Soil Explorations

Overview

In this first lesson of the unit “Roots of Energy: Soil & Sustainability”, students investigate different soil types by collecting samples and observing their properties (texture, colour, and moisture). They will record observations and share key information using Auslan and/or English responses.

Learning intentions

• Students will identify and describe key features of soil samples using simple scientific language.
• Students will collect and safely handle soil samples from different locations.
• Students will observe and record soil properties: texture, colour, and moisture.
• Students will respond to others’ observations by asking and answering simple questions.

Success criteria

• I can describe what my soil sample looks and feels like (texture and colour).
• I can say whether my soil sample is dry, slightly damp, or wet.
• I can record observations clearly on the worksheet.
• I can share one key detail about my sample with a partner and the class.

Curriculum links

• AU2-UND-01: Students identify key information and some details in simple texts and respond in Auslan and/or English.
• Science understanding (Stage 2): Students use observations to describe properties of materials in their environment (soil) and how these properties can differ.
• EN2-OLC-01: Students communicate with familiar audiences by interacting, understanding and presenting during discussions and sharing.

Lesson structure (45 minutes)

1. 0–5 min · Hook (mystery soil). Teacher displays three labelled containers with different soil types (e.g., sandy, clay-like, loam) and asks: “How are these soils the same and how are they different?” Students make quick think-pair-share ideas using any language (English and/or Auslan).

2. 5–12 min · Set up investigations (teacher modelling). Teacher opens the introduction slides and explicitly models what to look for: texture (gritty/smooth), colour (light/dark), and moisture (dry/damp/wet) using one sample. Students watch, then repeat the three observation phrases as a class choral response.

3. 12–17 min · Safety + collection plan. Teacher shows safe handling expectations: gloves optional, don’t eat/drink, wash hands, keep samples in sealed containers. Students help recall the class routine for rotations and how to label their sample (site name and group number).

4. 17–28 min · Rotations: collect and observe. Teacher moves students into small groups and gives each group a soil kit. Students complete one rotation at each station:

• Station A: texture (feel with fingertips, compare to “gritty/sandy” vs “smooth/clay”).
• Station B: colour (compare to a simple colour chart on the station).
• Station C: moisture (check by pressing gently and observing clumping/smear). Students record observations as they go. Teacher circulates using prompts like: “What key detail do you notice?” and “Tell me about the moisture.”

5. 28–36 min · Recording and checking understanding. Teacher distributes the soil observations worksheet to students (or to pairs depending on class needs) and returns to the introduction slides for the recording checklist. Students fill in: texture word, colour description, moisture level, and one sentence/short statement: “My soil is… because…”. Teacher supports neurodivergent learners with sentence stems and a “choose-a-word” bank; extending students add a simple reason or comparison (“Compared to yours, mine is…”).

6. 36–43 min · Share key information (whole class). Teacher facilitates a structured discussion using turn-and-talk then whole class. Teacher calls on groups:

• “What is one key detail about your soil?”
• “How is it different from another sample?” Students present using Auslan and/or English. Teacher listens for key details and gently corrects scientific wording (e.g., “moist” not “messy”).

7. 43–45 min · Plenary exit check. Teacher finishes the introduction slides with a single quick reflection question: “What property did your soil have that helped you identify it?” Students answer by showing one word (texture/colour/moisture) on a hand signal and saying it to a partner.

Resources

• the introduction slides
• the soil observations worksheet
• Soil samples or accessible collection sites (school garden, paths, planter boxes)
• Small sealed containers with labels (group/site)
• Disposable gloves (optional), wipes, and handwashing facilities
• Observation tools: magnifying lens (optional), texture comparison cards, simple colour chart
• Paper towels and zip bags for storage during wet observation
• Sentence stems and word bank cards (texture/colour/moisture)
• Clipboards for groups that need alternate writing support

Assessment

• Formative checks during rotations: teacher notes whether students use key terms for texture, colour, and moisture.
• Worksheet review: look for clear recorded observations and at least one “because/comparison” statement.
• Plenary hand signal/partner answer: confirms understanding of one key soil property.

Differentiation

• Support: provide sentence starters (“My soil is ____.” “It feels ____.” “It is ____.”) and a word bank; allow drawing plus one label for non-writers; allow Auslan-first responses.
• Neurodivergent-friendly: clear station instructions shown on slides and on the worksheet, predictable rotation times, and minimal open-ended wording.
• Below average: require only one property per row (texture OR colour OR moisture) with teacher prompting for the missing details.
• Extension: challenge students to compare two samples and include a reason (“It clumps when damp because…”), or suggest a question for next lesson (e.g., “Which soil holds water longer?”).
• Language: encourage students to use familiar everyday descriptors first, then map to scientific terms during teacher feedback.