Grade+3

Grade 3 Science –Core Unit: Earth // "Exploring Soils" // As we use the following resources to aid learning, students will be able to: - Observe and describe the surface features of the local area. - Observe and describe the composition of soil. - Identify types of soils by their components. - Describe the process of soil formation. - Recognize the importance of soil. - Consider the interdependence of agriculture and the soil. This mini-resource activity guide on //Exploring Soil// is connected to the other three resource activity guides contained in this wiki through the //Earth and Space// Saskatchewan Science Topics. All the activities have to do with exploring our natural world and learning about our Earth. // Exploring Soil// is directly linked with all three of the activity guides. Grade 1 //Daily and Seasonal Changes// is connected because soil (and the life that soil brings) follows the cycle of changes of the seasons. Grade 2 //Air and Water in the Environment// is connected to these Soil Activities because both of those elements affect soil’s capacity to bring life and also directed affect erosion. Grade 4 //Rocks, Minerals, And Erosion// is connected because they are a part of the earth’s crust –and so is soil. Some of the destructive factors (like erosion, pressure) are the same for both rocks and for soil. Because soil connects all living things, it is found that it can be thus linked to almost all topics in the science curriculum –especially the life sciences.
 * Foundational Objectives: **
 * Cross Curricular and Ties to Other Activities: **

-Take the students outside and ask them what they know about soil. Do they know the different kinds? Do they know what kind plants grow in? Do they know the names of the different layers? -Using a shovel, dig a large chunk of earth (or ask a student to) examine this earth. Do we see different layers, or just one? When do the other layers start, and what are they used for? In this activity, students will create soil profile cards to illustrate the different horizons of soil: Materials: ¾  Soil profile cards ¾  Soil from the three soil horizons ¾  Double-sided tape or carpet tape ¾  Envelopes ¾  Surface vegetation (leaves, grasses –real or fake) Procedure: 1.  Print the soil profile cards onto cardstock paper 2.  Cut the cards out and give one to each student 3.  Attach a short strip of carpet tape (or double sided tape) to the soil profile 4.  Pull back a portion of the tape covering from top to bottom to reveal the sticky side. Sprinkle soil from the surface horizon to represent the depth of this soil. 5.  Pull back some more of the tape covering and sprinkle soil from the subsoil horizon 6.  Pull off all the tape and sprinkle the soil from the substratum horizon. __Optional:__ add some surface vegetation to the top to represent the organic horizon 7.  If not presenting the card, store the card in an envelope for protection. If you look in a soil pit or on a roadside cut, you will see different layers of soil, called **soil horizons.** The arrangement of these horizons is called the **soil profile.** Soil scientists (called pedologists) observe and describe soil horizons in order to classify them and determine the uses. Soil horizons differ in easily observable was, like colour, texture, thickness, and structure. Other properties are less visible, like mineral content and consistency, but are just as important to learn about. There are three major horizons: surface horizon, the subsoil, and substratum. Some soils have an organic horizon either on the surface or buried. Pedologists use capital letter to note the horizons, just as you see in the diagram.  -  Each student will have different depths for each horizon –some profiles will have larger surface horizons, some students will have the majority of their profile taken up by substratum. Discuss this: is this an accurate representation of soil levels? Will there be differences in soil levels? What would erosion mean for your profile?  -  OR: before you begin, assign different students with different locations and have them represent that locations unique soil profile. Ex. The soil profile in northern in Uranium City will look different than in East End. Have students explain to the larger class the reasons and consequences to each area. Use this as a opening activity for the soil study. You can evaluate the actual Soil Profile by using a checklist (neatness, soils appear in the right order). Also, you can ask the students questions about their unique soil profile regarding the different levels. Ex. What is the implication of the depth of you surface horizon? If your profile experience 2” of soil erosion, what would be the consequence to your organic horizon?
 * __Activity 1: Soil Profile__ **
 * Engage! **
 * Explore! **
 * Explain! **
 * Elaborate! **
 * Evaluate! **

