Rocks and soils
Sampling, sorting and testing different soils on the farm – use soil augers & soil sieves to compare them. Investigate ‘life’ in soils. What do rotters (decomposers) do? Make your own soil! Why are soils important to the farmer? Availability: Autumn and Spring terms.
QCA Sci 3C, 3D, 4D, (6A, 6B)
QCA Geog unit 6, 13
Core activities
Make a soil
A great hands on (messy!) activity popular as a summary to a soils day. Groups are given the choice of lots of ingredients including different size rocks, leaves, wood, water and many more. Touch them, but no peeping! Which ones do you need to make the perfect soil? Now try mixing… has it worked or is there something else…?
Learning outcomes:
- understand that soils are made up of a mixture of different sized rock particles
- describe how compost helps to make the soil healthy for growing plants
Curriculum links: QCA Sci 3C, 3D, 4D
Soil testing
Are the soils at Sparsholt Farm the same? Can the farmer change the soils or improve them? Groups of 'soil scientists' visit different parts of the farm to sample the soils. Where is the best place to grow crops? What is a clay soil like? What can be grown there? Samples can be collected for comparison back at school.
Learning outcomes:
- understand that differences between soils can be identified by testing
- compare soils and describe how the soils at Sparsholt are different (to those at school)
- understand that the texture of soil depends upon the mix of rock partices and compost
Curriculum links: QCA Sci 3B, 3D
Sort a soil
Investigate different soils with this hands on sieving and sorting activity. Groups are given their own equipment set and a dry soil sample. Separate the sample into gravel, coarse sand, fine sand and clay. Which do you have most of? Time to measure and compare results.
Learning outcomes:
- understand that soil is made up of small pieces of rock called particles
- know that sieving allows solid rock particles to be sorted by size
Curriculum links: QCA Sci 3C, 3D, 4D
Optional activities
Decay trail
Which materials decompose? How long does it take? What causes the change? Investigate decay with hands on, team activities using the wormery, compost tumbler, leaf sacks and mini-composters. How could these resources be used in school?
Learning outcomes:
- Describe the possible causes of decay eg. plants, animals, fungi and bacteria.
- Know that decomposition is an example of an irreversible change.
- Understand that the rate of change differs depending upon the material.
Curriculum links: QCA Sci 6A, 6B
Microscopes, keys and ID
A class set of binocular microscopes allows all pupils to participate. Once pupils have been shown how to use the microscopes, they can view their animal specimens from earlier in the day. Simple ID keys allow pupils to identify their animals. At x10 magnification, pupils can also observe differences and begin to examine the adaptations that animals show to their habitat.
Learning outcomes:
- use keys to identify animals
- sort and group animals by observable features
- that different plants and animals are found in different habitats
- that animals are adated to living in different habitats
Curriculum links: QCA Sci 3B, 4B, 5B, 6A (2A, 2B)
Rotter hunting
Find out more about the organisms that cause decay including minibeasts, fungi and bacteria. Look in our log piles and leaves. What can you see moving? If you are careful you might be able to catch it! Have you found a decomposer (rotter) or is it a predator waiting for its prey?! Remember, you have disturbed an animal's home… please put it back as you found it.
Learning outcomes:
- that minibeasts, fungi and bacteria can be decomposers (rotters)
- that material that was once living (plants and animals) can be 'recycled' into compost by the processes of decay
- that decay is essential for the cycling of nutrients in a habitat
Curriculum links: QCA 4B, 6A, 6B
