Students will explore properties of soil by conducting tests on texture, water retention, and ability to support plant life. They will observe samples of gravel, sand, silt, clay, and potting soil under microscopes and perform a sorting activity to identify the different types of particles. Students will also grow bean plants in different types of soil to observe which mixture best supports plant growth over time. The lesson aims to help students understand the composition of soil and the relationships between soil properties, water retention, and plant growth.
Climate and potential habitat suitability for cultivation and in situ conserv...Innspub Net
This study used species distribution modeling and representation gap analysis to assess how current and future climates may impact the potential distribution and habitat suitability of Vitex doniana in Benin, West Africa. The MaxEnt algorithm showed V. doniana distribution is strongly influenced by annual rainfall, temperature diurnal range, and temperature of the driest quarter. Under current climate, about 85% of Benin has suitable habitat for its cultivation. Suitable habitat is projected to increase by 3-12% under future climates. Over 75% of protected areas in Benin provide suitable habitat currently, with increases of 14-23% projected. The findings suggest opportunities for integrating V. doniana in agricultural systems and highlight its potential for ecosystem restoration
Diversity and abundance of terrestrial mammals in the northern periphery of ...Innspub Net
The Tanoé-Ehy Marsh Forest (TEMF), an unprotected forest that is about to be turn into a voluntary nature reserve is a forest block in south-eastern Côte d’Ivoire known as being of great importance for the conservation of biodiversity. But in the rainy season, that forest is largely over flooded and terrestrial mammals are likely to move to the periphery and make them vulnerable to anthropogenic threats. Our objectives are to determine the diversity, the relative abundance of terrestrial mammals and their spatial distribution in the northern periphery of the TEMF during the rainy season. We collected data by conducting recce surveys after interviews with local people. In total, we obtained 33 species among which ten primates’ species were identified. According to the recce survey, the African Civet (Civettictis civetta) and the Bushbuck (Tragelaphus scriptus) are the most common and abundant species in the study area with 12.7% and 12.0% of relative abundance respectively. In addition, six of the listed species are on the IUCN Red List, including Piliocolobus waldronae, a critically endangered species, Cercocebus lunulatus and Cercopithecus roloway endangered species, Colobus vellerosus, Phataginus tetradactyla and Phataginus tricuspis, three vulnerable species. Thus, the consideration of the periphery for the sustainable management of the TEMF is proving to be an imperative.
This document provides an introduction to an instructional program about soil called "Dirt: Secrets in the Soil". It was created by Utah Agriculture in the Classroom to teach 4th and 5th grade students about soils and agriculture. The program includes a video divided into segments and a teacher's guide with corresponding lesson plans and activities. It aims to increase students' agricultural literacy and help them learn concepts covered in state standards.
Pastoralists’ Perceptions towards Rangeland Degradation and Management in Don...AI Publications
Local land users often have different perceptions on the problems of rangeland degradation, compared to researchers and Government officials. This study was aimed at breaching this gap, by empirically exploring pastoralists’ perceptions regarding rangeland degradation in Donga-mantung. The pastoralists’ perceptions were studied through a descriptive statistics method. Focus group discussions, field observations and structured/semi-structured survey questionnaires, were used for data collection, where 200 pastoralists were targeted. The study covered seven Ardorates based on intensity of rangeland degradation (high, medium and less). The major findings indicate that, the main livestock production constraints were Insufficient and poor pasture (50.5%), cattle diseases (24.5%), Farmer/grazer conflicts (14.5%) and insufficient cattle drinking points (10.5%). Majority of respondents (59.5 %) confirmed that cattle population is declining in the study area. According to 59.5% of the respondents, the study area present range condition has deteriorated and become poor. The major causes for degradation were overgrazing, bush encroachment, soil erosion and limited care and attention paid to rangelands. The major socio-economic impacts of rangeland degradation were poverty (51.0%), food insecurity (35.5%) and conflicts (11.0%). The pastoralists of the study area traditionally practice rangeland management in different ways such as bush burning, bush clearing and herd mobility. A proportion of them (41.5%) have adopted the planting of improved pasture(s). Government and NGOs’ supports proved to be limiting in the study area. Nevertheless, the measures perceived by pastoralists to reduce degradation of their rangeland include; planting of improved pastures (40.5%), clearance of bushes that have encroach on rangelands (28.5%), establishing community awareness and community empowerment on rangeland degradation (17.0%), reducing the number of farmlands (9.5%) and reducing soil erosion (4.5%). This study showed the need for rangeland professionals, researchers, planners and other stakeholders to integrate the communities’ perceptions and existing indigenous ecological knowledge to ensure a sustainable rangeland management.
Abstract ─ The soil-litter system is the natural habitat for a wide variety of organisms, microorganisms and invertebrates, with differences in size and metabolism, which are responsible for numerous functions. The soil mesofauna is composed of animals of body diameter between 100 μm and 2 mm, consisting of the groups Araneida, Acari, Collembola, Hymenoptera, Diptera, Protura, Diplura, Symphyla, Enchytraeidae (Oligochaeta), Isoptera, Chilopoda, Diplopoda and Mollusca. These animals, extremely dependent on humidity, move in the pores of the soil and at the interface between the litter and the soil. The edaphic fauna, besides having a great functional diversity, presents a rich diversity of species. As a result, these organisms affect the physical, chemical and, consequently, the biological factors of the soil. Therefore, the edaphic fauna and its activities are of extreme importance so that the soil is fertile and can vigorously support the vegetation found there, being spontaneous or cultivated. The composition, distribution and density of the edaphic acarofauna varies according to the soil depth, mites size, location and the season of the year. Edaphic mites are generally found in greater quantities in the organic matter layer than in the soil mineral. The subclass Acari is divided in seven orders being the Mesostigmata, Trombidiformes, Endeostigmata and Sarcoptiformes those that frequently occur in the soil. In the order Sarcoptiformes the suborder Oribatida (formerly Cryptostigmata) is one of the more numerous groups of soil arthropods, both in number of species and specimens. Considering the above facts, it was the objective of this work to know the acarofauna of the soil in a coffee plantation and rank the taxa in a decreasing way, by the use of faunistic analysis. The soil samples were taken in coffee plantation in the Experimental Station of EPAMIG, in São Sebastião do Paraíso, MG, Brazil, in two periods, end of dry and end of rainy season of the year 2013, and the extraction of edaphic mites of the soil mesofauna was done at the Laboratory of Acarology of EPAMIG Sul/EcoCentro, in Lavras, as well as other activities related to the study. The result show that edaphic mites of the cohort Astigmatina and suborder Oribatid are dominant in both periods studied, and can be worked to be an indicative of soil quality.