Think about all the plant life on our earth: trees, shrubs, grasses –there’s a lot! And what happens to all of these living things? They lose their leaves, branches break off in the wind, berries fall on the ground, and, inevitably, they die. Imagine what would happen if there were no decomposers to break down this organic “waste”...our forest floors would soon become metres deep with this plant material! Decomposers play an important role in breaking down dead plants into nutrients that can be reused by new plants. This cycle is extremely important. This cycle happens with all organic material –even your scraps from your kitchen. In this activity, we are going to see decomposers at work –as they digest our kitchen scraps! Now what exactly are these decomposers? They can be fungus, bacteria, and even worms! In this activity we are going to study worms as they break down our organic waste. We are going to do classroom composting! This activity will provide a learning experience about decomposers, the importance of decomposers to our world, and a fresh look at the properties of soil. Students will participate in and observe organic materials being broken down into nutrient-rich soil. This process needs to be understood and appreciated. The goals of this activity are: to provide opportunities for teamwork, responsibility, and ownership; to create a holistic classroom environment; to provide hands-on learning experiences that are interdisciplinary; to create a foundation for other units and inquiry __Materials:__ (per Compost) ü  Approximately 10-15 California Red Worms* ü  Wooden or plastic spoon/shovel ü  Peat moss ü  Top soil ü  Sand (optional) ü  Newspapers for easy clean-up ü  Aprons or garbage bags ü  Compost Tub: either □   Two plastic rubber-made tubs with lids) or  □   Wooden box with lids  ¾   If using the rubber-made tubs, then punch plenty of air whole is the lid, and drainage holes in the bottom and lower sides.  ¾   If using the wooden box, make sure that the bottom has cracks to allow for drainage. Find a lid that will allow airflow.  ¾   Drainage: place the first rubber-made contained (the one with wholes) into the second. You can then empty the second as needed. For the wooden box, make sure there is a large tray, pan, or container underneath.  ¾   Mix the top soil, peat moss, and sand together  ¾   Add worms  ¾   Add some compost Composting is the process of breaking down organic material (like kitchen scraps) into dark and nutrient-rich super-soil (called castings). By using the red worms, the process is sped up as well as the castings are even higher in nutrients. The worms feed off of the organic material, breaking it down, and add the nutrients to the soil. This decomposing process is critical to the health of our soils, and the maintenance of waste. Some decomposers only feed on organic material (life these red worms, or our earthworms). Other decomposers can break down animal flesh, and some eat both! Organic material can break down on its own, however there any many plants and animals who speed up the process. When learning about decomposers and composting, vermin-compost is a activity because of the speed. Students can observe the worms breaking down the food, and marvel at the amount of materials they can add. This is a good class project to foster inquiry learning, community, environmental consciousness, environmental actions, and responsibility. It is multi-sensory and multidisciplinary. ¾  Make predictions about what food will be eaten first ¾  Research where red wrigglers are native to  ¾   Invite other classes to come view the composts ¾  Link composting to environmental sustainability ¾  Brainstorm other ways to offset our waste ¾  **Study the reproduction rates of the worms ** Because, ideally, this activity is the diving board for either an inquiry unit or project-based learning, assessments and evaluations should align with this. Assessments for learning should happen throughout the entire process. __Assessment options:__ ¾  Portfolio throughout the entire project ¾  Charts and documentations ¾  [Synthesised] Extended written responses ¾  Tests can be used to evaluate knowledge retained and in connection to unit of study
 * __Activity 2:Classroom Vermi-Culture!__ **
 * Engage! **
 * Explore! **
 * __Set up: __**
 *  1.  ****Create the container **
 * 2.  **Create the environment
 * __The upkeep of your Classroom Compost: __**
 *  ¾  ****//Food: //**
 * What to add: **
 *  ü  ****Fruit  **
 *  ü  ****<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Vegetables **
 * <span style="font-weight: normal; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings;"> ü  ****<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Coffee grounds **
 * <span style="font-weight: normal; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings;"> ü  ****<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Eggshells *//very important to//  **
 * //<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Keep acidity down. //**<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> ||
 * <span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">What NOT to add: **
 * <span style="font-weight: normal; font-family: Gautami; mso-bidi-font-weight: bold; mso-fareast-font-family: Gautami;"> x  ****<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Meat **
 * <span style="font-weight: normal; font-family: Gautami; mso-bidi-font-weight: bold; mso-fareast-font-family: Gautami;"> x  ****<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Pasta **
 * <span style="font-weight: normal; font-family: Gautami; mso-bidi-font-weight: bold; mso-fareast-font-family: Gautami;"> x  ****<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Grains **
 * <span style="font-weight: normal; font-family: Gautami; mso-bidi-font-weight: bold; mso-fareast-font-family: Gautami;"> x  ****<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Orange peels **
 * <span style="font-weight: normal; font-family: Gautami; mso-bidi-font-weight: bold; mso-fareast-font-family: Gautami;"> x  ****<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Dairy ** ||
 * <span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Caution: **
 * <span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">! not too many acidic fruits **
 * <span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">! potatoes, onions, and sprouts will sprout (kind of cool) ** ||
 * <span style="font-weight: normal; font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol;"> ¾  ****//<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Stirring: //****<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> using the wooden/ plastic spoon, give the compost a stir every two days. This will sustain airflow and mix the food into all of the compost **
 * <span style="font-weight: normal; font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol;"> ¾  ****//<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Removing the castings: //****<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">when the container is getting full, leave the lid off for about 10 min. The worms are sensitive to the light and will borrow deep down. You can then scoop off some of the top layer without risk of scooping up the worms.  **
 * <span style="font-weight: normal; font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol;"> ¾  ****//<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Temperature: //**<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> 5oC to 32oC
 * Explain! **
 * Explain! **
 * Elaborate! ** (Extensions):
 * <span style="font-weight: normal; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> ¾  ****<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi;">Compare the length of time for an apple to decompose without the help of the worms to the length of time it takes with the worms **
 * <span style="font-weight: normal; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> ¾  ****<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi;">Mix the castings with topsoil to grow classroom plants **
 * <span style="font-weight: normal; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> ¾  ****<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi;">Compare the growth success of plants grown with the compost to those grown without **
 * <span style="font-weight: normal; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> ¾  ****<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi;">Lean about lifecycles **
 * <span style="font-weight: normal; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> ¾  ****<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi;">With a surplus of worms, they can be used to feed fish (be sensitive to students experiences) **
 * <span style="font-weight: normal; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> ¾  ****<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi;">Garbage-less lunch **
 * <span style="font-weight: normal; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> ¾  ****<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi;">Environmental Challenges: classroom or school-wide **
 * <span style="font-weight: normal; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> ¾  ****<span style="font-weight: normal; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi;">Weigh the food that is added. Create tables and graphs **
 * Evaluate! **

