Agricultural Literacy Curriculum Matrix
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What Makes Up Your Profile?
3 - 5
Three 30-minute activities
Students will recognize soil changes in relationship to depth and understand factors associated with soil formation.
- Soil Profile handout
- Different types of cereal (minimum of 3 types)
- Clear plastic cups, 1 per student
- Ziploc bags, 1 per student
- 1/2 gallon of milk
- Factors That Build Our Soil handout
- Sandstone or limestone
- River rock (rounded)
- Hot plate
- Metal tongs
- Small tub of ice water
- Small pot
- Optional: 1-quart glass jar, lid, water, plastic bag, and freezer
Essential Files (maps, charts, pictures, or documents)
bedrock: a solid, anchored rock; may be beneath the soil or exposed at the surface (exposed bedrock can be seen in places like Zion National Park)
horizon: soil layer parallel to the soil surface that is different (visibly, chemically, and/or physically) from the layers above and below
infiltration: the movement of water into the soil surface
parent material: the soil horizon just above bedrock that contains broken up pieces of rock and will eventually break down into soil
percolation: the movement of water within and through the soil
pore space: the spaces between soil particles and between soil aggregates; pores can be filled with air or water
soil profile: vertical cross section of the soil from the ground surface to the underlying bedrock; composed of horizons
subsoil: the soil horizon between topsoil and parent material that is low in organic matter and poorly suited to growing crops
topsoil: the upper layer of soil that is rich in organic matter and best suited to growing healthy crops
Did you know? (Ag Facts)
- Practically all the food you eat, materials used to make your clothes, and the lumber processed for the construction of your house was produced by soil.1
- Over 6 billion bacteria can be found in only one cup of soil.1
- When you take a walk through the forest, you are being held up by thousands of bugs that live in the soil.1
- The layers in a soil profile are called horizons and the depth of each horizon differs according to the type of soil.2
Background Agricultural Connections
Interest Approach – Engagement
- Ask your students, What would life be like without soil? Provide further guiding questions and prompts to help them realize that much of the food we eat grows in soil, the clothes we wear (cotton) are produced by plants that grow in soil, and the animals that provide milk, meat, and eggs to our diet rely on food that was grown in soil as well. Without soil, we would have virtually no food supply.
- To illustrate this concept, show the beginning of the video clip Dirt, Secrets of the Soil (stop at 3:10).
- After showing the video clip, explain to the students that they will be learning more about how soil is made and how it is formed in layers.
Activity 1: Soil Profiles
Note: Prepare by asking students to bring in a sample of cereal from home (in a sealable plastic bag), or purchase three to five different kinds of bagged bulk cereal. Other food or nonfood items may be substituted for the cereals.
- Begin with some opening questions: When you dig into the ground under the grass in your yard, you’ll find soil. But what happens if you keep on digging? If you dug far enough, would you run out of soil? How far would you have to dig before you ran out? And what would you find there?
- Using the Soil Profile handout and the background information, explain the differences in each layer of the soil profile. Use minutes 3:22–5:43 of the video Dirt, Secrets of the Soil to show an example profile. Utah teachers should continue playing the video for specific rock and soil formations in Utah.
- Explain to students that they will be creating an edible soil profile out of cereal. Have them begin the activity by washing their hands because they will be eating their creation.
- Place the cereals that were brought in (or that you have purchased) on a table. Set out the plastic cups and Ziploc bags.
- Instruct students to each take a plastic cup and layer different cereals in it to represent the three main soil horizons: parent material at the bottom (rocky), subsoil in the middle, and topsoil on top (usually darker and finer than other layers).
- Use the Ziploc bags to crush the cereal that represents topsoil. Students can also mix cereals to get their desired colors and textures. Allow each student to share their “profile.”
- Next, milk can be poured onto the cereal to represent water and illustrate how pore space is taken up by the liquid (milk or water in soil) and how percolation occurs. This illustration will work best if students have crushed their top layer of cereal finely and the milk is poured slowly.
