Context:

The soil unit was created during CI 4900: Student Teaching, during the Spring of 2008, under the advisement of Dr. Jane Norwood.

Impact:

This assignment is another excellent way to begin my preparation as a full time teacher. I began by researching the basic facts and properties of soil. By doing this, I was able to accurately teach this unit on soil to the third grade students in my class. The lessons within this unit enabled students to learn about various types of soil, what makes up soil, how water effects soil, layers of soil, what lives in soil, and basic vocabulary words associated with soil. Objectives 2.01, 2.01, 2.03, and 2.04 from the NCSCOS for third grade science were met by the lessons in the soil unit.

Alignment:

The soil unit meets the following NC Standards for Elementary Teachers:

Standard 3, Indicator 1: Teachers have knowledge of basic life science concepts including: characteristics of living things, relationship between humans, organisms, and the environment.'

This artifact meets this standard because I taught students characteristics of living things. I discussed with my class what makes something living, and why soil is not a living thing. We also discussed which types of living things live in which layer of soil. Also, with this unit, we discussed the relationship between humans and soil. We discussed how humans impact soil, organisms, and the environment. We covered how farmers study soil to help plants grow, which greatly impacts the environment.

Standard 17: Elementary teachers understand safety and liability issues in elementary and advocate for appropriate safety materials and enforcement practices in the classroom.

Indicator 1: Teachers ensure that safety issues are included in instruction and provide supervision during lab activities and field experiences.

During the instruction of the hands on lessons, I reminded students of safety issues related to the lessons. I reminded students not to put any of the soil in or around their mouths or eyes. During the instruction of the lab activity, I supervised the students the entire time. I walked around and made sure all students were acting in a safe manner. I also had all students wash their hands after touching the various materials.

Indicator 2: Teachers analyze the lab/activities for safety and research materials/chemicals to know safety issues before they are used.

Before I passed out the soil samples for the first lesson on examining different types of soils, I made sure none of the students were allergic to any of the materials. I also researched the materials so I would know what to do if one of the samples did get in a students eyes or mouth. None of the materials were toxic, and students needed to flush the materials out of their eyes or mouths if necessary.

Indicator 4: Teachers model and communicate appropriate safety behaviors.

Before passing out any of the soil materials, I modeled how each of the soil samples should be handled. I showed the students the proper way to touch the soil. I then communicated how important it was to wash our hands after touching the soil samples. I also modeled how to use the hand held lenses in the proper manner so they do not break and shatter. After the lesson was complete, I modeled how to properly dispose of the materials.