//__ Description: __//// Students will be able to witness the levels of air in different soil horizons. // //__ Source: __// // Soil Profile. // Natural Resources Conservation Service. [] Ask: is there Air in soil? Why? Would there be different levels of air in different soil horizons?
 * Resource 3: Soil Air **
 * Engage! **

<span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">¾ spray polyurethane <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">¾ Jars of water <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">¾ Examples of soil clods (soil chunks) from different horizons and places. ||
 * Materials:

<span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 1. Have the soil clods displayed in a row and labelled with where they are from. <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 2. Have students guess which clods will have the most oxygen and why. <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 3. Spray the soil clods with the polyurethane <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 4. Wait a minute or two, and then drop, one at a time, into the jars of water. <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 5. Watch the bubbles. Air will bubble from some clods for up to 20 minutes or more. Soil clods from surface soils, such as gardens, pastures, and lawns will generally have high soil air content and will bubble longer. Soil clods from subsoils, or soils from conventionally cultivated fields will generally have lower soil air content and will bubble less. ** Elaborate! ** <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">¾ This can be done at the front of the class as an experiment, or as groups. <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">¾ Have students write down their predictions on a chart. Have them right down the results and then comment on whether or not they were correct. Students can then discuss why the different levels of oxygen were found in the different horizons. <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  Take observations and charts in for assessment.
 * Explore! **
 * Explain! **
 * Evaluate! **

