The purpose of this resource is to explore soil and soil properties. Students discover the variability of soils, derive relationships among soils and the soil forming factors, and link the GLOBE Soil Investigation to the students. local environment. Students use soil samples from their homes to identify properties that characterize their soils. They compare and contrast their soils to those of their classmates. As a class, students describe relationships between the properties of their soils and how and where they were sampled. Older students construct a soil classification schema. Educational levels: Primary elementary, Intermediate elementary, Middle school, High school

The GLOBE Program, University Corporation for Atmospheric Research (UCAR)

English

Digital Library for Earth System Education

GLOBE® 2005 Soil and My Backyard Learning Activity - 1 Soil
A
ppendix
W
elcom
e
Introduction
Protocols
Learning A
ctivities
Soil and My Backyard !?
Purpose
To explore soil and soil properties 
Overview
Students discover the variability of soils, derive 
relationships among soils and the soil forming 
factors, and link the GLOBE Soil Investigation 
to the students’ local environment. Students 
use soil samples from their homes to identify 
properties that characterize their soils. They 
compare and contrast their soils to those of 
their classmates. As a class, students describe 
relationships between the properties of their soils 
and how and where they were sampled. Older 
students construct a soil classification scheme.
Student Outcomes
Students will be able to characterize soils.
Students will be able to differentiate soils 
based on their physical properties.
Science Concepts
Earth and Space Science
Earth materials are solid rocks, soil, water, 
biota, and the gases of the atmosphere.
Soils have properties of color, texture, 
structure, consistence, density, pH, 
fertility; they support the growth of 
many types of plants.
The surface of Earth changes.     
Soils are often found in layers, with 
each having a different chemical 
composition and texture.
Soils consist of minerals (less than 2 mm), 
organic material, air and water.
Water circulates through soil  
 changing the properties of both the   
 soil and the water.
Scientific Inquiry Abilities
Identify answerable questions.     
Design and conduct an investigation.     
Use appropriate tools and techniques 
including mathematics to gather, 
analyze, and interpret data.
Develop descriptions and explanations, 
predictions and models using 
evidence.
Communicate procedures and 
explanations.     
Time 
One class period to observe soil properties and 
one or two periods for discussion 
If soils are to be dried and changes observed, 
an additional class period will be needed.
Level
All
Materials and Tools
Newspaper
1 liter plastic bags
Local map (topographic or road map 
which encompasses the school 
district)
Magnifying glass
Preparation
On the day of the activity, prepare an area 
in the room for observing the soils. For 
example, cover lab tables with newspaper. 
If students will be drying their samples, 
you will need to identify a place where soils 
can be left undisturbed for several days. 
See the instructions for drying soils in The 
Soil Protocols – How to Perform Your Soil 
Measurement.
Prerequisites
None
GLOBE® 2005  Soil and My Backyard Learning Activity - 2 Soil
Background
Soils vary in their properties depending on where 
they have been sampled on a landscape and from 
what depth they were sampled. 
What To Do and How To Do It
Ask students to hypothesize how many different 
types of soils the individuals in the class can 
find in their neighborhoods. They need to use 
previous experience or knowledge to answer the 
question.
Before Class
Have students bring soil samples from home, 
using 1 liter plastic bags. They should document 
their collection methods (such as noting the 
location from which each sample was taken, the 
depth of the soil, storage methods, etc.). For 
younger students you may want to establish a class 
protocol for sample collection – either through a 
brainstorming activity or by providing one.
During Class
1. In the classroom, students should spread 
out their soil samples and examine them 
closely. Record observations about the soil 
in the GLOBE Science Notebooks.
2. As your students examine their soils, 
help them to think about what they are 
observing by asking: What properties 
do you notice? Are the soils wet or dry? 
What colors do you see? Can you identify 
the components (organic material [both 
plant and animal], rock fragments, sand, 
clay, etc.) of your soils? How does the soil 
smell? How do the soils feel? How do dry 
soils differ from the original soil samples? 
Are there differences within a single 
soil sample? How does your sampling 
procedure affect what you see? How would 
you group or classify the soils?
3. Have each student find one person in the 
class that has a soil similar to their own 
soil. Record how they determined that 
the soils were similar.
4. Have each student find one person in 
the class that has a soil that is different 
from their own soil. Record how they 
determined that the soils were different.
5. As a class, brainstorm and list on the 
board the different characteristics the 
students used to describe their soils. Ask 
the students to group characteristics that 
appear to belong together. Use words 
that describe these similarities, such 
as same color, same “feel,” a number of 
roots. Have students describe how the 
observed soil properties relate to the soil 
forming factors. 
6. Discuss what factors could lead to the 
different characteristics (five soil forming 
factors, sampling effects, etc.). 
7. Ask the students to compare their 
observations with their hypotheses about 
how many types of soil they are likely to 
have represented in the class samples.
8. Ask them to discuss how their knowledge 
of the soil characteristics changed based 
on their investigations. What did they 
learn? Be specific listing such things as 
soil characteristics, how soil may vary in 
characteristics within a relatively small 
area, etc. 
GLOBE® 2005 Soil and My Backyard Learning Activity - 3 Soil
A
ppendix
W
elcom
e
Introduction
Protocols
Learning A
ctivities
Adaptations for Younger and Older 
Students
Younger students should focus on making 
observations and comparisons.
Older students can perform more in-depth 
investigations in teams or as a class by: 
Identifying resources for more information 
(e.g. county soil survey reports, soil 
maps, or other local information)
Developing a standardized procedure for 
soil sampling and having your students 
bring in a second sample collected by 
following the class procedure. Compare 
each set of samples.
Developing a scheme to classify soils based 
on soil properties.
Drying the soil samples for different 
lengths of time and comparing physical 
differences between soil in various states 
of moisture.
Plotting on a local map sample collection 
sites and the distribution of the various 
soil classes. 
Further Investigations
Find out where there is digging (excavation) going 
on nearby and visit the site, comparing what 
you observe there with the soil characteristics 
described in your backyards.
Remember: Safety is always your first concern.
Select another school in a part of the world known 
for certain characteristics (e.g. a rainy season, 
thick vegetation, etc.). Pick a school that has a 
history of submitting messages and/or data. Write 
a message to the students via GLOBEMail, e-mail 
or regular mail describing your soil and asking 
them to describe their soil to you. How do the 
differences in your climates (for example types 
of seasonal cycles, temperature ranges, amounts 
of precipitation, types of land cover) relate to the 
differences in your soils? Compare your results 
with those of the other school and discuss any 
difference with your GLOBE colleagues at your 
school and the other school.
Investigate what kinds of soils make the best 
homes for earthworms or other soil-dwelling 
creatures.
Develop a scheme for grouping (classifying) soils 
based on soil properties.
Compare the class’s classification scheme to 
GLOBE’s (see Soil Characterization Protocol). 
Have the students compare the soil properties 
in the Soil Characterization Protocol to the 
properties that they chose for their scheme.
Student Assessment
Give students samples of a mystery soil. Depending 
on their ability, they could:
Describe the soil in their GLOBE Science 
Notebooks, using as many adjectives as possible 
and covering as many soil characteristics 
outlined in the Soil Characterization Protocol 
Field Guide as can be observed.
Consider the implications of the characteristics 
of the soil for its possible history and location.


Soil and My Backyard

http://www.globe.gov/tctg/backyard.pdf?sectionId=104

Soil and My Backyard

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