Students examine the different components that make up soil. Using data, they identify the components of soil in their local area and discover how scientists use the soil to see how it was formed. They also describe the soil forming...

students identify questions about trees and plants to include their importance, parts, and systems. They list the things they know, want to know, and how they are going to study it.

Students complete experiments in which they test the amount of humus in soil samples. They record their data and discuss the results. They write a story about soils to end the lesson.

Students simulate the conditions which occur in a soil aggregate. They explain how IPM affects the environment. They identify the cast of characteristics to develop their aggregate.

Seventh graders investigate the safety of soil and water locally and communicate via the Internet with students in different locales sharing information. They research the Internet using its multimedia capabilities and collate the data...

Fourth graders explain how the components of soil effect plant growth. They brainstorm different kinds of materials that plants could use for structural support. They design an experiment to show that plants can grow without soil.

Pupils identify the location of their school from a 1926 digitized Soil Sample map. Using remaining landforms, they determine the type of soil identified during that time, and compare it to the soil currently found near the school.

Students reseach the different types of soil erosion and ways to control it in this series of activities.

Students examine how soil holds together and what the effect of particle size and water content is on soil.  In this engineering lesson students complete a lab, record their observations and discuss what they learned. 

Students study soil and its composition. In this soil composition activity, students study examples of soil during several days of aeration. Students summarize their data, organize it, and must be able to explain their findings.

Third graders watch a demonstration and write in their journals their predictions about how time might affect the moisture in the two paper towels. Using a Berlese funnel, they record their observations when it comes the amount of...

Third graders observe soil samples. They then form hypotheses as to whether or not soil is alive. Students read and discuss information about soil and components of soil. They state wheter or not they believe soil is alive and list...

Students investigate the concept of how the earth is segmented into different parts. They use an apple as a model to display the different layers. The apple is divided into different fractions by being cut into different size pieces.

Students predict which types of soils would work best for keeping contaminants contained. They comprehend that in the past, landfills have been one major source of groundwater contamination. Pupils comprehend that placing and building...

Young scholars examine various soil samples in groups. Using the samples, they identify the characteristics of them and calculate percolation and infiltration rates. They use this information to discover why some species can survive in...

Students determine how pollutants can travel though sediment and explore methods of pollutant removal. They conduct an experiment on porosity and permeability of soils and simulate an EPA "pump and treat" method for removing subsurface...

Students use wireless laptop computers to collect, store, communicate, and organize data from the 1999 Jasper Fire area. They collect data in the field and compare it to student-collected data from prior years to develop conclusions...

Students dig soil pits in order to observe soil features and the factors of soil formation and soil forming process. Students also examine the relationships among different soils in a series of soil pits.

Ninth graders will use a soil survey to make management decisions and by interpreting geologic maps. The importance of different soil types is discussed and the implications of how soil can be useful for our communities.

Pupils hypothesize the role of rocks, soil, and water by observing a terrarium and create a model to explore the water cycle. This is part of a five station set up.

High schoolers collect and examine different soil samples. They test for specific types of soil elements and the pH level. They answer questions about optimum growing conditions as well.

Students explore the differences between specific soil characteristics. They participate in an experiment in which they discover soil texture. They write their observations in a journal.

Young scholars create a soil center on their school grounds. They begin to write in their science journals. They participate in an experiment that helps the community begin their own gardens.

Students work together to test the temperatures of different soils in shade and sun. They make their own hypothesis before beginning the experiment. They record their data and discuss as a class.