The document summarizes the history and goals of the school garden program at Havens School. It provides details about the original garden layout and curriculum standards it supported. The new school construction plans reduced garden space, so alternative layouts are proposed to continue supporting the first grade garden curriculum, though additional space would be needed for other grades. School staff are committed to the garden program and designing raised beds to maximize the available space.
Schoolyard Habitats: How to Guide - Part 3, Teaching with Schoolyard Habitats Sites
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Assessment of the Relative Suitability of Three Different Soils for Dry Seaso...IJEAB
The research was conducted at the project site of the University of Educatoion, Winneba - Mampong campus between mid - November 2007 and Mid-April 2008. The main objective of the study was to compare the relative suitability of three soils in supporting lettuce production in the dry season. The treatments were Calcic Vertisol (Akuse scries), Rodic Nitisol (Ejura sesries) and Chromic Luvisol (Bediest series). The randomized complete block design was used in a pot experience with the three treatments and each replicated three times. Plant height, fresh leaf mass, leaf dry matter yield, fresh root mass, gravimetric moisture content, total porosity, drainability and bulk density were the parameters considered. From the result Bediesi Series recorded the highest growth rate as measured by plant height (266.5mm), fresh leaf weight (30.6g), leaf dry matter weight (4.9g) at 7 weeks after transplanting as well as been the most succulent with 84% succulent. Fresh root weight however, was highest with Akuse Series followed by Bediesi Series and Ejura Series in that decreasing order. Ejura Series recorded the least value for all growth and yield parameters measured. For soil parameters, Akuse Series recorded the highest value for porosity (43.0%) and gravimetric moisture of 6.43 throughout the period of field drying for 8weeks. Ejura Series Bediesi Series also recorded the highest value for drainability after 25 minutes of drainage, followed by Bediesi Series and then Akuse Series. The result of this work indicated that the Bediesi Series is the best soil type among the soils evaluated for lettuce production in the dry season in Ghana.
Climate and potential habitat suitability for cultivation and in situ conserv...Innspub Net
This study used species distribution modeling and representation gap analysis to assess how current and future climates may impact the potential distribution and habitat suitability of Vitex doniana in Benin, West Africa. The MaxEnt algorithm showed V. doniana distribution is strongly influenced by annual rainfall, temperature diurnal range, and temperature of the driest quarter. Under current climate, about 85% of Benin has suitable habitat for its cultivation. Suitable habitat is projected to increase by 3-12% under future climates. Over 75% of protected areas in Benin provide suitable habitat currently, with increases of 14-23% projected. The findings suggest opportunities for integrating V. doniana in agricultural systems and highlight its potential for ecosystem restoration
Diversity and abundance of terrestrial mammals in the northern periphery of ...Innspub Net
The Tanoé-Ehy Marsh Forest (TEMF), an unprotected forest that is about to be turn into a voluntary nature reserve is a forest block in south-eastern Côte d’Ivoire known as being of great importance for the conservation of biodiversity. But in the rainy season, that forest is largely over flooded and terrestrial mammals are likely to move to the periphery and make them vulnerable to anthropogenic threats. Our objectives are to determine the diversity, the relative abundance of terrestrial mammals and their spatial distribution in the northern periphery of the TEMF during the rainy season. We collected data by conducting recce surveys after interviews with local people. In total, we obtained 33 species among which ten primates’ species were identified. According to the recce survey, the African Civet (Civettictis civetta) and the Bushbuck (Tragelaphus scriptus) are the most common and abundant species in the study area with 12.7% and 12.0% of relative abundance respectively. In addition, six of the listed species are on the IUCN Red List, including Piliocolobus waldronae, a critically endangered species, Cercocebus lunulatus and Cercopithecus roloway endangered species, Colobus vellerosus, Phataginus tetradactyla and Phataginus tricuspis, three vulnerable species. Thus, the consideration of the periphery for the sustainable management of the TEMF is proving to be an imperative.
This document provides an introduction to an instructional program about soil called "Dirt: Secrets in the Soil". It was created by Utah Agriculture in the Classroom to teach 4th and 5th grade students about soils and agriculture. The program includes a video divided into segments and a teacher's guide with corresponding lesson plans and activities. It aims to increase students' agricultural literacy and help them learn concepts covered in state standards.
