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This activity helps provide students with a simple understanding of why there are different types of soil. The students will be given a chewy chocolate chip cookie, and a regular crunchy one. They will examine each cookie and describe their characteristics and properties. Next, the students will smash the cookies with their hands to replicate the process of rocks weathering. Now that they have soil, they will compare the properties of both types of soil and form conclusions. Using a chewy chocolate chip cookie and a crunchy one represents the different minerals found in soils, and how it impacts its appearance, texture, and many other characteristics. Once the students have completed this activity, they will be able to enjoy a cookie! I selected this resource because I think it is a very straight forward way of learning about the different types of soils. Using these types of cookies really makes the concept easier to understand. This activity will not cost a lot of money, which makes it very valuable to me. We will do this activity at the end of our soil lesson in science.

After having a lesson on plants, this activity would be a great way for students to learn how to grow plants and also learn about the kinds of things that promote growth (warmth, sunlight, water, soil). Their activities involve learning about how seeds and plants grow and participating in a simple, in-class gardening project. I would provide plastic cups, soil, seeds, and water for each individual student and allow them to plant their own seed. This would be a great way for my students to see first hand what plants need to grow, and for them to learn how to records their observations of their plants.

After having a lesson on plants, this activity would be a great way for students to learn how to grow plants and also learn about the kinds of things that promote growth (warmth, sunlight, water, soil). Their activities involve learning about how seeds and plants grow and participating in a simple, in-class gardening project. I would provide plastic cups, soil, seeds, and water for each individual student and allow them to plant their own seed. This would be a great way for my students to see first hand what plants need to grow, and for them to learn how to records their observations of their plants.

Composting is the oldest form of recycling. It provides an opportunity for students to observe the decomposition process and energy cycle at work; produces a valuable soil supplement; and reduces the amount of organic material requiring a landfill or incineration. This is a neat hands on lesson that can last up to the whole year! The students get to understand the process of composting and will learn that there we can use other methods of eliminating our trash. My favorite part is that they get to physically see what is happening in the soil. I would start this activity towards the beginning of the year. The students can volunteer to bring in items from the materials list to help feel involved in the prep. I would have the students keep a journal about the chances they see when we check on the compost bin.

This process is called 'capillary action'. In this experiment you will need a little bit of time. You need a minimum of two glasses, one filled with water and the other one empty. You then will twist a paper towel and form a 'rope' out of it. You will place this in the glass with water in it. You will also place the other end of it in the empty glass. If you do this in the morning first thing when the students get there you could check on it at lunch and maybe a gain before you leave for the day, either way this takes time. You cant start this right before science. What happens is the water travels up one side of the paper towel, across the cups, and down into the other cup until both glasses are evenly filled. This shows students how water is capable of travel. It also is a bridge into talking about how root systems work in plants. What the students will be able to observe throughout the day is the same process plants use when they take water from the soil and carry it to the other parts of the plant. I would do this as an all day thing. Maybe between every subject, or every other subject, I would have them record observations in their journal. This is great for observational skills. You can even use more cups and put food coloring in them, this helps you track the water as it goes from cup to cup.

This website has 5 different experiments that students can do with plants. The experiments test the effects of light, water, food, talking to the plants, and soil content on the growth of plants. I selected this source because I think the experiments are good and will help students understand the best conditions of plants. It will help them understand that there are other components besides light and water that go into the growth of a plant. I would use this resource during a plant unit, likely in 3rd or 4th grade. This would be an ongoing project that could integrate measurement in math, graphing (with and without use of technology), and art (by drawing observations).  

I love this one! I really like plant experiments becuase these days, kids don't really get to appreicate and witness actual plant growth. I would any of these as ideas to use in my classroom.

What I love about this science activity is that students are able to make their own bio domes from household items. By using, 3 two- liter soda bottles, a soda cap, soil, and something to plant, students will be able to grow their own plant. Along the way they will learn about the water cycle and how this infrastructure helps promote the grow of an organism. For an activity I would sort students into groups of three. Each group will bring their own supplies. In class they will construct their bio domes and plant a specimen that I will provide them. Once the construction aspect is completed we will set each labeled bio dome aside. Throughout the weeks to come each group, ever student, will keep record of how much their plant is growing. In their records they will summarize what they observe and what they think is going to happen.

This experiment is used to decipher which of the three types of erosion causes the greatest change. After setting up dirt or soil on one side of three separate pans, designate one pan for water erosion, one pan for wind erosion, and one pan for glacial erosion. Then, once a day for three days, spray the water five times on the dirt in the water pan, use a straw to blow on the dirt in the wind pan five times, and slide a piece of ice on the dirt in the glacial pan five times. Have students keep a daily record of their observations and predictions. I chose this experiment because I thought it would be a great way to bring the "real world" into my classroom. It is also an excellent opportunity for students to use their scientific skills by recording their theories. I would use this experiment during a unit on erosion and Earth Systems.