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The document provides information on 20 different resources that cover topics related to soil science. The resources include journal articles, non-fiction texts, encyclopedia entries, and electronic field trips. They vary in reading level from grades 1-8 and cover topics such as erosion, compost, the Dust Bowl, earthworms, and nanotechnology applications related to soil.
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- 2. Dynamic Soil Mid Elementary School: 2-4 Journal article American Chemistry Society. (2006). Dynamic Soil. Retrieved on 2-22-13 from www.chemistry.org/kids
- 3. Erosion- Soil on the Move Mid elementary school: 2-4 Journal Article American Chemical Society. (2006). Erosion- soil on the move. Retreieved on 2-22-13 from www.chemistry.org/kids
- 4. The Nature and Science of Mud Grade Level equivalent: 5.5 Non-fiction text Burton, J. and Taylor, K. (1997). The nature and science of mud. Milwaukee,WI: Gareth Stevens Publishing
- 5. Science in your Own Backyard Grade level: 3-5 Non-fiction test Cooper, E.K. (1958). Science in your own backyard. New York, NY: Harcourt, Brace and Company
- 6. Soil Early Elementary Grades : 1-3 Non fiction text Cramer, R. (1967). Soil. New York, NY: Follett Publishing Company
- 7. Nanosponges Soak Up Pollutants Upper elementary early middle school: 4-6 Journal article Goho, A. (2004). Nanosponges soak up pollutants. Retrieved on 2-20-13 from www.sciencenews.org/articles/ 20040221/fob4.asp.
- 8. The World Beneath Our Feet Grade level around 3-5 Non fiction text Keen, M.L. (1974). The world beneath our feet: The story of soil. New York, NY: Simon & Schuster, Inc.
- 9. Environment Mid to Upper elementary: 3-5 Encyclopedia Kellert, S. (1997). Soil. In Macmillan encyclopedia of the environment (pp. 107-110). New York, NY: Simon and Schuster Macmillan.
- 10. The First Book of Gardening Early elementary: 1-3 Nonfiction text Kirkus, V. (1956). The first book of gardening. New York, NY: Franklin Watts, Inc.
- 11. Dust Bowl Mid to Upper elementary: 3-5 Non fiction text Lauber, P. (1958). Dust bowl. The story of man on the great plains. New York, NY: Coward-McCann.
- 12. Compost Critters Grade Level: 3-6 Nonfiction text Lavies, B. (1993). Compost critters. New York, NY: Dutton Children’s Books.
- 13. Earth Grade level is around 2-4 Nonfiction text Leutscher, A. (1983). Earth. New York, NY: The Dial Press.
- 14. Years of Dust Grade level 6-8 Nonfiction text Marrin, A. (2009). Years of dust: The story of the dust bowl. New York,NY: Dutton Children’s Books.
- 15. Earthworms, Dirt, and Rotten Leaves Mid to late elementary 3-5 Nonfiction text McLaughlin, M. (1986). Earthworms, dirt, and rotten leaves. New York, NY:Avon Camelot.
- 16. Children of the Dust Bowl Grade Level: 6.5 Nonfiction text Stanley, J. (1992). Children of the dust bowl: The true story of the school at weedpatch camp. New York, NY: Crown Publishers, Inc.
- 17. Down to Earth Grade 3-5 Nonfiction text Stewart, M. (2004). Investigate science. Down to earth. Minneapolis, MN: Compass Point Books.
- 18. Dirt DRA: 50 Nonfiction text Tomecek, S. (2002). Dirt. Washington, DC: National Geographic Society.
- 19. Soil Grade level around: K-2 Nonfiction text Webb, Angela. (1986). Soil. New York, NY: Frank Watts.
- 20. Soil Safari Grade Level around 2-4 Electronic Field Trip Discovery Education (2013). The dirt on soil. Retrieved from http://school.discoveryeducation.com/schooladventure s/soil/soil_safari.html
- 21. Underground Adventure Grade level is around 2-4 Electronic Field Trip The Field Museum (2005). Underground adventure. Retrieved from http://archive.fieldmuseum.org/undergroundadventure/flash /VirtualTour.swf
Editor's Notes
- Students will read this article silently and highlight important characteristics about each soil layer. This discussion will happen before our edible soil experiment so students gain an understanding of the layers. That understanding will help with applying towards each food item in our model.
- This article will be copied for students to read silently and highlight key points about erosion to be discussed. This discussion will happen before the experiment on using a natural shoreline as an ecologically safe alternative to preventing soil erosion.