Pastoralists’ Perceptions towards Rangeland Degradation and Management in Don...AI Publications
Local land users often have different perceptions on the problems of rangeland degradation, compared to researchers and Government officials. This study was aimed at breaching this gap, by empirically exploring pastoralists’ perceptions regarding rangeland degradation in Donga-mantung. The pastoralists’ perceptions were studied through a descriptive statistics method. Focus group discussions, field observations and structured/semi-structured survey questionnaires, were used for data collection, where 200 pastoralists were targeted. The study covered seven Ardorates based on intensity of rangeland degradation (high, medium and less). The major findings indicate that, the main livestock production constraints were Insufficient and poor pasture (50.5%), cattle diseases (24.5%), Farmer/grazer conflicts (14.5%) and insufficient cattle drinking points (10.5%). Majority of respondents (59.5 %) confirmed that cattle population is declining in the study area. According to 59.5% of the respondents, the study area present range condition has deteriorated and become poor. The major causes for degradation were overgrazing, bush encroachment, soil erosion and limited care and attention paid to rangelands. The major socio-economic impacts of rangeland degradation were poverty (51.0%), food insecurity (35.5%) and conflicts (11.0%). The pastoralists of the study area traditionally practice rangeland management in different ways such as bush burning, bush clearing and herd mobility. A proportion of them (41.5%) have adopted the planting of improved pasture(s). Government and NGOs’ supports proved to be limiting in the study area. Nevertheless, the measures perceived by pastoralists to reduce degradation of their rangeland include; planting of improved pastures (40.5%), clearance of bushes that have encroach on rangelands (28.5%), establishing community awareness and community empowerment on rangeland degradation (17.0%), reducing the number of farmlands (9.5%) and reducing soil erosion (4.5%). This study showed the need for rangeland professionals, researchers, planners and other stakeholders to integrate the communities’ perceptions and existing indigenous ecological knowledge to ensure a sustainable rangeland management.
Abstract ─ The soil-litter system is the natural habitat for a wide variety of organisms, microorganisms and invertebrates, with differences in size and metabolism, which are responsible for numerous functions. The soil mesofauna is composed of animals of body diameter between 100 μm and 2 mm, consisting of the groups Araneida, Acari, Collembola, Hymenoptera, Diptera, Protura, Diplura, Symphyla, Enchytraeidae (Oligochaeta), Isoptera, Chilopoda, Diplopoda and Mollusca. These animals, extremely dependent on humidity, move in the pores of the soil and at the interface between the litter and the soil. The edaphic fauna, besides having a great functional diversity, presents a rich diversity of species. As a result, these organisms affect the physical, chemical and, consequently, the biological factors of the soil. Therefore, the edaphic fauna and its activities are of extreme importance so that the soil is fertile and can vigorously support the vegetation found there, being spontaneous or cultivated. The composition, distribution and density of the edaphic acarofauna varies according to the soil depth, mites size, location and the season of the year. Edaphic mites are generally found in greater quantities in the organic matter layer than in the soil mineral. The subclass Acari is divided in seven orders being the Mesostigmata, Trombidiformes, Endeostigmata and Sarcoptiformes those that frequently occur in the soil. In the order Sarcoptiformes the suborder Oribatida (formerly Cryptostigmata) is one of the more numerous groups of soil arthropods, both in number of species and specimens. Considering the above facts, it was the objective of this work to know the acarofauna of the soil in a coffee plantation and rank the taxa in a decreasing way, by the use of faunistic analysis. The soil samples were taken in coffee plantation in the Experimental Station of EPAMIG, in São Sebastião do Paraíso, MG, Brazil, in two periods, end of dry and end of rainy season of the year 2013, and the extraction of edaphic mites of the soil mesofauna was done at the Laboratory of Acarology of EPAMIG Sul/EcoCentro, in Lavras, as well as other activities related to the study. The result show that edaphic mites of the cohort Astigmatina and suborder Oribatid are dominant in both periods studied, and can be worked to be an indicative of soil quality.
The document summarizes the history and goals of the school garden program at Havens School. It provides details about the original garden layout and curriculum standards it supported. The new school construction plans reduced garden space, so alternative layouts are proposed to continue supporting the first grade garden curriculum, though additional space would be needed for other grades. School staff are committed to the garden program and designing raised beds to maximize the available space.
Schoolyard Habitats: How to Guide - Part 3, Teaching with Schoolyard Habitats Sites
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Assessment of the Relative Suitability of Three Different Soils for Dry Seaso...IJEAB
The research was conducted at the project site of the University of Educatoion, Winneba - Mampong campus between mid - November 2007 and Mid-April 2008. The main objective of the study was to compare the relative suitability of three soils in supporting lettuce production in the dry season. The treatments were Calcic Vertisol (Akuse scries), Rodic Nitisol (Ejura sesries) and Chromic Luvisol (Bediest series). The randomized complete block design was used in a pot experience with the three treatments and each replicated three times. Plant height, fresh leaf mass, leaf dry matter yield, fresh root mass, gravimetric moisture content, total porosity, drainability and bulk density were the parameters considered. From the result Bediesi Series recorded the highest growth rate as measured by plant height (266.5mm), fresh leaf weight (30.6g), leaf dry matter weight (4.9g) at 7 weeks after transplanting as well as been the most succulent with 84% succulent. Fresh root weight however, was highest with Akuse Series followed by Bediesi Series and Ejura Series in that decreasing order. Ejura Series recorded the least value for all growth and yield parameters measured. For soil parameters, Akuse Series recorded the highest value for porosity (43.0%) and gravimetric moisture of 6.43 throughout the period of field drying for 8weeks. Ejura Series Bediesi Series also recorded the highest value for drainability after 25 minutes of drainage, followed by Bediesi Series and then Akuse Series. The result of this work indicated that the Bediesi Series is the best soil type among the soils evaluated for lettuce production in the dry season in Ghana.
This homework assignment outlines the weekly spelling and vocabulary work for 4th grade students at Dr. C.M. Cash Elementary for the week of September 6-10. It includes a list of 20 spelling words and 10 vocabulary words to study each day with spelling tests on Friday. Students will practice spelling words through word building, alphabetical ordering, and handouts while learning vocabulary through circle maps. Saxon math lessons are also assigned for each day.
This document outlines the homework expectations for 4th grade students at Dr. C.M. Cash Elementary for the week of November 1-5. It includes daily assignments for spelling and vocabulary word practice, as well as Saxon Math. Students are expected to study their spelling and vocabulary words daily, as there will be a spelling test on Friday. Twenty spelling words and ten vocabulary words are provided, along with the word of the week.
