Developmental Lesson Plan

Teacher Candidate: Lauren Kovacs Date: April 1, 2021

Group Size: 25 Allotted Time: 60 minutes Grade Level: 3rd

Subject or Topic: Soil- Lesson 4

Common Core/PA Standard(s):

a. Standard - 3.3.3.A1
Explain and give examples of the ways in which soil is formed.

Learning Targets/Objectives:
The third grade students will be able to compare and contrast the different types of soil.
The third grade students will be able to explain what soil is made of.
Assessment Approaches: Evidence:
1)soil walk and observations/predictions 1)observational
2)brain pop graphic organizer 2)observational
3)soil graphic organizer 3)draw soil, complete graphic organizer
4)edible soil comparing
4)observational
Assessment Scale:
3) drawing complete, graphic organizer filled with 3 items in each - proficient
drawing not done completely, less than 3 in graphic organizer - below basic
Subject Matter/Content:
Soil
Prerequisites:
● listen to story
● walk around and make observations
● walk around and make predictions
● compare and contrast
● use a graphic organizer
● draw from observing
● able to work in pairs
● fine motor skills
● rock cycle
● minerals
● water cycle

Key Vocabulary:
● soil- mixture of bits of rock and bits of once living plants and animals
● soil profile- all layers of soil
● soil horizon- each layer
 ● humus- layer of soil made from decayed organic materials
● topsoil- most plant roots grow in this soil
● B horizon (subsoil) - lots of fine particles of rock and clay
● C horizon- made of mostly larger pieces of weathered rock
● bedrock - solid rock
Content/Facts:
● What is soil?
-mixture of bits of rock and bits of once living plants and animals
● Soil can be made of different things from different areas
-sand, clay, silt, more or less rock, lighter or darker
● Soil profile
-all the layers that make up soil
● Soil horizon
-each layer of soil, 3
● Horizon A
-topsoil
-contains a lot of humus
-darker in color
-most fertile
● Horizon B
-sub soil
-contains weathered rocks, minerals, and clay
-lighter in color and less fertile
● Horizon C
-partially weathered rocks and materials
● Bedrock
-rock that hasn’t been broken down yet
● Organic material
-Horizon O (Humus)
-decomposed organic matter made from dead plants, leaves, and dead insects

Introduction/Activating/Launch Strategies:
-to get students excited about soil, have them get out the soil samples they brought from home
-we’re going to look into how the soil from each of our yards can be very similar but also very
different
-if we get through all our work remember we will have the opportunity to make a treat!
-come to the carpet area where we will listen to a story
-Read “Dirt: the scoop on soil until you get to it’s alive
-Ask questions throughout the reading
-Return to their desk with their soil
Development/Teaching Approaches
-Have the students place their soil on their desk
-Grab their notebooks
-Do a gallery walk around everyones desks
-write what they notice about the soil (rocks, sand, silt, clay, color)
-sit back in their seats
-pair/share with their group what they noticed
-put the soil to the side for now
-look up at the projector
-show samples of soil teacher has
-show how you can notice the sand, silt, clay, rocks, etc. in the piles
-go and grab their laptops
-pass out the video notes
-they are to watch the brain pop video once through and then rewatch it again filling out the
video notes
-go over the notes together as a class
-review what soil is made up of
-made up of rock/minerals, water, air, and humus
-teacher will draw the soil horizons on the board once each one is talked about
-soil profile is all 3 horizons
-below is bedrock which is giant rock
-have them put video notes away
-bring their soil back out
-hand out inquiry papers (drawing paper / venn diagram
-students will start by using their drawing magnifying glass paper
-they will write down where they go their soil from
-what type of area do they live (rural, suburban, urban)
-what components of soil they notice in their sample
-draw a picture of their soil in the magnifying glass
-teacher will walk around and observe
-teacher will pair students who seem to have different types of soil
-the students will get out their graphic organizer
-they will write their soil on one side and their partners soil on the other
-they will compare and contrast them with in the venn diagram
-look for things such as if you notice sand, clay, silt, rocks, etc.
-hand in to teacher
-clean up their desks
-everyone will return to their seats
-teacher will ask for passing out helpers
-pass out supplies for edible soil
-teacher will ask what the layers of a soil profile are and they will complete the chart on the
board
-teacher will write what item represents each layer
-after the chart is done, they will be able to make their soil
-first bedrock= an oreo
-then chocolate chips for horizon C
-then chocolate pudding for horizon B
-then chocolate cake mixed with chocolate pudding for horizon A
-then crushed oreos for the humus/topsoil
-then green cool whip for the plant material
-then gummy worms for on top
-once done, they can eat
Closure/Summarizing Strategies:
-clean up desk areas
-today we learned the different layers of soil and what it is made up of
-notice how the soil differed just from all our houses
-different soil allows for different plants and animals to live and grow
-this is important for the crops we eat or if you have/want to have a garden
-tomorrow we will finish up by learning about fossils and how they are not only cool to find
but help with our everyday lives.

Accommodations/Differentiation:
Follow all IEPs
Student X has an emotional disturbance and needs positive reinforcement. When the student
completes the activities for the day they will receive tallys. The teacher will have the
organizers already in the students notebook. They will also have the schedule for the day in
front of their notebook. The teacher will give time warnings throughout the activities.

Materials/Resources:

● Rosinsky, N. M. (2008). Dirt: The scoop on soil. In Dirt: The scoop on soil (pp. 1-12).
Picture Window Books.
● computer
● smart board
● 25 student computers
● big paper
● markers
● bins for the soil
● 25 magnifying glasses
● projector
● soil samples
● 25 video note worksheets
● 25 inquiry worksheets/venn diagrams
● 25 student notebooks
● 25 pencils
● 25 packs of crayons
● 25 cups
● 25 servings for edible soil materials

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
 Remediation Plan (if applicable)

Personal Reflection Questions

-Did the students have enough knowledge on why the soil matters?
-Was there enough time for them to make their edible soil?

Additional reflection/thoughts

Book:

Soil Samples:
Video Notes Worksheet:

Soil is a blend of ______ and ________ fragments, water, ______, and

humus.

_______ made of dead plants accumulates in the __________.

The humus makes the dirt more _____________.

As more and more _______ and _________ live in the soil, it’s _______
content ________, and becomes more and more __________.

Soil is made up of ____ layers, or ____________.

Horizon A, or ___________, contains lots of humus.

The A horizon is covered up by a layer of _______, made up of leaves,

twigs, and other ________ __________.

This stuff will eventually decompose into _________.

Horizon B , or _____ _______, contains weathered rocks, _______ and

______.

Horizon C, is made up of partially weather ______ and __________.

Together, the three horizons form the ______ _________.

Below that is __________.

Notebook Handouts:

Name: Soil 1 Soil 2

_________________
Observations
Rocks?
Silt?
Sand?
Clay?
Color?

Inquiry Handouts:
Edible Soil: