soil layers formed in their activity. They explain how this pattern help archaeologists evaluate soil types.
An anticipatory slide suggests personal benefits from gardening. Then the presentation goes into choosing a location, considering soil type, the use of fertilizers, and the variety of crops available to choose from. If you are teaching an agriculture course, a horticulture elective, or are simply in charge of the school's garden, this is a great gadget for preparing your team to plant a vegetable patch. One small correction should be made, however; correct the title on slides six and seven to read, "Soil Types."
Third graders visually and tactically assess the differences in soil types. They observe and describe the properties of soil and its components. Students visit a variety of centers within this instructional activity.
Students study the basics of soil science. They research and gather data through readings, videos, and performance of laboratory investigations. As a team they generate oral and written recommendations for the amendment of soil.
Students become familiar with soil types and how land can be used.  In this land resources instructional activity, students discuss which areas are good for specific crops and the importance of the climate in those areas. Students create a list of ways land can be used. Students study a map key to understand soil types.
Students name three general kinds of soil: sand, silt and clay. They explain how percolation rates differ with the soil type. Students name two characteristics of wetland soils. They test soils to demonstrate how soil texture affects percolation rates and will'become' soil particles to experience soil types in an imaginary flower pot.
Students use sight, touch and chemical test kits to evaluate and classify soil types. They determine the organic content, soil pH, conduct visual analysis and nutrient tests of a variety of soil samples from various sources.
Fifth graders examine how sand and rock fragments in soil are products of erosion or the weathering of rocks. They listen to the book "Sand" by Ellen J. Prager and answer discussion questions. Next, they analyze sand samples and sort the sand grains into groups based on a variety of characteristics.
High schoolers investigate descriptive information on North Carolina soil types and how the presence of plants affects soil erosion. They describe the relationship between climate and soil formation, and identify different soil types and how they influence
Students investigate descriptive information on North Carolina soil types and how the presence of plants affects soil erosion.
Students are placed into  four groups called: water, sand, silt, and clay. In this science lesson, students pretend and position their bodies to be these soil types by following an example provided. Once students are in position, the water group tries to flow through the different soil types. Additionally, students observe which soil type is harder for water to get through. At the conclusion, water attempts to flow through the different mixed groups. Students discuss the results.
Students formulate their own hypothesis, determine which variables are important to test their hypothesis, design an experiment in which they collect data. They utilize instruments and tools to measure, calculate, and organize data.

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