Education for, in and about the Frontenac Arch Biosphere

 

PROGRAM OUTLINE- (2 HOURS)-
This program helps students to discover the part played by climate, plants, animals, and topography in the formation of soil, provides the opportunity to compare the characteristics of several types of soil from different locations, and to observe soil profiles.

EXPECTATIONS-Expectations addressed include-
-describe using their observations, the various components within a sample of soil
-describe, using their observations, the difference between sand, clay, humus, and other soil components (e.g., texture, smell, malleability) and compare and describe samples from different locations….
-Compare the absorption of water by different earth materials,,,,

INTRODUCTION-
Using samples of granite, sandstone, and limestone, the formation of soil from rock is discussed.
The students then take part in a dramatization showing how soil is formed from and on rock over thousands of years.

ACTIVITIES-
Students work in groups to perform tests and observations on samples of sand, field soil, and forest soil. Observations are recorded on a worksheet.
Test 1- Soil Moisture- students test by squeezing a quantity of soil and describe as dry, moist, or wet.
Test 2- Organisms, Texture, Colour, Odour- Each is observed and recorded.
Test 3- Soil Type- The students classify the soil as sand, clay, silt, humus, according to their observations.
Test 4- The soils are tested for Ph balance using litmus paper. The best Ph level for plants is discussed.
Test 5- Sponge Effect- The ability of each soil type to hold water is tested using measured amounts of water and measuring the absorption in millilitres.
Soil Profiles- Students use soil core augers to take profile samples and measure the depth of topsoil in prepared soil profile holes.
Hike- On a short hike, the students observe the sand dunes, effects of erosion by the pond, and the beginning of soil development on rock with lichens and moss beginning to grow on granite and sandstone.