Michigan Soils Lesson
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GRADES 3+: SCIENCE MICHIGAN SOILS Printable version: Download as PDF Related Printable items: Surface Geology of Michigan, Estate Map Download free Adobe Acrobat. |
Relevant Standards: This lesson meets Michigan Content Standards and Benchmarks for Science: Science: I:1: Constructing New Scientific Knowledge V:1: The Geosphere (includes surface and geological processes)
This lesson should be done after students have been introduced to the process of soil formation and the rock cycle, had the opportunity to observe sand, clay and loam, and have done a soil profile for these. Find information regarding the Surface Geology of Michigan.
Objective: The students will use their knowledge about Michigan soils in an investigative manner to make a logical hypothesis about each soil sample.
Materials: notebooks, copy of the sample map for reference (available on our website), soil samples for each group (examples: Soil A: taken from the lake, Soil B: taken from a driveway, Soil C: taken from the woods, Soil D: sandy soil taken from a field, Soil E: clay-loam soil taken from another field, Soil F: wet, muckish soil taken from a lowland swamp, Soil G: taken from a construction site)
Activity Part I:
1. Explain to students that there is a problem and they must use their scientific skills to solve it:
· Someone has stolen Mr. Benton’s treasure. Police believe that the treasure is buried somewhere on the estate, but they don’t know where to look. Police found a man's shoe on the estate with several soil samples on it. The police took samples from around the estate but forgot to label them. Now, someone must match the samples from around the estate with the samples taken from the shoe.
2. Divide students into groups. Each group should get 2-3 samples to test and analyze. Have students perform standard soil tests and record their observations of the following characteristics:
Color
Texture
Weight
Effects when wetted with water, or dried
Other characteristics (organic material, rocks, etc.)
Part II:
It is the student's job to actively observe the different soil types and decide which soil goes to which part of Mr. Benton’s estate. The students should work in groups, discussing possible solutions and stating the evidence for their findings. In this phase, students will record findings in their notebooks.
3. Using an overhead transparency of the ESTATE MAP for student reference. Record student ideas about each soil. A few possible questions to ask:
Who has a guess where soil A was taken from? Why?
What characteristics have you found about soil A that leads you to this conclusion?
Could the soil have been taken from somewhere else? Any other possibilities?
What do we notice that is similar about soil C and E? (both are dark soil) What is different about them? What can this tell us?
If the students disagree with an answer, they have to find information supporting their assertions. They must develop logically coherent, valid arguments for their hypothesis. The police need evidenced claims to make these assertions useful in court.
4. Once the students have identified the soil types, pose a new problem for the students to solve. Draw a picture of the bottom of the boot on the chalkboard or an overhead, using the descriptors below. Students should decide which soil sample goes with which layer on the suspect’s boot.
Layer 1: Red in color, medium texture, small rocks embedded within
Layer 2: Black, very fine, mucky, with organic matter
Layer 3: Brown, silty, lots of organic matter present
Layer 4: Brownish gray in color, very fine and sandy, consistent texture, no gravel or rocks
The first layer on the boot has small rocks and parts of metal in it. What possible soil sample could this be? Why? The next layer is very dry, yet gets sticky when wet so where could this be from and why? (Do this for each layer)
5. Draw footprints onto the map based on the layers of soil on the boot and discuss possible solutions to where the treasure is buried. What area did the suspect walk through first? Last? Students can take turns coming up to the enlarged projection picture and discussing possible solutions in groups. After discussion, each group should agree on one possible solution, using scientific problem solving and debating skills.
Possible extensions of this project
The key to this exercise is to keep the students thinking scientifically and guessing. Do not give them the answer at the end of class, but wait until the next class period.
Students should record their findings and ideas about the crime in narration form. The estate could be given accurate measurements in which the students would have to manipulate to solve various math problems.
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