- Pass out the spoons and bon appetit! As students eat, discuss the following:
- Some layers in some soil profiles are difficult to see because the colors are very similar. What other ways could you determine where one layer begins and another ends? (By the amount of organic matter and rocks. Chemical tests could also be used.)
- Where do you think most soil life exists and why? Can a soil profile tell you how well plants might grow in that soil?
Activity 2: Making Soil
Note: For this activity, you will need some sandstone. Sandstone is relatively easy to find; however, if you have difficulty finding sandstone, pieces of brick or concrete can be substituted.
- Share the Factors that Build Our Soil handout and discuss how soil forms as parent material and is broken down over many years by chemical and physical processes.
- Demonstrate how parent material can be broken into smaller pieces by rubbing two pieces of sandstone together over a white piece of paper. Particles of sand will fall off (if you have enough sandstone for groups of students, they can conduct the activity on their own with a little guidance).
- Explain to students that you are using sandstone because it is easiest to experiment with; other rocks need more force to break down. Nature provides this force over time in the environment, but your school day will end in a few hours, not a few centuries.
- Place the sandstone into some water, rub the stone with your finger. Particles come off. You can also demonstrate how water running over the stone will wash away mineral particles. Water erosion on rocks takes gallons of water and many years.
- Show students the river rock and ask them how it’s different. Point out the smoothness.
- Heat a small piece of sandstone or limestone on a hot plate. You may want some safety glasses for this next part.
- Ask everyone else to stand back. Pick up the rock with metal tongs and quickly drop it into ice water. The rock should break or crack as it contracts after its expansion by heating.
- Put some small pieces of limestone or sandstone in a little vinegar in a small pot. Heat the vinegar on a hot plate and notice how bubbles form on the pieces of stone. These bubbles are filled with carbon dioxide gas, which is being released by a chemical reaction between the stone and the acid in the vinegar. If you continued this process for a long time, the entire stone would gradually break down.
- Optional: To further demonstrate how rocks break down, you can completely fill a small glass jar with water, cap it tightly, and place it in a freezer. When the water freezes, it will expand and break the glass jar (put the jar in a bag so pieces of glass won’t get all over the freezer.)
- Discuss the following: How long does it take to make soil? Is soil a renewable resource?
- What factors help to make soil? How do these factors contribute to the variability in soils found in different locations?
- How do plants and other organisms contribute to soil formation?
- Why would it be useful for a farmer to understand his or her soil profile?
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
- Soil is a natural resource used in farming.
- Farmers could not grow the food we eat without soil.
- There are different layers of soil called horizons that make up a soil profile.
- The composition of a soil's profile affects how water moves through the soil.
Suggested Companion Resources
- A Handful of Dirt (Book)
- Dirt: The Scoop on Soil (Book)
- Mountains of Jokes About Rocks, Minerals, and Soil (Book)
- Rocks and Soil (Book)
- Sand and Soil: Earth's Building Blocks (Book)
- Seed, Soil, Sun: Earth's Recipe for Food (Book)
- Soil! Get the Inside Scoop (Book)
- You Wouldn't Want to Live Without Dirt! (Book)
- Dirt: Secrets in the Soil (DVD) (Multimedia)
- Soil, Not Dirt (Multimedia)
- Your Day With NPK Online Game (Multimedia)
- SOIL Reader (Booklets & Readers)
- From the Ground Up: The Science of Soil (Website)
- Rocks and Soils (UEN Sci-ber Text for 4th Grade) (Website)
- Soil Center (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
Reading: Anchor Standards
CCSS.ELA-LITERACY.CCRA.R.7Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-LITERACY.CCRA.R.8Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Speaking and Listening: Anchor Standards
CCSS.ELA-LITERACY.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
NCSS 3: People, Places, and Environments
Objective 4Factors influencing various community, state, and regional patterns of human settlement, such as the availability of land and water, and places for people to live.
4-ESS2: Earth's Systems
4-ESS2-1Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.