This document outlines a 5 day lesson plan for a 3rd grade science unit on soil. The lesson will have students explore properties of soil and its importance as a natural resource through hands-on investigations of soil samples. Students will observe and compare mystery soil samples, learn about the formation of soil through weathering of rocks, and experiment to determine the water retention capacities of different soil types like sand, clay, and loam.
1) The document provides guidance for transitioning from 1998 Texas Essential Knowledge and Skills (TEKS) to the 2010 TEKS for a 4th grade unit on the changing earth.
2) It compares the old and new TEKS, identifies lessons that can be adapted from existing CSCOPE materials, and provides key understandings and performance indicators to guide lesson planning.
3) The lessons will focus on examining soil properties, observing changes to the earth's surface from weathering, erosion and deposition, and drawing conclusions about the past from fossils and charts.
This transition document provides an overview of the new 4th grade science TEKS for forms of energy and forces. It compares the new 2010 TEKS to the previous 1998 TEKS. The document also includes curriculum and instruction considerations, key understandings, performance indicators, and suggestions for lessons that can be used or adapted to address the new content.
This document provides the homework expectations and assignments for 4th grade students for the week of November 15-19. It includes spelling words and vocabulary words to study each day, along with assignments in math and word building. Students are expected to study their spelling and vocabulary words daily, with a spelling test on Friday. The document lists 20 spelling words and 10 vocabulary words for the week.
This lesson explores weathering and erosion, which are processes that gradually change the Earth's surface over time. Students will identify and describe events that shape the Earth, such as weathering caused by water, wind, temperature, and plants. Erosion is also influenced by natural agents and slowly alters the landscape. Through hands-on activities, students will learn about different types of weathering and erosion, and how these processes can be both destructive yet constructive forces of change on Earth.
This document outlines a lesson plan on soil organic matter that is approximately 90 minutes long. It includes objectives, materials needed, and procedures for teaching students about defining soil organic matter, factors that affect it, management practices, how it relates to soil function, measuring soil organic matter levels, and demonstrating the relevance of the topic. Students participate in discussions, complete guided notes and worksheets, perform hands-on labs, and create advertisements about soil organic matter.
The document discusses improving school green areas through various exercises and recommendations. It suggests assessing a school's existing green spaces, collecting opinions on improvements, calculating the ratio of green to built areas, and conducting an inventory of plants. The document provides templates for these assessments and inventories. It also offers tips for caring for green areas, such as maintaining irrigation systems, tools, and warehouses. The overall aim is for schools to develop and integrate green spaces into the natural environment.
The document discusses teaching Earth and space science at the elementary level. It lists the main topics covered in the Texas Essential Knowledge and Skills (TEKS) standards, including ecology, geology, weather, and space. For ecology, it focuses on resources, soil/rock cycles, and water/carbon/nitrogen cycles. It provides examples of TEKS standards and discusses effective strategies for teaching topics like soil formation, rock cycles, and natural resources through experiments, models and videos.
This is a detailed lesson plan that can serve as teacher's guide for teaching Basic Science to pupils in Primary 5. It's a weekly plan ed Lesson plan for week 1to week 11
This lesson teaches students about soil composition by having them collect soil samples from around the school to observe differences in makeup. Students will conduct a "soil shake" test where they add water and alum to soil in jars to see the components separate into layers over time. By comparing the separated layers of different soil samples, students can determine which soils have more organic matter, rocks, clay, and infer which soils may be better for plant growth. The activity aims to help students understand soils are made up of various materials and how their ratios impact soil type and characteristics.
TLE-DLL-Q4-W1.docx..... Tle cookery 9, Fourth QuarterErmaJalem
This document summarizes a daily lesson log from Dumingag National High School for an agriculture class. It outlines the objectives, content, procedures, and evaluation for lessons on basic stock control procedures in a plant nursery. Over the course of the week, students learned about the various materials needed for plant propagation activities and how to properly store and maintain stockpiled materials in the nursery. They also discussed potential harmful wastes and solutions for proper disposal. The teacher utilized various teaching methods including presentations, discussions, examples, and assessments to help students understand nursery stock materials and waste management.
The document discusses the components and formation of soil. It explains that soil is made up of weathered rock, plant and animal remains, living organisms, minerals, sediments, water and air. The document outlines an educational activity where students examine soil samples under microscopes and group particles into plant, animal or mineral categories to identify soil ingredients. Students then complete a worksheet characterizing their sample and discussing the composition of soil.
The document discusses the components and formation of soil. It explains that soil is made up of weathered rock, plant and animal remains, living organisms, minerals, sediments, water and air. The document outlines an educational activity where students examine soil samples under microscopes and group particles into plant, animal or mineral categories to identify soil ingredients. Students then complete a worksheet characterizing their sample and discussing the composition of soil.
This document provides an overview of an introductory soil science course. It introduces the instructor and their background and interests. It discusses why soil science is important and relevant, covering topics like food production, global warming, water quality, and more. It outlines the course expectations, organization, evaluation methods, and policies. The goal is to help students develop an understanding of soil properties and processes to support land and soil management.
The document is a daily lesson log for a 5th grade science class covering the topic of weathering and soil erosion over the course of a week. It includes objectives, content, learning resources, procedures, and reflections for lessons involving classroom discussions and hands-on activities to demonstrate how rainfall, wind, and human activities cause soil erosion and its effects on the environment and living things. The teacher aims to teach students how to reduce the harmful impacts of soil erosion through various prevention methods.
