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Grade

First Grade
Lesson Title: To Dig or Not to Dig

Materials/Resources Needed: outside materials: dirt, leaves, twigs, Rolie Polie' bugs, rocks, sand, grass.
Classroom materials: Soil anchor chart, Container for dirt, magnifying glass, tweezers, pencil, paper, sticky
notes. Food: Oreo crumbles, gummy worms, graham crackers, chocolate pudding, marshmallows, cups,
and spoons.
Focus and
Review


1. Tell the class Yesterday in class we learned about the Earth and what is in the ground. Who
can tell me what some of the things that are in the ground?
2. Refresh their minds and say We learned that there is soil, mud, rocks, dirt, and minerals in the
ground
3. Next say Today, we are going to inspect the Earths soil! We will look under a magnifying glass
and observe the contents in the soil.
Objective(s)
(NCSCS reference)

1. E.2.1 Summarize the physical properties of Earth Materials, including rocks, minerals, soils and
water that make them useful in different ways.


Teacher
Input



1.
2. Start off the with class meeting on the carpet and making an anchor chart of what soil is and
how it is useful for us.
3. At the top of the anchor chart will be the title, SOIL. Soil is created by weathering and erosion.
(Tell the students, erosion happens when the weather breaks down the ground and makes it
flat.) Next, write what soil helps create. Soil helps create food, clothing, and building supplies.
Lastly, write Our soil comes from; rocks, sand, clay, and organic material (plants and animals.)
4. After the anchor chart you will demonstrate what the students will be doing next. Students will
be observing soil. Have a soil container to dig, observe, and explain what each item is and tell
them this is what you will be doing in your group.
4. After the activity tell students they will make their own dirt to eat. Tell them that each ingredient
makes up an item in the ground.
pudding-mud/clay, graham cracker crumbs-sand, marshmallows-rocks, gummy worms
bugs, and Oreo crumbles-dirt



Guided
Practice



1. Now, put students in groups of 4 or 5 and tell them Now, we are going to dig in the soil and use
our magnifying glass to look closely at what might be in the grounds soil.
2. Place the magnifying glass, a large contain of soil, tweezers to pick up objects, and have them
write notes of what they see, how it smells and what the dirt looks like.
3. Tell the students to begin and remember to write down their data on the worksheets given
4.
5. Students will work together in their groups to observe, write, and compare what is in the soil.
The teacher will monitor groups and assist with students on who needs help.
6. After 5 minutes of digging take away the soil container and have the class discuss as a whole
on what they saw.
( Which should be, leaves, grass, dirt, rocks, rolie polies, sticks.)
Independent
Practice



1. Students will make a circle map of soil and describe other helpful things that are produced from
soil. (informative assessment)


Closure



1. At the end of the activity, tell the students it is time to make your own dirt!
2. Set up on trays, the students will be given a dirt cup for their soil layers. They will have
chocolate pudding, marshmallows, gummy warms, Oreo crumbles, and graham cracker crumbs to
make their soil and explain why you have these as examples for soil.
3. Give students a worksheet about soil and have them match the label to the layers of soil while
using the food. Restate which food is appropriate for each layer.
(pudding-mud/clay, graham cracker crumbs-sand, marshmallows-rocks, gummy worms
bugs, and Oreo crumbles-dirt/top soil). (this will be our formal assessment.)
4. Students should master 3/4 labels on this worksheet.


Blooms Taxonomy: Knowledge, comprehension, application, evaluation