ScienceFreePrintable

Bilingual Soil Science Keyword Cards

A free science worksheet ready for your classroom. Open in Kuraplan to grab the print-ready PDF, customize it for your students, or generate a fresh version in seconds.

Download now

Name:Date:

Bilingual Soil Science Keyword Cards

Read the soil science report, then use the bilingual keyword cards and activities to explain what the investigation shows. Mandarin, Russian and Arabic translations are included as learning supports; pronunciation guides are approximate.

A class newspaper science report

Georgia and Hemi investigated how soil affects bean seedlings for the class newspaper. They put the same number of bean seeds into three labelled trays: sandy soil, loamy soil and clay-rich soil. Each tray received the same amount of water and sunlight. After two weeks, they measured the seedlings. The seedlings in loamy soil were tallest and had the most leaves. Those in sandy soil were shorter, and those in clay-rich soil were shortest. The team noticed that sandy soil drained quickly, while clay-rich soil stayed wet for longer. Their results suggest that soil type affected growth in this investigation. One test cannot prove that the same result will happen every time.

Bilingual keyword cards

Cut or fold along the card divisions if you want to use these as reference cards. Mandarin includes pinyin; Russian and Arabic include approximate pronunciation in Latin letters.

SOIL — material on the ground where many plants grow. 中文土壤 (tǔrǎng) · Русский почва (pochva) · العربية التربة (at-turba)

SEED — a plant structure that can grow into a new plant. 中文种子 (zhǒngzi) · Русский семя (semya) · العربية بذرة (badhra)

BEAN — the seed used in this investigation. 中文豆子 (dòuzi) · Русский фасоль (fasol) · العربية فاصوليا (fāsūliyā)

PLANT — a living thing that usually makes its own food using sunlight. 中文植物 (zhíwù) · Русский растение (rastenie) · العربية نبات (nabāt)

GROW — to increase in size or develop. 中文生长 (shēngzhǎng) · Русский расти (rasti) · العربية ينمو (yanmū)

WATER — a liquid that plants need. 中文水 (shuǐ) · Русский вода (voda) · العربية ماء (mā’)

SUNLIGHT — light from the Sun that plants use to make food. 中文阳光 (yángguāng) · Русский солнечный свет (solnechnyy svet) · العربية ضوء الشمس (ḍaw’ ash-shams)

ROOTS — plant parts that take in water and help anchor a plant. 中文根 (gēn) · Русский корни (korni) · العربية جذور (judhūr)

NUTRIENTS — substances organisms need to live and grow. 中文营养物质 (yíngyǎng wùzhì) · Русский питательные вещества (pitatel’nye veshchestva) · العربية مغذيات (mughadhdhiyāt)

COMPOST — decayed organic material that can be added to soil. 中文堆肥 (duīféi) · Русский компост (kompost) · العربية سماد عضوي (simād ʿuḍwī)

SAND — soil material made of relatively large mineral grains. 中文沙子 (shāzi) · Русский песок (pesok) · العربية رمل (raml)

RESULTS — what was observed or measured in an investigation. 中文结果 (jiéguǒ) · Русский результаты (rezul’taty) · العربية النتائج (an-natā’ij)

1.Which soil had the tallest seedlings after two weeks? Use one detail from the report as evidence.

2.The sandy soil drained quickly. What does “drained” mean here?

Water moved through or away from the soil quickly.
The seeds changed into leaves.
The soil gained more sunlight.
The roots made compost.

3.Put each keyword into the best group: roots, compost, sunlight, results, water, nutrients. Groups: plant part; material added to soil; plant needs; investigation findings.

Plant part
Material added to soil
Plant needs
Investigation findings

sunlight, water, nutrients
roots
results
compost

4.Georgia and Hemi changed the amount of water and sunlight for each tray, so soil type was the only thing they tested.

TrueFalse

5.Use the words “roots”, “water” and “nutrients” to complete this idea: Roots take in from soil, and plants also need to grow.

6.Write one objective sentence using the keyword “results” to report what happened in the investigation. Avoid claiming that one test proves what always happens.

7.Name one thing Georgia and Hemi kept the same so their comparison was fair, and explain why keeping it the same helped.

8.The report says one test cannot prove the same result will happen every time. Suggest one useful next step the team could take to make its evidence stronger.