This document discusses connecting children with nature and enhancing outdoor spaces at child development centers (CDCs) and youth centers with natural elements. It notes that children today spend less time outdoors and are more disconnected from nature. This can have negative consequences like increased obesity and ADHD diagnoses. Research shows that spending time in nature has benefits for children's health, development, concentration and stress levels. The document proposes two options for enhancing outdoor spaces - a complete natural outdoor classroom with different activity areas, or smaller "nature nodes" that can fit into smaller natural spaces. It provides examples and guidance for designing different natural elements and areas. The goal is for children to experience nature as part of their daily lives.
The document provides information from a lesson on soil erosion. It includes review questions to check understanding, an activity where students investigate the causes of soil erosion using experiments with soil and water, discussion questions about the activity, and ways to prevent soil erosion. The key points are that soil erosion is caused by water and wind moving soil particles, and can be prevented through methods like contour plowing, terracing, planting vegetation, and reforestation.
The document provides information from a lesson on soil erosion. It includes review questions to check understanding, an activity where students investigate the causes of soil erosion using experiments with soil and water, discussion questions about the activity, and ways to prevent soil erosion. The key points are that soil erosion is caused by water and wind moving soil particles, and can be prevented through methods like contour plowing, terracing, planting vegetation, and reforestation.
LAB 10 SOIL GEOGRAPHYIn this module, you will identify and expl.docxcroysierkathey
LAB 10: SOIL GEOGRAPHY
In this module, you will identify and explain the geographic distribution, patterns, and processes associated with Earth’s soils.
Note: Please refer to the GETTING STARTED lab module to learn tips on how to set up and maneuver through the Google Earth () component of this lab.
KEY TERMS
The following is a list of important words and concepts used in this lab module:
Cation-exchange capacity (CEC)
Particle size –sand, silt, clay
Soil profile
CLORPT
Pedogenic processes
Soil structure
Diagnostic horizon
Pore space
Soil solution
Eluviation
Soil color – hue, value, chroma
Soil Taxonomy
Humus
Soil consistence
Soil texture
Illuviation
Soil horizons - O, A, E, B, C, R
Transpiration
Inorganic material (matter)
Soil moisture
Organic material (matter)
Soil pH
LAB MODULES LEARNING OBJECTIVES
After successfully completing this module, you should be able to:
· Identify the fundamental components of soil
· Explain the factors that influence the development of soil (CLORPT)
· Identify soil orders and soil series by diagnostic characteristics and location
· Explain soil profiles and soil horizons
· Recognize soils by texture and color
· Describe the geography of soils at various taxonomic levels
INTRODUCTION
This module examines the geography of soil. Topics include soil classifications, soil horizons, soil moisture, pH and color. While these topics may appear to be disparate, you will learn how they are inherently related.
The modules start with five opening topics, or vignettes, which are found in the accompanying Google Earth file. These vignettes introduce basic concepts of the geography of soil. Some of the vignettes have animations, videos, or short articles that will provide another perspective or visual explanation for the topic at hand. After reading the vignette and associated links, answer the following questions. Please note that some components of this lab may take a while to download or open, especially if you have a slow internet connection.
Expand SOIL GEOGRAPHY and then expand the INTRODUCTION folder.
Read Topic 1: The Earth’s Soils.
Question 1: Looking at the map, what is the soil moisture terminology used for regions with relatively humid climates and well-distributed rainfall, where water moves down through the soil via soil pores, like that of eastern USA, the United Kingdom, Norway, and eastern China?
a. Udic
b. Aridic
c. Ustic
d. Perudic
Read Topic 2: Soil Forming Factors
Question 2: Which factor – climate, organisms, relief, parent material, or time – would affect most universally the soils in mountainous areas?
a. climate
b. organisms
c. relief
d. parent material
e. time
Read Topic 3: Soil Characteristics
Question 3: How are colloids beneficial to plants (Hint: What can they do that helps plants)?
a. Colloids dissolve soil water for plant use
b. Colloids contain acid ions that leach nutrients fr ...
This homework assignment outlines the weekly spelling and vocabulary work for 4th grade students at Dr. C.M. Cash Elementary for the week of September 6-10. It includes a list of 20 spelling words and 10 vocabulary words to study each day with spelling tests on Friday. Students will practice spelling words through word building, alphabetical ordering, and handouts while learning vocabulary through circle maps. Saxon math lessons are also assigned for each day.
This document outlines the homework expectations for 4th grade students at Dr. C.M. Cash Elementary for the week of November 1-5. It includes daily assignments for spelling and vocabulary word practice, as well as Saxon Math. Students are expected to study their spelling and vocabulary words daily, as there will be a spelling test on Friday. Twenty spelling words and ten vocabulary words are provided, along with the word of the week.
This document outlines a 5 day lesson plan for a 3rd grade science unit on soil. The lesson will have students explore properties of soil and its importance as a natural resource through hands-on investigations of soil samples. Students will observe and compare mystery soil samples, learn about the formation of soil through weathering of rocks, and experiment to determine the water retention capacities of different soil types like sand, clay, and loam.
1) The document provides guidance for transitioning from 1998 Texas Essential Knowledge and Skills (TEKS) to the 2010 TEKS for a 4th grade unit on the changing earth.
2) It compares the old and new TEKS, identifies lessons that can be adapted from existing CSCOPE materials, and provides key understandings and performance indicators to guide lesson planning.
3) The lessons will focus on examining soil properties, observing changes to the earth's surface from weathering, erosion and deposition, and drawing conclusions about the past from fossils and charts.
This transition document provides an overview of the new 4th grade science TEKS for forms of energy and forces. It compares the new 2010 TEKS to the previous 1998 TEKS. The document also includes curriculum and instruction considerations, key understandings, performance indicators, and suggestions for lessons that can be used or adapted to address the new content.
This document provides the homework expectations and assignments for 4th grade students for the week of November 15-19. It includes spelling words and vocabulary words to study each day, along with assignments in math and word building. Students are expected to study their spelling and vocabulary words daily, with a spelling test on Friday. The document lists 20 spelling words and 10 vocabulary words for the week.
