Cooperative learning groups study the soil, looking for living and non-living things. Students sort through the soil categorizing and counting the various items they find.

 Students will:

• Describe the soil and its contents.
• Understand what contribution each part of the soil makes.
• Become aware of living and non-living components of the soil.

 A5, A7, B1, C13, C21, C24, C26, E1, E6, E12, E16, E18

• Ziplock bags

• Trowels
• Magnifying lens
• Microscope, slides and cover slips
• Probes

The soil is full of life. Many animals, such as moles, badgers, and prairie dogs make their homes in the soil. As these animals burrow and tunnel, they mix the soil. This lets air and water penetrate beneath the ground’s surface. Plant roots row down through the soil where they absorb the air, water, and nutrients needed for their growth.

Besides these plants and animals, there are many microscopic animals, organisms, such as bacteria and algae, inhabiting the soil. These organisms are known as decomposers. Decomposers help break down dead plant and animal matter and return nutrients to the soil.

Soil is made up of air, water, organic materials, and minerals. The average composition of soil is 45% minerals, 25% water, 25% air, and 5% organic matter. As the moisture content increases, the amount of organic matter usually increases. Arid regions will have a higher percentage of minerals and air.

1. Have the students collect soil samples from various locations: wooded area, grassy area, weed patch, eroded area, cropland, garden, etc. (Assign these the day before so that students can come prepared.) Place the students in groups.
2. Give each group a copy of the sheets outlining their responsibilities. Have the group choose the best person in their group for each job.
3. While removing the soil from the bag, students should look for burrows of worms, insect eggs and other life.
4. Place each soil sample on a paper towel. Sort through each soil sample with a probe and use the magnifying lens to look for small living organisms. Count the animal life: i.e. worms, grubs, slugs, insects, etc. Next look for signs of decaying plant life.
5. Place a tiny bit of soil and a drop of water on a microscope slide and place a cover slip over the slide. Look at it under the microscope. Look for any forms of life: bacteria, fungi, algae, etc.
6. Have the students sort the living and non-living material found in the soil. Graph the results. Compare the soil samples from other areas and their graphs. How are they alike? How are they different?
7. Consider these questions:

• What happens to the organic part of soil when the soil is eroded or washed away?
• What role do these plants and animals play in the ecosystem?
• How do these plants and animals use the soil?
• Do the plants and animals contribute to the nutrient cycle?

This activity was originally developed by teacher participants at a National Arbor Day Foundation Discovery Camp in June 1995. The teachers included Janet Gardner, Mary Jo Juffer, Ron Billings and Alex Deabler.

Your responsibility is to see that all of the group members understand what is going on and that they doing their own jobs. You are also in charge of leading the group to get the task done. You are not to do all the work. Everyone has a specific job that only they are to do. You are the only one who can ask teacher a question, and you can ask only when no one in the group knows the answer. You are to encourage each group member to work cooperatively.

Material List:

• Ziplock bags with soil samples
• Trowel
• Magnifying lens
• Microscope, slides, cover slips
• Probes

Questions to think about:

• What evidence of animal life do you see?
• What plant or animal life did you find?

Your Job as a group is:

1. While removing the soil from the bag, look for burrows of worms, insect eggs and other life.
2. Place each soil sample on a paper towel. Sort through each soil sample with a probe and use the magnifying lens to look for small living organisms. Count the animal life: i.e. worms, grubs, slugs, insects, etc. Next look for signs of decaying plant life.
3. Place a tiny bit of soil and a drop of water on a microscope slide and place a cover slip over the slide. Look at it under the microscope. Look for any forms of life: bacteria, fungi, algae, etc.
4. Sort the living and non-living material found in the soil. Graph the results.

Your job is to read aloud the job description for each member of the group. Then read aloud the investigation directions. You are to participate and watch to make sure the group members are participating and acting respectfully toward each other and the materials. You are to encourage all members of your group and to help them work together cooperatively. You will be asked after the investigation to make suggestions of ways your group could work together better and ways the investigation you did could be done better.

Investigation Instructions:

1. While removing the soil from the bag, look for burrows of worms, insect eggs and other life.
2. Place each soil sample on a paper towel. Sort through each soil sample with a probe and use the magnifying lens to look for small living organisms. Count the animal life: i.e. worms, grubs, slugs, insects, etc. Next look for signs of decaying plant life.
3. Place a tiny bit of soil and a drop of water on a microscope slide and place a cover slip over the slide. Look at it under the microscope. Look for any forms of life: bacteria, fungi, algae, etc.
4. Sort the living and non-living material found in the soil. Graph the results.

Your responsibility is to pick up all materials and equipment for the investigation. You also hand out the materials to your group and make sure all materials are returned to the supply station when you group is finished. You are in charge of the cleanup, but you should not do the entire cleanup yourself. You are to encourage others in their roles as well.

Material List:

• Ziplock bags with soil samples
• Trowel
• Magnifying lens
• Microscope, slides, cover slips
• Probes

Description of the activity:

1. Look for evidences of plant an animal life.
2. Collect, sort, and graph the living and non-living items in the soil.

Your job is to collect and record the information. You will represent your group to the entire class. You are responsible for the correctness of the report. You are to encourage others in their jobs as well.

Date: ___________________

Type of soil collected: _____________________________________

Where the soil was collected: _______________________________

List the plant and animal matter found in the soil sample on the chart below.

Questions to answer:

1. What role do these plants and animals play in the ecosystem?___________________

______________________________________________________________________

2. How do the plants and animals use the soil?_________________________________

______________________________________________________________________

______________________________________________________________________

Do they contribute to the nutrient cycle?_______________

3. What happens to these organic parts of the soil when the soil is eroded or washed away?__________________________________________________

______________________________________________________________________

______________________________________________________________________

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