Georgia 3rd Grade Standards Alignment

Science:

• S3L1. Obtain, evaluate, and communicate information to investigate the properties of soils and soil types (sand, clay, loam) including color, texture, capacity to retain water, and ability to support plant growth.
  ELA:
• ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
• ELAGSE3SL1: Engage effectively in collaborative discussions with diverse partners on grade 3 topics and texts.

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Big Ideas / Open-Ended Questions

• What makes different soils unique?
• How do different soil types affect plants?
• Why is soil important to life on Earth?

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Learning Objectives & "I Can" Statements

Objective	"I Can" Statement
I can describe the properties of different soil types (color, texture, water retention, plant support).	I can describe how sand, clay, and loam look and feel.
I can investigate soil by planning and carrying out simple tests.	I can test soil samples and tell how much water they hold.
I can work with my classmates to share ideas and information about soils.	I can talk and listen carefully when learning about soil with my peers.
I can explain how soil helps plants grow.	I can tell why plants need soil to live.

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Success Criteria

• Students accurately describe and compare soil samples by color and texture.
• Students measure water retention in sand, clay, and loam using simple tests.
• Students identify which soil best supports plant growth based on evidence.
• Students participate respectfully in group discussions using relevant vocabulary.

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Vocabulary

• Soil
• Sand
• Clay
• Loam
• Texture
• Color
• Retain (water)
• Plant growth
• Capacity

Language Function:

• Describing soil properties (e.g., "The sand feels rough.")
• Comparing soil types (e.g., "Clay holds more water than sand.")
• Explaining cause and effect (e.g., "Plants grow better in loam because...")

Syntax & Discourse Support:

• Sentence frames:
  • “The ___ soil is ____ because it ____.”
  • “I noticed that ___ holds more water when we tested it.”
• Discuss using turn-taking and question-answering structures

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Materials Needed

• Clear plastic cups (one per student or pair)
• Samples of sand, clay, and loam soil (enough for all students)
• Water droppers or small measuring cups
• Paper towels
• Plant seeds (fast-growing, e.g., beans)
• Magnifying glasses
• Soil property observation recording sheets (with pictures for ELLs)
• Chart paper and markers
• Colored pencils or crayons
• Dyslexia-friendly soil description text (large font, clear spacing, simple sentences)
• Gloves (optional, for hands-on exploration)

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Differentiation Strategies

Learner Type	Strategies
Underachievers	- Use simplified, visual vocabulary cards - Pair with peer buddy for support - Provide tactile soil samples to explore sensory learning - Use graphic organizers with images to record observations
Average Learners	- Guided practice with step-by-step soil testing - Use sentence frames to articulate findings - Engage in collaborative group discussions
Overachievers	- Challenge to design an additional test (temperature effect on water retention) - Use research books or videos on soil types - Encourage writing a short report or presenting soil findings to the class

ELL and Dyslexia-Friendly Supports:

• Provide vocabulary cards with images.
• Use multisensory teaching: touch soil, see pictures, hear words.
• Display and model sentence frames.
• Provide audio recording of soil descriptions.
• Use high contrast, dyslexia-friendly fonts and spacing for printed materials.

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Cross-Curricular Connections

• Language Arts: Reading/explaining nonfiction text about soils; writing observations; engaging in discussions following roles and rules.
• Science: Conducting investigations aligned with S3L1.
• Speaking & Listening: Collaborative talks following Georgia SL3 (Speaking/Listening standards).

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Instructional Layout (60 Minutes)

Time	Activity	Format	Details
0-5 min	Lesson Hook: Soil Detective Mystery	Whole Group	Show three small soil samples without naming. Ask: “Can you guess what type of soil each is based on how it looks and feels?” Engage curiosity.
5-15 min	Vocabulary Introduction & Concept Mapping	Whole Group + Partner	Introduce key vocabulary with visuals and tactile examples. Partners discuss and use sentence frames to describe one soil type.
15-25 min	Guided Investigation: Soil Properties	Small Groups (3-4)	Groups receive soil samples, magnifying glasses, water, and cups. Follow guided steps to test and observe color, texture, and water retention. Record findings on sheets. Teacher supports language use and vocabulary.
25-35 min	Plant Growth Discussion & Hypothesis	Whole Group	Discuss which soil might support plants best and why, linking to previous plant growth knowledge. Encourage use of vocabulary and sentence frames.
35-45 min	Independent Practice: Soil Property Drawing & Explanation	Individual	Students draw soil samples and write/dictate a short description using “I can” statements with teacher support as needed.
45-55 min	Partner Share & Class Chart Creation	Partner then Whole Group	Pairs share drawings and findings. Create a large class chart sorting soils by properties and plant growth support.
55-60 min	Closure & Formative Assessment	Whole Group	Exit ticket: One sentence answering “Which soil do you think is best for plants and why?” Collect responses to assess understanding.

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Informal & Formal Assessments

• Informal: Observation during group discussions and investigations; monitoring use of vocabulary and sentence frames.
• Formal: Soil property observation sheet completion; exit ticket with explanation about soil and plants tied to vocabulary and concepts.

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Extension Activities for Advanced Learners

• Research and present on soil conservation or erosion.
• Design an experiment testing soil mixtures for optimal plant growth.
• Create a soil diary documenting local soil types at home or schoolyard.

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Teacher Notes on Multiple Intelligences & Learning Styles

• Visual: Soil samples, pictures, charts, and graphic organizers.
• Kinesthetic: Hands-on testing and touching different soils.
• Auditory: Partner discussions and read-aloud of soil descriptions.
• Interpersonal: Cooperative group work and partner sharing.
• Linguistic: Vocabulary use, sentence frames, and writing.
• Naturalist: Observations and investigations with natural materials (soil).

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End of Plan

This lesson supports Georgia 3rd grade science standard S3L1 and language arts standards through active scientific inquiry, vocabulary-rich discourse, and writing activities that scaffold language acquisition for diverse learners—providing a multisensory and inclusive environment ideal for engaging all students effectively.