This lesson explores weathering and erosion, which are processes that gradually change the Earth's surface over time. Students will identify and describe events that shape the Earth, such as weathering caused by water, wind, temperature, and plants. Erosion is also influenced by natural agents and slowly alters the landscape. Through hands-on activities, students will learn about different types of weathering and erosion, and how these processes can be both destructive yet constructive forces of change on Earth.
This document outlines a lesson plan on soil organic matter that is approximately 90 minutes long. It includes objectives, materials needed, and procedures for teaching students about defining soil organic matter, factors that affect it, management practices, how it relates to soil function, measuring soil organic matter levels, and demonstrating the relevance of the topic. Students participate in discussions, complete guided notes and worksheets, perform hands-on labs, and create advertisements about soil organic matter.
The document discusses improving school green areas through various exercises and recommendations. It suggests assessing a school's existing green spaces, collecting opinions on improvements, calculating the ratio of green to built areas, and conducting an inventory of plants. The document provides templates for these assessments and inventories. It also offers tips for caring for green areas, such as maintaining irrigation systems, tools, and warehouses. The overall aim is for schools to develop and integrate green spaces into the natural environment.
The document discusses teaching Earth and space science at the elementary level. It lists the main topics covered in the Texas Essential Knowledge and Skills (TEKS) standards, including ecology, geology, weather, and space. For ecology, it focuses on resources, soil/rock cycles, and water/carbon/nitrogen cycles. It provides examples of TEKS standards and discusses effective strategies for teaching topics like soil formation, rock cycles, and natural resources through experiments, models and videos.
This is a detailed lesson plan that can serve as teacher's guide for teaching Basic Science to pupils in Primary 5. It's a weekly plan ed Lesson plan for week 1to week 11
This lesson teaches students about soil composition by having them collect soil samples from around the school to observe differences in makeup. Students will conduct a "soil shake" test where they add water and alum to soil in jars to see the components separate into layers over time. By comparing the separated layers of different soil samples, students can determine which soils have more organic matter, rocks, clay, and infer which soils may be better for plant growth. The activity aims to help students understand soils are made up of various materials and how their ratios impact soil type and characteristics.
TLE-DLL-Q4-W1.docx..... Tle cookery 9, Fourth QuarterErmaJalem
This document summarizes a daily lesson log from Dumingag National High School for an agriculture class. It outlines the objectives, content, procedures, and evaluation for lessons on basic stock control procedures in a plant nursery. Over the course of the week, students learned about the various materials needed for plant propagation activities and how to properly store and maintain stockpiled materials in the nursery. They also discussed potential harmful wastes and solutions for proper disposal. The teacher utilized various teaching methods including presentations, discussions, examples, and assessments to help students understand nursery stock materials and waste management.
The document discusses the components and formation of soil. It explains that soil is made up of weathered rock, plant and animal remains, living organisms, minerals, sediments, water and air. The document outlines an educational activity where students examine soil samples under microscopes and group particles into plant, animal or mineral categories to identify soil ingredients. Students then complete a worksheet characterizing their sample and discussing the composition of soil.
The document discusses the components and formation of soil. It explains that soil is made up of weathered rock, plant and animal remains, living organisms, minerals, sediments, water and air. The document outlines an educational activity where students examine soil samples under microscopes and group particles into plant, animal or mineral categories to identify soil ingredients. Students then complete a worksheet characterizing their sample and discussing the composition of soil.
This document provides an overview of an introductory soil science course. It introduces the instructor and their background and interests. It discusses why soil science is important and relevant, covering topics like food production, global warming, water quality, and more. It outlines the course expectations, organization, evaluation methods, and policies. The goal is to help students develop an understanding of soil properties and processes to support land and soil management.
The document is a daily lesson log for a 5th grade science class covering the topic of weathering and soil erosion over the course of a week. It includes objectives, content, learning resources, procedures, and reflections for lessons involving classroom discussions and hands-on activities to demonstrate how rainfall, wind, and human activities cause soil erosion and its effects on the environment and living things. The teacher aims to teach students how to reduce the harmful impacts of soil erosion through various prevention methods.
This document discusses connecting children with nature and enhancing outdoor spaces at child development centers (CDCs) and youth centers with natural elements. It notes that children today spend less time outdoors and are more disconnected from nature. This can have negative consequences like increased obesity and ADHD diagnoses. Research shows that spending time in nature has benefits for children's health, development, concentration and stress levels. The document proposes two options for enhancing outdoor spaces - a complete natural outdoor classroom with different activity areas, or smaller "nature nodes" that can fit into smaller natural spaces. It provides examples and guidance for designing different natural elements and areas. The goal is for children to experience nature as part of their daily lives.
The document provides information from a lesson on soil erosion. It includes review questions to check understanding, an activity where students investigate the causes of soil erosion using experiments with soil and water, discussion questions about the activity, and ways to prevent soil erosion. The key points are that soil erosion is caused by water and wind moving soil particles, and can be prevented through methods like contour plowing, terracing, planting vegetation, and reforestation.
The document provides information from a lesson on soil erosion. It includes review questions to check understanding, an activity where students investigate the causes of soil erosion using experiments with soil and water, discussion questions about the activity, and ways to prevent soil erosion. The key points are that soil erosion is caused by water and wind moving soil particles, and can be prevented through methods like contour plowing, terracing, planting vegetation, and reforestation.
LAB 10 SOIL GEOGRAPHYIn this module, you will identify and expl.docxcroysierkathey
LAB 10: SOIL GEOGRAPHY
In this module, you will identify and explain the geographic distribution, patterns, and processes associated with Earth’s soils.
Note: Please refer to the GETTING STARTED lab module to learn tips on how to set up and maneuver through the Google Earth () component of this lab.
