Lesson Plans
The lessons in this guide are intended to bring a students’ understanding of soil to life. To fully engage students in the topic, each lesson includes three activities (Laying the Groundwork, Exploration, Making Connections), ideas for follow-up projects and activities, and additional journal worksheets. Many activities can be conducted in either indoor or outdoor classrooms and with or without a school garden. (Note: A complete explanation of how to use the guide is included in the Download.) The lessons are sequenced so that the topics build on each other. However, the activities can be used independently, in any order. The Digging into Soil lesson plans include:
Lesson 1
The 411 on Soil
Summary
What is soil? Why is it important? Through this lesson students will be given an overview of soil and discover that healthy soils are part of a larger system that is both complex and truly alive. They will explore why soils are critical to all life on Earth. Objectives Students will learn:
Link to Next Generation Science Standards Performance Expectations HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. |
Lesson 2
It's ALIVE!
Summary
What lives in soil? Healthy soils are teeming with life, from microscopic bacteria and fungi to large mammals like moles and voles. In this lesson, students will explore the many organisms that call soil home. Objectives Students will learn:
Link to Next Generation Science Standards Performance Expectations HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. |
Lesson 3
In the Beginning
Summary
Where does soil come from? Students explore the origins of existing soil and how new soil is made. Objectives Students will learn:
Link to Next Generation Science Standards Performance Expectations HS-ESS1-6: Apply scientific reasoning and evidence from ancient Earth materials, meteorites and other planetary surfaces to construct an account of Earth’s formation and early history. |
Lesson 4
Texturally Speaking
Summary
Students will discover how soil texture is used to describe soils and group them into categories for practical application. Objectives Students will learn:
Link to Next Generation Science Standards Performance Expectations HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effect on Earth materials and surface process. HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. |
Lesson 5
Sleuthing Soil Structure
Summary
What is soil structure? This lesson will provide an in-depth look at how soil structure impacts its functionality. Objectives Students will learn:
Link to Next Generation Science Standards Performance Expectations HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth Systems. HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effect on Earth materials and surface processes. |
Lesson 6
Horizons Happen
Summary
The movement of water, minerals, and organic matter within soil can lead to the formation of distinct layers with common properties. What can we learn from these soil layers, also known as soil horizons? Objectives Students will learn:
Link to Next Generation Science Standards Performance Expectations HS-ESS2-1: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. |
Lesson 7
The Soil-Air Connection
Summary
What is the relationship between soil and the Earth’s atmosphere? Students will explore the connection between what happens below and above the ground. They will learn about the vital role soil plays in the carbon cycle. Objectives Students will learn:
Link to Next Generation Science Standards Performance Expectations HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. HS- ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth’s systems. HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including costs, safety, reliability and aesthetics, as well as possible social, cultural and environmental impacts. |
Lesson 8
The Soil-Water Connection
Summary
What is the relationship between soil and water? Students will learn about the vital role soil plays in the water cycle and its importance in keeping our water supply clean. Objectives Students will learn:
Link to Next Generation Science Standards Performance Expectations HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effect on Earth materials and surface processes. |
Lesson 9
Leaving Our Mark on Soils
Summary
How have humans impacted soils? Students will explore how human actions alter soil and investigate some of the negative impacts of human activity. They will also learn about ways we can remediate damaged soils and rebuild new soils. Objectives Students will learn:
Link to Next Generation Science Standards Performance Expectations HS- ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. |
Lesson 10
Save Our Soil
Summary
How can humans protect existing healthy soils? How can humans improve soils? In this lesson, students will both learn about and find ways to share knowledge of how to protect this important natural resource. Objectives Students will learn:
Link to Next Generation Science Standards Performance Expectations HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including costs, safety, reliability and aesthetics, as well as possible social, cultural and environmental impacts. |