Lesson Plan | Active Learning | Soil: Review

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The Objectives stage is essential to guide the focus of students and the teacher towards the key aspects of soil study. By clearly establishing what is expected to be achieved, this section lays the groundwork for more effective and targeted learning. The defined objectives help ensure that both students' prior preparation and in-class activities are aligned with educational goals, thus maximizing classroom time utilization.

Main Objectives:

1. Review and deepen knowledge about the main types of soil, including their characteristics and formations from rocks and sediments.

2. Develop the ability to identify and classify soils based on their physical and chemical properties.

Side Objectives:

1. Encourage the application of knowledge in practical situations, such as agriculture and construction.

Introduction

Duration: (15 - 20 minutes)

The introduction aims to activate students' prior knowledge, allowing them to apply and reflect on what they studied before the lesson. Furthermore, by presenting problem situations, it stimulates critical thinking and practical application of knowledge. The contextualization aims to highlight the importance of soil study in real situations and how this knowledge is relevant in various areas, encouraging an interdisciplinary and applied view of the topic.

Problem-Based Situations

1. Imagine a rural community facing problems of soil infertility in its crops. What types of soils and their characteristics could be contributing to this situation?

2. In a large city, during the construction of a new building, a soil engineer identifies that a more detailed soil analysis is necessary due to its instability. What soil properties would be critical for this assessment and how could they vary?

Contextualization

The study of soils not only helps understand the foundations of agriculture and construction but also has environmental and social relevance. For example, certain types of soil can store or release large amounts of carbon, directly impacting global warming. Additionally, understanding how different types of soil react to agricultural and urban practices can aid in preventing natural disasters and promoting sustainable practices.

Development

Duration: (75 - 80 minutes)

The Development stage is designed to allow students to practically and investigatively apply their prior knowledge of soils acquired at home. By engaging them in playful and contextualized activities, this section aims to reinforce active and in-depth learning, encouraging cooperation and critical thinking. Each proposed activity stimulates different skills, from observation and classification to experimentation and problem-solving, ensuring a holistic approach to the study of soils.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Geological Expedition: The Hunt for Soils

> Duration: (60 - 70 minutes)

- Objective: Identify and classify different types of soil based on their visual and theoretical characteristics, promoting the practical application of studied knowledge.

- Description: Students, divided into groups of up to 5 people, will be challenged to an 'expedition' within the school to collect samples of different types of soil. They should use simple tools such as shovels, magnifying glasses, and sample pots. Each group will receive a 'map' that describes the areas of the school where different types of soil can be found, based on previous observations of the school landscape.

- Instructions:

• Organize the class into groups of up to 5 students.

• Distribute the 'maps' and collecting tools (shovels, magnifying glasses, pots).

• Each group must follow the map and collect samples from at least 5 different types of soil.

• While collecting, they should record the visual characteristics of the samples, such as color, texture, and presence of organic materials.

• After collection, each group must present their findings to the class, explaining the possible practical applications of the soils found.

Activity 2 - Building the Best Soil

> Duration: (60 - 70 minutes)

- Objective: Understand the importance of soil properties in agriculture and sustainability, as well as develop experimental and recording skills.

- Description: In this activity, students will use materials such as sand, clay, organic matter, and seeds to create 'mini soils' in transparent pots. The objective is to simulate different types of soils and analyze how each affects the growth of a bean plant, which will be planted in each pot. Students should predict which soil will be more fertile and will discuss the reasons for their choices.

- Instructions:

• Divide the class into groups of up to 5 students.

• Provide each group with the necessary materials to create the 'mini soils'.

• Instruct students to plant a bean seed in each pot, using a different type of soil.

• During the lesson, students must monitor the growth of the plants and record their observations daily.

• At the end of the experiment (which may last several weeks if done outside of class hours), groups will present their conclusions about which type of soil was most effective for plant growth.

Activity 3 - Soil Detectives

> Duration: (60 - 70 minutes)

- Objective: Develop investigation skills and understanding of the effects of different types of soil damage, promoting environmental awareness.

- Description: Each group of students will receive a 'crime scene' where soil has been 'damaged' in some way (for example, polluted, compacted, or oversaturated with water). They will have to use their soil detective skills to determine what happened, which types of soil are involved, and the environmental and agricultural impact of this.

- Instructions:

• Prepare in advance different 'crime scenes' in small containers where the soil has been altered in specific ways.

• Divide the class into groups and distribute a 'crime scene' to each group.

• Groups must use simple tests (such as visual observation, permeability testing, acidity testing) to investigate the soil and collect evidence.

• Each group prepares a presentation for the class, explaining their findings and the possible causes and consequences of the soil alterations.

• At the end, discuss in class how to prevent and remediate these types of soil damage.

Feedback

Duration: (10 - 15 minutes)

The purpose of this stage is to consolidate the knowledge acquired by students, allowing them to articulate and reflect on their discoveries and experiences. The group discussion helps reinforce learning through verbalization and confrontation of ideas, as well as promote communication and argumentation skills. This collective feedback also serves to evaluate the overall understanding of the class and identify any points that may need further review or clarification.

Group Discussion

To start the group discussion, the teacher should regroup all students and propose a collective reflection on the experiences lived during the activities. Use questions such as: 'What were the greatest discoveries made during the activities?' and 'How can these learnings be applied in daily life or future careers?'. Encourage students to share insights and challenges encountered, fostering a collaborative and respectful learning environment.

Key Questions

1. What were the main differences you observed between the different types of soil during the activities?

2. How can knowledge about soil properties help in solving real problems, such as soil infertility in agriculture or soil instability in construction?

3. In what way has the practical application of soil knowledge altered or confirmed what was learned theoretically?

Conclusion

Duration: (5 - 10 minutes)

The purpose of the Conclusion is to ensure that students have a clear and consolidated understanding of the topics discussed during the lesson. Recapping the content helps to fix learning, while discussing the practical application of knowledge in real situations reinforces the importance of soil study. Additionally, this stage serves to reinforce the connection between theory and practice, preparing students for future applications of the knowledge acquired.

Summary

In the Conclusion stage, the teacher should summarize and recapitulate the main contents addressed about the types of soil, their characteristics, formation from rocks and sediments, and the physical and chemical properties that distinguish them. This moment is crucial to reinforce learning and ensure that students have consolidated the most important information.

Theory Connection

Throughout the lesson, the connection between theory and practice was clearly and effectively established. The activities, which included everything from collecting soil samples to creating 'mini soils' and investigating 'crime scenes', allowed students to apply theoretical concepts in practical situations, demonstrating the relevance of soil study in various everyday and professional applications.

Closing

Finally, it is important to highlight the relevance of soil study in daily life, whether in agriculture, construction, or environmental management. Understanding the properties and behaviors of soils is fundamental for developing more sustainable and effective practices, both in urban and rural environments. This knowledge not only enriches students' academic training but also prepares them to face real challenges in their future careers and personal lives.