KEY TERMS
The following is a list of important words and concepts used in this lab module:
Cation-exchange capacity (CEC)
Particle size –sand, silt, clay
Soil profile
CLORPT
Pedogenic processes
Soil structure
Diagnostic horizon
Pore space
Soil solution
Eluviation
Soil color – hue, value, chroma
Soil Taxonomy
Humus
Soil consistence
Soil texture
Illuviation
Soil horizons - O, A, E, B, C, R
Transpiration
Inorganic material (matter)
Soil moisture
Organic material (matter)
Soil pH
LAB MODULES LEARNING OBJECTIVES
After successfully completing this module, you should be able to:
· Identify the fundamental components of soil
· Explain the factors that influence the development of soil (CLORPT)
· Identify soil orders and soil series by diagnostic characteristics and location
· Explain soil profiles and soil horizons
· Recognize soils by texture and color
· Describe the geography of soils at various taxonomic levels
INTRODUCTION
This module examines the geography of soil. Topics include soil classifications, soil horizons, soil moisture, pH and color. While these topics may appear to be disparate, you will learn how they are inherently related.
The modules start with five opening topics, or vignettes, which are found in the accompanying Google Earth file. These vignettes introduce basic concepts of the geography of soil. Some of the vignettes have animations, videos, or short articles that will provide another perspective or visual explanation for the topic at hand. After reading the vignette and associated links, answer the following questions. Please note that some components of this lab may take a while to download or open, especially if you have a slow internet connection.
Expand SOIL GEOGRAPHY and then expand the INTRODUCTION folder.
Read Topic 1: The Earth’s Soils.
Question 1: Looking at the map, what is the soil moisture terminology used for regions with relatively humid climates and well-distributed rainfall, where water moves down through the soil via soil pores, like that of eastern USA, the United Kingdom, Norway, and eastern China?
a. Udic
b. Aridic
c. Ustic
d. Perudic
Read Topic 2: Soil Forming Factors
Question 2: Which factor – climate, organisms, relief, parent material, or time – would affect most universally the soils in mountainous areas?
a. climate
b. organisms
c. relief
d. parent material
e. time
Read Topic 3: Soil Characteristics
Question 3: How are colloids beneficial to plants (Hint: What can they do that helps plants)?
a. Colloids dissolve soil water for plant use
b. Colloids contain acid ions that leach nutrients fr ...
This document provides a daily lesson log for a 5th grade science class on weathering and soil erosion. The lesson includes objectives, content, learning resources, procedures, and an evaluation. Over the course of five days, students will participate in hands-on activities like building sand pyramids and observing erosion. They will identify human activities that cause erosion, their effects, and ways to reduce harmful impacts. Through group projects, students will demonstrate understanding of how rainfall, wind, and human actions like agriculture can lead to erosion, and how communities can address the issue.
This document provides a lesson plan for teaching 4th grade students about the components of soil. The lesson involves students examining soil samples under magnifying glasses and identifying what they find. The main components discussed are air, water, rock particles, organic particles, and microorganisms. Students create lists of what they observe in their soil and classify the items. As an extension, the document describes having students make their own soil by combining local materials like pebbles, sand, and organic matter, observing the materials before and after mixing.
Core Concepts Backgrounder and Evaluation StrategiesMining Matters
Mining Matters Core Concepts are standalone classroom ready activities that reflect key foundational ideas in Earth science. Sourced from our archives of curriculum-linked teacher resources, each activity reflects an integral part of many important concepts and theories in the various disciplines that comprise the Geosciences.
In an effort to be of service to all of our teacher-partners, these activities have been assembled as a way to support individual teachers without the need to attend a pre-requisite teacher training workshop. All the contents of the Core Concepts resource support current teaching practices that values hands-on experience where students take an active role in learning. Any rocks and minerals samples as well as print resources required for successful classroom delivery can be sourced through Mining Matters.
The document provides examples of training materials for teaching children about environmental sustainability. The first example is a program where children learn survival skills and spend a night in the forest. They practice starting fires, making shelters and tools. The second example involves children visiting facilities that process waste to learn about recycling and environmental impacts. The third example has children collecting and sorting litter to raise awareness about pollution. All aim to educate children about responsible environmental behavior.
This document summarizes a rainwater harvesting training program conducted by Billy Kniffen of Texas Cooperative Extension. It provides details on 5 workshops held from 2006 to 2007 that trained 165 volunteers. The training involved a $200, 2-day course covering topics like collection, storage, filtration and uses of rainwater. Evaluations showed the program increased participant knowledge by 58% on average. It also describes setting up future programming, including master gardener and naturalist trainings, and links to rainwater harvesting resources.
This document compares the metamorphosis processes of different insects. It discusses that insects go through 4 stages of development - egg, larva, pupa, and adult. However, some insects like roaches go through an incomplete metamorphosis with 3 stages - egg, nymph, and adult. The nymph resembles a wingless adult. The document provides terms and examples to categorize into columns for different insect life cycles.
This document compares the metamorphosis processes of different insects. It discusses that insects go through 4 stages of development - egg, larva, pupa, and adult. However, some insects like roaches go through an incomplete metamorphosis with 3 stages - egg, nymph, and adult. The nymph resembles a wingless adult. The document provides terms and examples to categorize under the stages of different insects' life cycles.
Joseph plans a trip to the North Pole to see Santa Claus. He brings his bike and sneaks out of bed. Along the way, he meets an elf named Jeremiah who offers to help. Jeremiah tells Joseph that his siblings are with him and knows where Santa is. Jeremiah agrees to take Joseph and his siblings to Santa. They arrive at the North Pole and meet Santa, proving to Joseph that his journey was real.