//__ Description: __//// This activity explains how tree roots prevent erosion // //__ Source: __// //Focus on Forests Activity Guide Grade 5-8.// Saskatchewan Forestry Association. 2005 Ed Q: What causes soil erosion? What prevents it? <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  Show students pictures of extreme soil erosion
 * Resource 4: How is Soil Erosion Prevented? **
 * Engage! **

<span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  Two plastic flower pits with holes in the bottom <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  Small piece of filtering material (felt or coffee filter paper) <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  Two 1L jars, <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  Two cups of potting soil <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  Measuring cup <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  Water <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  Paper towels <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  Container for used wet soil <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  Bucket (or large jar) to hold water <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  Plastic table cloth for easy cleanup ||
 * Materials:

Have students brainstorm and design their own experiments that will demonstrate how forests help Prevent soil erosion. Alternatively, use the experiment that follows: <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 1. Place two plastic flower pots with holes in the bottom into the mouths of two 1 L jars. Place filter material* (e.g., felt) on the bottom of one of the flower pots. Add one cup of potting soil to each flower pot. Measure and record the depth of the soil. <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 2. Ask your students to predict what will happen when water is poured into each of the pots? <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 3. Carefully pour 1 L of water into each flower pot. Allow the water to drain into the jar. <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 4. Have your students use the experiment sheet to record the amount of water that drained through the two pots, the clarity of that water, and the amount of soil left in each pot (either by measuring with a metric ruler or transferring the remaining soil back into the measuring cup). Share observations as a class. What are the differences in the colour and the amount of drainage water and the amount of soil remaining in the two pots? How does this compare with student predications? Have the students explain how this experiment illustrates the role of forest cover in erosion prevention. **Erosion** is the gradual loss or wearing away of the earth’s surface by the action of wind and water. <span style="font-size: 12pt; mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  If you want to extend this activity, try using a layer of leaf litter or moss in place of the felt layer to act as a filter paper. This natural material will provide a more authentic example. <span style="font-size: 12pt; mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  Connect this activity to units on: resources, ecosystems, <span style="font-size: 12pt; mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  Formative assessments. <span style="font-size: 12pt; mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  The following write up
 * Explore! **
 * Explain! **
 * Forest cover**, which includes trees and their soil-gripping root systems, shrubs and plants, mosses, and forest litter, acts like a giant sponge and helps to reduce erosion by absorbing rain water and releasing it gradually.
 * Elaborate! **
 * Evaluate! **

** The **** Forest **** Sponge ** ** Experiment Sheet ** <span style="font-size: 14pt; font-family: Times New Roman; text-align: center; msobidifontfamily: TT1774O00;"> Name: _ Room: _ __Grade:__ _

Jar 1 Jar 2 __ Amount of drainage water: __ 1 L
 * No Felt With Felt **

1/2 to 1 L

Less than 1/2 L _ __ Clarity of drainage water: __ Muddy

Murky

Almost clear

Clear _ __ Amount of soil remaining in the flower pot: __ (in cm. or cups)

//__ Description: __//// Soil compaction and its implication of plant growth // //__ Source: __// //Focus on Forests Activity Guide Grade 5-8.// Saskatchewan Forestry Association. 2005 Ed. Think of a bean sprout (or have one in hand and show it to the class). Have you ever thought about how strong this little sprout is? Soil can be dense and hard –and when plants germinate, the tiny sprout needs to force its way up and out. This can be a difficult task, especially when soil is compacted by unnatural forces... __ Questions: __ Q: What [natural and unnatural] forces cause soil to compact? A: Erosion, rain fall, and reforestation efforts (heavy machinery)
 * Resource 5: Forest soils –Can you Dif it? **
 * Engage! **

<span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  Four large plastic flower pits or large plastic bowls <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  A weight with a flat surface. Preferably 4 to 6 cm in diameter and weighing about 1 kg. <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  One hard, flat plastic disk (about 12 cm in diameter) <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  Clay soil <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  Sandy soil (or just sand) <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  Potting soil <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  A pail of water <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  A bundle of twigs <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> -  A ruler ||
 * Materials:

