Learning Objectives

Notes

2.1
To identify separate soil samples

Have the students describe the characteristics and composition of soil samples. (COM)

Students could separate soil samples with a screen sieve set to see the quantities of different particle sizes in the samples. Then have the students determine and explain if the soil is suitable for plant growth. (CCT)

Have the students research and discuss soil erosion and practical ways that it might be prevented.

2.2
To understand how soil texture is determined. (COM)

Have students make their own copy of a soil textural triangle and then identify soil types using a soil textural triangle.

Use a textural triangle to determine the ideal mix for an assigned crop or indoor plant requirement. (CCT)

Have the students examine the structure of sand, loam, clay and organic matter.

2.3
To recognize the structural types of soil.

Discuss the formation of different soil types.

Describe the shape, profile, and location of different soil types. Have the students prepare diagrams of different soil profiles. The edge of a hill that has been washed out or cut away will provide a suitable profile for this exercise.

Have students brainstorm the influence that each soil type might have on plant growth.

2.4
To understand the function of organic matter.

Experiment to determine the appropriate carbon/nitrogen ratio for odorless decomposition.

Have students discuss the use of "green manure" and fallow as organic matter sources. The former primarily is used in horticultural work and the latter in larger crop production operations.

Explain the procedure for creating compost. Have students build a compost box. Construction plans for compost bins are readily available at garden and home improvement centres or on the Internet. There are always materials available at a school that can be used to make compost!

If possible visit a compost site in the community to see the benefits of this type of recycling.

Have the students discuss the use of various fibres such as peat moss or coconut fiber as soil amendments.

Have the students research and report on the peat industry in Canada. They could investigate the economic benefits and the positive effects of mulching shrubs, trees, perennials and vegetables.

2.5
To understand primary soil chemistry.

Have students describe or define pH values and their importance to soil structure. Conduct tests of soils with different pH values to determine the soil pH. Acids and bases and pH occur several places in the science curriculum. This might provide an opportunity for collaboration with a chemistry class.

Conduct experiments to alter soil pH chemically and determine the outcome effect for a variety of plants.

Discuss causes and give examples of local problem soils. Create a map indicating local soils. Have students discuss a potential soil amendment program for a local homeowner.

Discuss cation exchange capacity (CEC) as it affects a soil’s ability to hold nutrients in the soil.

Learning Objectives

Notes

2.6
To determine the water holding capacity of soils. (TL, NUM)

Have the students do an experiment to show the water holding capacity of organic matter, sand, loam and clay and graph the results. Interpretation of the results should include graphs. (NUM)

Consider using computer-based graphing software to display results. (TL)

2.7
To determine the function and practicality of mulch. (TL)

Have students prepare a list of examples of organic and inorganic mulches that are used as soil additives. (COM)

Conduct experiments using different mulches to determine which conserves the most water for the soil type in the area.

Have the students investigate the cost of water in their area. A comparison of urban and rural cost might be interesting to students.

Determine the average amount of water a predetermined landscape area would require, with and without mulch.

Calculate how much water and money could be saved if mulch was incorporated. (NUM)

2.8
To establish the relationship between plant growth and soil type. (TL)

Establish four planting containers, each with one component, sand, loam, clay, or organic matter in it. Plant a geranium or suitable houseplant in each of the 4 components. Record the progress and discuss the results.

A second experiment might be conducted using different mixes of the soil components to find a soil mixture that produces the best growth. Compare a commercially available soil with the results and determine the similarities. (CCT)

The Prairie Farm Rehabilitation Administration (PFRA) has resource materials about soils.

2.9
To determine the affects of soil erosion.

Review the most prevalent soil erosion factors in the Prairie provinces.

Have students investigate soil conservation methodologies that are useful for urban and rural situations in the prairie provinces. Which methods are appropriate for the local area? (CCT)

Climate change has the potential to have a major impact on soil use and conservation. Students could conduct research online or through their library and discuss current research and knowledge of climate change. (IL)

2.10
To determine if water conservation practices are feasible within an urban greenspace project. (CCT)

If possible, contact the local parks department and, if possible, arrange field trips in your area.

Have students research and report on the water conservation practices that other Canadian cities incorporate. (COM)

Have student determine the types of mulch that are available and, if possible, what material is used in local parks.

Have students conduct research into what it costs to maintain local parks. A comparison of different parks looking at plant types, water useage, and maintenance requirements could be done.

Learning Objectives

Notes

2.11
To evaluate the benefits of hydroponics plant culture and compare to those of soil culture. (CCT)

Explore hydroponics and cite commercial examples utilizing this technology. (COM)

Have the students research and report on the greenhouse tomato industry and the field tomato industry, then compare the two industries.

Have the students design and build a small hydroponics system and grow plants, perhaps tomatoes, then compare results with plants grown in a soil mix. (TL)

2.12
To recognize the horticultural benefits of soil aggregates.

Define a "French Drain" system.

Prepare a model of a "French Drain" to demonstrate how it would be used in a practical application such as a golf course.

Have the students do research to determine a soil mixture for use in a vegetable planter or a raised bed garden.

2.13
To demonstrate the effects of proper soil composition. (TL)

Have students design and build a raised planter incorporating sound drainage components and using the appropriate soil mixture found in their research. (IL, CCT)

Develop a planting plan for the planter and install soil and selected plants.

Develop a maintenance log for the planter and keep records.