This document outlines the homework expectations for 4th grade students at Dr. C.M. Cash Elementary for the week of November 1-5. It includes daily assignments for spelling and vocabulary word practice, as well as Saxon Math. Students are expected to study their spelling and vocabulary words daily, as there will be a spelling test on Friday. Twenty spelling words and ten vocabulary words are provided, along with the word of the week.
This document provides the homework expectations and assignments for 4th grade students at Dr. C.M. Cash Elementary for the week of November 1-5. It includes spelling and vocabulary words to study with assignments each day such as word building, alphabetical ordering, and handouts. It also lists the phonics and comprehension skills for the week and reminds students to study words daily and that the spelling test will be on Friday.
This document provides the homework expectations and assignments for 4th grade students at Dr. C.M. Cash Elementary for the week of November 1-5. It includes spelling and vocabulary words to study with assignments each day such as word building, alphabetical ordering, and handouts. It also lists the phonics and comprehension skills for the week and reminds students to study words daily and that the spelling test will be on Friday.
This document provides the homework expectations and assignments for 4th grade students at Dr. C.M. Cash Elementary for the week of November 1-5. It includes spelling and vocabulary words to study with assignments each day such as word building, alphabetical ordering, and handouts. It also lists the phonics and comprehension skills for the week and reminds students to study words daily and that the spelling test will be on Friday.
- The document contains a weekly lesson plan for 4th grade science covering the week of October 11-15.
- The lessons focus on different forms of energy including mechanical, sound, electrical, light, and heat/thermal energy. Students will learn to differentiate among the various forms.
- Activities include representing different forms of energy in a debate, exploring electrical circuits and electromagnetic fields, and designing an experiment on the effect of forces.
Heat energy is the total kinetic energy of all the atoms and
molecules in a substance. Heat energy can be transferred through direct
contact (conduction), air currents (convection), or radiation.
3. Distribute the handout: Transfer of Heat Energy. Have students read and
complete the handout.
4. Review the handout as a class. Ask students to explain in their own words
how heat energy was transferred in the activity.
5. Have students write a summary in their science notebooks about how heat
energy was transferred in the activity.
6. Ask:
What form of energy was applied?
How did the energy transfer from one
This instructional focus document provides guidance for a 25-day unit on forms of energy for 4th grade science. The unit aims to differentiate between various forms of energy and introduce concepts of conductors and insulators. Students will design experiments involving forces and energy transfers. The document outlines student expectations, concepts, and key understandings to develop, along with potential misconceptions. Academic vocabulary and relevant TEKS standards are also included.
1) The document contains a weekly lesson plan for 4th grade science covering the week of October 4-8.
2) The lessons focus on different forms of energy including mechanical, sound, electrical, light, and heat/thermal energy.
3) Students will learn to differentiate among the various forms of energy, recognize conductors and insulators, and demonstrate that electricity travels in a closed circuit.
The document discusses different forms of energy and their sources. Light energy comes from the sun, outlets get energy from electric wires, which get it from power plants. Power plants get energy from coal, and coal originally gets its energy from the sun, as do plants. The sun creates its own energy and is the main source of all other energy sources on Earth.
The document discusses different forms of energy and their sources. Light energy comes from the sun, outlets get energy from electric wires, which get it from power plants, who source energy from coal, which originally comes from the sun through plants during photosynthesis. The sun is the ultimate source of energy, as it creates its own through nuclear fusion.
Heat energy is the total kinetic energy of all the atoms and
molecules in a substance. Heat energy can be transferred through
conduction, convection and radiation.
3. Distribute the handout: Transfer of Heat Energy. Have students read and
complete the handout.
4. Review the handout as a class. Ask students to explain in their own words
how heat energy was transferred in the chocolate chip activity.
5. Have students write a summary in their science notebooks about how heat
energy was transferred in the chocolate chip activity.
6. Collect the handout: Transfer of Heat Energy for a grade.
7. Ask:
What are the three main ways
This instructional focus document outlines a 25-day unit on forms of energy for fourth grade science. The unit aims to differentiate between different forms of energy and between conductors and insulators. Students will design experiments to test how forces affect objects and to explore electrical circuits and electromagnetic fields. The unit addresses common student misconceptions about energy and scaffolds concepts to prepare students for understanding energy in later grades.
This document contains the weekly lesson plans for 4th grade science teachers P. Alejandro, E. Quezada, C. Ramirez, and J. Rodriguez for the week of September 27 to October 1. The lessons focus on TEKS 4.2C and 4.5C, which relate to identifying changes in physical properties of solutions, constructing tables and graphs to organize data, determining if a substance is a mixture and can be separated, and comparing and contrasting mixtures and solutions. The lessons include activities with mixtures and solutions, dissolving sugar, and creating mixtures to observe and analyze.
This document contains lesson plans for a 4th grade social studies class covering Texas geography for the week of September 27 - October 1. On Monday, students will learn about the Mountains and Basins region of Texas, including the factors influencing its population and natural resources. On Tuesday, students will learn about the Coastal Plains region, how people earn livings in different areas, and how the environment has been modified. Objectives, instructional strategies, materials, and activities are outlined for each lesson.
This document contains the lesson plans for a 4th grade science class for the week of September 20-24. The lessons will focus on TEKS 4.2C and 4.5C, which involve identifying mixtures and solutions, comparing and contrasting different mixtures and solutions, and using tables, charts and graphs to organize and examine data. Each day will focus on a different aspect of mixtures and solutions, such as identifying mixtures, examples vs non-examples, dissolving sugar in water, and creating their own mixtures. Students will use graphic organizers and write paragraphs to demonstrate their understanding.
A mixture is a combination of two or more substances that are not chemically combined. Mixtures have properties like being able to be separated into their original substances using physical means. A solution has two parts - a solute that is dissolved in a solvent. The document provides a table to classify examples as heterogeneous mixtures, solutions, or suspensions. It also has a Venn diagram to identify similarities and differences between homogeneous and heterogeneous mixtures.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.