<span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 1. Put the different types of soil in the flower pits. Place clay soil in two pots. <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 2. Make sure to plug the holes on one of the flower pots with clay soil. Add water to all to make the soil moist but not soaking. <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 3. Allow the soil to settle overnight. <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 4. Place the plastic disk in one of the pots and set the weight on top of it. Allow it to sit there for 30 minutes. <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 5. Remove and measure the amount the soil has depressed. <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 6. Set the weight in the same pot without the disk and allow it to sit for 30 minutes. <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 7. Measure the depression made this time by the base the weight. <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 8. Continue using the plastic disk & weight with the other soil types. <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 9. Leave the pots undisturbed for 24 hours and measure the depressions again. <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore;"> 10. Compare how much each soil type depressed and how much they sprung up over 24 hours, if at all. Some soils compact very easily. Soils with high clay content and moist forest soils with a lot of organic material tend to compact a lot. One solution in these instances is to hold off harvesting until the winter time when these soils are frozen. That way soil compaction is prevented altogether. This option also has the added benefit of reducing the effects of siltation and soil erosion on water bodies which soils in these areas are prone to. Finally, reducing soil compaction can also be solved by not having the machines travel on the soil at all. Using the debris left in a cut block as a mat of vegetation the machines are able to float over top of the soil and reduce soil compaction. This has the side benefit of mulching residual vegetation and accelerating its absorption into the forest soils. Preventing soil compaction is an important element to sustainable forest management. There are many factors to ensuring forests are managed in a sustainable way and it goes without saying that responsible management starts from the ground up! One of the main concerns in forest operations is how the soil is preserved and maintained during forest operations. Besides the obvious risks of soil erosion and siltation of streams the amount that the soils are compacted during operations can have a dramatic effect on how well a forest grows back once harvesting occurs. Soil compaction can affect the success of reforestation efforts in an area. If the soil is too compacted than the new seedlings may have difficulty spreading their roots and die due to lack of nutrients. Soil compaction can also have a negative effect on residual plant life left in a harvested area. Roots damaged by soil compaction are less likely to sustain a tree and cracks provide access to disease and insects. Therefore, trees left in an area to act as a seed source and habitat for animals may be blown down easier due to a weakened root system. There are several techniques used to reduce soil compaction or its effects on reforestation. One way is to reduce the amount of area affected. Machines used to harvest cut blocks follow laid out trails to reduce the area affected. Once harvesting has completed the compacted areas are loosened up with machinery. Another approach is to use machines with wider tracks or tires. This spreads the weight of the machine over a larger area and reduces the amount of soil compaction overall. __ Questions: __ 1. Was there a difference in compaction among the different soils? 2. How did the water/clay mixture compare to the other soils? 3. If we added water to the other pots would it have the same effect as it did with the clay/soil mixture? 4. Why would plants find it difficult to grow in compacted soil? 5. What would have been the result if our weight had been narrower? 6. Besides spreading the weight over a broader area what other things could we do to reduce soil compaction? __ Extend: __ Place the flower pots in the freezer over night and then do the same experiment. Measure the amount of compaction. Return the pots to the freezer for 24 hours once you have done the test. Remove them from the freezer and compare how much each soil type depressed and how much they sprung up over 24 hours, if at all. What effect did freezing the soil have on soil compaction? Using unfrozen soil, place a pile of twigs on top of the soil before placing the glass. Remove the twigs to observe the depression left. Compare this to your original results. What effect did the twigs have on soil compaction? <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore; msobidifontsize: 18.0pt;"> -  Ask students questions and assess responses <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore; msobidifontsize: 18.0pt;"> -  Assess the data collected <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore; msobidifontsize: 18.0pt;"> -  Have the students make charts and graphs to communicate responses <span style="mso-list: Ignore; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msolist: Ignore; msobidifontsize: 18.0pt;"> -  Have students do a self-assessment on their project.
 * Explore! **
 * Explain! **
 * Elaborate! **
 * Evaluate! **