B. Lesson Plan – Permeability of Soil Sample
· Standards: 7-4.4 – Explain the effects of soil quality on the characteristics of an ecosystem.
· Objective: The student will infer the soil qualities that affect the amount of water that goes through the soil and be able to define the word permeability.
· Materials
1. Three Types of soil: Potting soil, Sand, and Clay
2. Plastic bottle apparatus (already made)
3. Coffee filters
4. Water – 1 cup per soil type (Total: 3 cups)
5. Stopwatch (3)
6. Soil Permeability Worksheet (See attachment)
7. Soil Permeability Worksheet Answers (See attachment)
· Procedures
o Engage
1. The teacher will ask the students what they know about soil.
2. The teacher will ask the students what they think permeability.
3. The teacher will explain that today, we will analyze the permeability of soil samples.
o Explore
1. The teacher will pass around the different soil types and allow the students to predict where the three different soils are from.
2. The students will write a prediction on the soil types and their predictions on the soil’s permeability. (Students can write their predictions on their data tables.)
3. The teacher will write the follow table on the board:
Soil Type | Soil Texture & Color | Predicted Permeability | How much time did it take for the water to pass through the soil? | How permeable was the soil sample? |
4. The students will help the teacher fill in the data table and will make a data table on their own paper and fill it in as well. The students can be given the attached worksheet as well.
5. The teacher should allow at least 5 to 10 minutes for the students to analyze the soil samples and fill out the data table.
o Explain
1. The teacher will explain how the students will be completing the experiment.
2. The students will be divided into groups of three or four. Each group will have the three soil sample, water, the filtration apparatus, and a stop watch. The students will pour the water in the filtration apparatus and time how long it will take the water to pass through each soil sample. The students will complete the data table using their results. (NOTE: The teacher will have already put together the bottle apparatus with the coffee filter in it.)
o Elaborate
1. The teacher will discuss the following questions with the students:
a. How did your predictions compare with the results?
b. Which sample did the water pass through most quickly? That is, which had the highest permeability?
c. As an environmental engineer, which soil sample had the greatest risk of transferring harmful chemicals into a drinking water aquifer? (Answer: sample with greatest permeability)
o Evaluate
1. The students will answer the following questions which will be written on the board, but can also be found on their worksheet.
a. Water passes through ______________ in the least amount of time and passes through _______________ in the greatest amount of time.
b. Did the water not pass through any of the bottles? Explain.
c. How did your predictions compare with the results?
d. Which of these soils would be the best to use of drainage material?
e. How does the texture of the soil compare to its water permeability?
f. Do you think your results would change if you packed the soil into the can?
2. The students will turn in their assignment for a grade.
3. The teacher will follow-up with the students with a discussion of permeability.
· Step 5 (U) – Brainstorm Adaptations
o Accommodations
§ The teacher will post a word recognition chart on the board of the words used in the lesson. This is “a way to improve speed of recognition for words” (Mather & Goldstein, 2001).
§ The teacher will read the directions and procedures out loud (National Center for Learning Disabilities, 2006).
§ The students and teacher will read the directions and procedures together, which will help the student decode words and practice phrasing and intonation (Mather & Goldstein, 2001).
§ The students in pairs of two or three will read the directions and procedures.
§ The students will be exposed to multiple readings of the same directions and procedures. Repeated readings can improve the student’s fluency (Mather & Goldstein, 2001).
§ The students will write the key words on their sheet of paper and as a class, the students will discuss what each word means and how they are connected.
§ The students will be given the worksheet instead of having to write all the information such as the data table and the questions on their sheet of paper.
§ When the students first arrive to class, they will be given a warm-up question in order to provide them with on-task/focusing prompts (National Center for Learning Disabilities, 2006).
§ The teacher will direct students to look over material prior to instruction, provide students with prior information about tasks, and tell students the objectives of instruction upfront (Stanberry & Swanson, 2009).
§ The teacher will demonstrate the steps in the lab experiment after reading the directions to the class (Stanberry & Swanson, 2009).
§ The teacher will “provide students with additional information or explanation about concepts, steps, or procedures” (Stanberry & Swanson, 2009).
§ The teacher will ask questions and will encourage the students to ask questions (Stanberry & Swanson, 2009).
§ The teacher will teach “vocabulary by modeling examples or by using synonyms and definitions” (Friend, 2009).
§ The students will use the writing strategy COPS, which focuses on capitalization, overall appearance, punctuation, spelling (Friend, 2009).
o Modifications
§ The student will be able to write her responses on the computer since she has challenges with her visual-motor coordination.
§ Because she has a poor sight vocabulary, the student will be given a list of words that relate to the unit.
§ Instead of writing all the answer to the questions down, the student can make a bulleted list of their responses and then discuss their responses with the teacher or a classmate.
§ The student will be given a larger-print handout in order to have more room to write responses and to see the print (National Center for Learning Disabilities, 2006).
§ When being grouped for the lab experiment, the student will be placed in a group that will provide the student with minimal distractions (National Center for Learning Disabilities, 2006).
· Step 6 (D) – Decide upon Adaptations
o The student will be given a larger-print handout in order to have more room to write responses and to see the print (National Center for Learning Disabilities, 2006).
o When being grouped for the lab experiment, the student will be placed in a group that will provide the student with minimal distractions (National Center for Learning Disabilities, 2006).
o The teacher will post a word recognition chart on the board of the words used in the lesson. This is “a way to improve speed of recognition for words” (Mather & Goldstein, 2001).
o The students and teacher will read the directions and procedures together, which will help the student decode words and practice phrasing and intonation (Mather & Goldstein, 2001).
o The teacher will demonstrate the steps in the lab experiment after reading the directions to the class (Stanberry & Swanson, 2009).
o The teacher will direct students to look over material prior to instruction, provide students with prior information about tasks, and tell students the objectives of instruction upfront (Stanberry & Swanson, 2009).
· Step 7 (E) - Evaluate student progress
o I will track the effectiveness of the strategies through observations and questioning. By beginning the lesson with an open discussion of what the class knows about soil characteristics already, I will be able to see what the student has learned or has not learned. By reviewing and discussing basic terminology at the beginning of the lesson as well as having the words written on the board, should help the student understand and recognize the key words. By reviewing and rereading the directions and procedures multiple times, this should help the student understand the lab experiment. By giving the student a larger version of the handout, this should help the student with her writing and visual-motor coordination.
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