Agricultural Literacy Curriculum Matrix
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The Soil Chain
3 - 5
Students will recognize their relationship to soil and model the connections between common objects and the soil.
- "Soil Flow Chart" handout
- Paper for chain
- Stapler or glue
- Index cards or construction paper cut in half, 1 per student
- Markers or crayons
- Hole punch
- Yarn for necklaces
- Ball of yarn
- "What Does Soil Meal to a..." handout
- "Ranking the Importance of Soil" handout
Essential Files (maps, charts, pictures, or documents)
soil: a mixture of minerals, organic matter (materials that come from living and once-living things), water, and air that is found on most surfaces of the land
dirt: misplaced soil, such as that found on your clothes, your kitchen floor, or under your fingernails
civil engineer: a person who designs roads, bridges, and buildings
Background Agricultural Connections
Interest Approach – Engagement
- Ask your students the following essential questions:
- What's the difference between soil and dirt?
- Why is soil important in your life?
- Why is soil an important resource for farmers?
Activity 1: My Soil Family
- Show the students the list of 30 objects on the “Soil Flow Chart” handout. For a variation, you may ask students to help you make a list of 30 common objects they use every day.
- Ask students to pick five of the objects (or more) to create a flow chart that links the objects back to the soil like the one on the bottom of the “Soil Flow Chart” handout. The flow chart should illustrate the relationships or direction of flow between an object, its intermediaries, and the soil.
- Many of the objects will be easily linked back to the soil, but some may not. That’s okay. The charts on the handout depict two of the more difficult objects that students may try to link to soil.
- After the students have completed their flow charts, have them select one object (or pick a new one) to create a soil chain.
- Instruct students to cut out strips of paper that will become links in a chain, and label each link as one of the “connections” showing the object’s relationship to the soil.
- Staple or glue the ends of the links together, interconnecting them to form a chain. Consider challenging students to create the longest chain or the shortest chain possible.
Activity 2: The Yarn Web Game
- Ask each student to pick one of the items from his or her soil chain and write the item’s name on a half sheet of paper or on an index card. They should write the name as large as possible, preferably with marker or crayon. You may want to assign the students their “parts” so you don’t get 10 cows and 10 wheat plants. Then, using a piece of yarn and a hole-punch, make a necklace to hang the sign around each student’s neck. One student or the teacher must wear a sign that says SOIL.
- Pick any student to begin by tossing a ball of yarn to someone else that they are related to in the food web. If they are not related to any one of the other items, the yarn can always be tossed to the person wearing the SOIL sign. An intricate web should be woven. Several students should receive the yarn more than once. When everyone has been included in the web, take a look at how they are all connected to the soil.
Activity 3: Ranking the Importance of Soil
- Display the statements on the “Ranking the Importance of Soil” handout. Ask students to rank the statements in order of importance.
- Form groups of five or six students, and ask the groups to rank the statements. Ask them to be prepared to explain why they ranked them in that order.
- Next, display the “What Does Soil Mean to a...” handout. Working in their groups, ask students to discuss the different roles that soil plays in the lives of people, plants, and animals.
- Discuss what students have concluded about the role that soils plays in our lives and its importance to agriculture. What would life be like without soil?
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
- Soil is an important natural resource that helps produce food, clothing, and the materials we build our homes with.
- All of our basic necessities of life can be linked back to the soil.
We welcome your feedback! Please take a minute to tell us how to make this lesson better or to give us a few gold stars!
Suggested Companion Resources
- A Handful of Dirt (Book)
- Compost by Gosh! (Book)
- Diary of a Worm (Book)
- Dirt: The Scoop on Soil (Book)
- First Garden (Book)
- First Peas to the Table (Book)
- Mountains of Jokes About Rocks, Minerals, and Soil (Book)
- Rocks and Soil (Book)
- Soil! Get the Inside Scoop (Book)
- You Wouldn't Want to Live Without Dirt! (Book)
- Farming in a Glove (Kit)
- Dirt: Secrets in the Soil (DVD) (Multimedia)
- Soil Science Videos (Multimedia)
- Third-Grader Explains Nature's Role in Providing Clean Water (Multimedia)
- Your Day With NPK Online Game (Multimedia)
- From the Ground Up: The Science of Soil (Website)
- Learn How To Compost (Website)
- Rocks and Soils (UEN Sci-ber Text for 4th Grade) (Website)
- Soil Center (Website)
- Soil Health Education Resources (Website)
- Soil Science Society of America (Website)
State Standards for Utah
Grade 4: Science Standard 3Students will understand the basic properties of rocks, the processes involved in the formation of soils, and the needs of plants provided by soil.
Objective 3Observe the basic components of soil and relate the components to plant growth. Meeting one or more of the following indicators: a) Observe and list the components of soil (i.e., minerals, rocks, air, water, living and dead organisms) and distinguish between the living, nonliving, and once living components of soil. b) Diagram or model a soil profile showing topsoil, subsoil, and bedrock, and how the layers differ in composition. c) Relate the components of soils to the growth of plants in soil (e.g., mineral nutrients, water). d) Explain how plants may help control the erosion of soil. e) Research and investigate ways to provide mineral nutrients for plants to grow without soil (e.g., grow plants in wet towels, grow plants in wet gravel, grow plants in water).
Agricultural Literacy Outcomes
Agriculture and the Environment
- Recognize the natural resources used in agricultural practices to produce food, feed, clothing, landscaping plants, and fuel (e.g., soil, water, air, plants, animals, and minerals) (T1.3-5.e)
Common Core Connections
Language: Anchor Standards
CCSS.ELA-LITERACY.CCRA.L.6Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
5-ESS2: Earth's Systems
5-ESS2-1Develop a model using an example to describe ways in which the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5-LS2: Ecosystems: Interactions, Energy, and Dynamics
5-LS2-1Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.