- I am using page 5 of this text to read aloud to students when we have our discussion about the components of soil. This book is a reference to clear up the misunderstanding that mud is not a component of soil, but a process soil goes through when saturated with water. This is used as my resource to confront this misunderstanding I noticed from my pre-assessments and will be left out for students to look at if they get finished with their work early during the course of this unit.
- Chapter 4 of this book, from page 29-40, gives a lot of content knowledge for me to structure my lessons. I am using this as a resource for developing my unit. It also talks about the interconnectedness of soil, plants, animals, and humans. I will leave this out for students to read if they get done early during the unit.
- This book is used as a resource in developing content for this unit. It has material on every learning goal. It will also be left out for students to look at if they finish their work early during this unit.
- This article will be read aloud to students to describe what new discoveries scientist are making towards chemical toxin cleanups in the soil. This article will be read before students do their electronic field trip where they act like these nanosponges to clean up a chemical spill seeping into the soil. This introduces students to this discovery and makes the electronic field trip more meaningful to what is going on in current conservationist movements.
- This book gives an overview on soil, the way it is made, importance for humans, conservation efforts coming from the dust bowl, various types of soil, and the plant and animal life found in it. I have used this book as a teacher resource. This book will also be left out for students to read when they finish their work early.
- This book is my main resource on components of soil and recent conservation efforts. I am using some of this content in my lesson PowerPoint and as a reference for other units. I will leave this out with the soil pages marked if students would like to look at this book.
- This book discusses what plants need from the soil. I have marked a few pages to aid me as a resource for my development in my learning goal of plants needs from soil. I will also read a section from this book aloud about which types of soils are best for plants and how the soil provides food for plants. This book will also be made available to students.
- I have marked several pages throughout this book to read to students. It has become a resource for me to connect students to past problems humans have created for soil. We will also talk about the soil conservation efforts that arose because of the catastrophe from the information provided in this book. This will also be left for students to look at throughout the unit.
- This book talks about the different types of bugs found in soil. It talks about the bugs contributions to soil and life of the bug. This book will be left out for students to read if they finish work early. Also, if there is additional time on the days we talk about animals and soil we will read pages 5-9, 14-15, and page 25. These pages talk about bacteria, mold, and other animals the students have learned about that need soil to live and help soil.
- These book talks about the different components of soil: clay, chalk, sand, and humus. It also talks about the ways humans, animals, and plants depend on soil. I have used this book as a teacher resource, and this book will be left out for students who finish their work early.
- This book talks about the dust storms in the 1930s. This book explains the causes from the dust bowl to the conservation attempts.I will use this book to show students pictures from the dust bowl, pages are marked and will be discussed. This book is also used as a teacher resource and will be left out for students to read when they finish with work.
- I primarily used chapter 7 of this text, pages 63-68. This book gives an overview of how earthworms and soil are interconnected. This connects to my learning goal about animals need for soil. I have used this as a resource for the developing of my lessons and will make it student available if they would like to gain extra knowledge about earthworms and the environment.
- This book talks about the children growing up as migrant workers. It goes through their schooling at migrant workers camps. This book will be read to students during reading as a shared reading text. We will read chapters 2 and 3 because these chapters talk about how the dust bowl was started, the soil, and how people struggled during this time. This text connects literature with the topic we are studying in science.
- I got a few experiment ideas from this book that I have modified and will use in my lesson. One of my experiments is broken into stations and students will use this book at a station to research the formation of soil. They will write their findings in their science journal. This is used as a teacher resource and students will use during their discovery. It will also be left out for students to look at if they finish their work early during this unit.
- This book is a fun picture book about what soil is, what lives in soil, how it is formed, what soil provides, and the layers of soil. This book is used as a teacher resource and will be left out for students to view when they finish their work.
- This book gives a brief overview of what makes up soil. I will use this book to show students some pictures like what worms do to soil on pages 22 and 23. Also, I will show students page 4 and 5 to give them an idea of what types of humus to look for in their soil samples. This book will also be left out for students to view when they get finished with their work early.
- Students will work in partners. They will go through each layer trying to locate the “contamination” in the soil and use a bacteria to clean it up. Students will write on one animal and one plant, bacteria, or fungus. They will write what the organism does, where to find it, and one other interesting fact they find from this website or the book Compost Critters.
- Students will be split into 6 groups. Each group will be assigned a number. They will click on their number, read the synopsis, and write down: animal name and what the animal gets and gives to soil. The groups will decide what is the animal getting from the soil and what are they giving to the soil. Once students get this information they will give a summary about their animal.