Mini Soil Ecosystems

Overview

In this hands-on lesson, students build mini ecosystem models using soil in a jar. Year 1 creates a simple “living things + needs” model, while Year 5 builds a more detailed, research-based model with explanations of the system.

Learning intentions

• Students will be able to identify living things and describe some of their needs in an ecosystem.
• Students will be able to observe how soil helps living things and supports a habitat.
• Students will be able to create and revise a mini model that represents an ecosystem accurately.
• Students will be able to communicate their model using age-appropriate sentences, labels, and evidence from observations or research.

Success criteria

• I can point to living things in my jar ecosystem and say at least one need (water, light, air, or food).
• I can explain what soil is doing in my model (example: holds moisture, provides a place to live, supports plants).
• I can follow a step-by-step plan to build my model carefully and safely.
• I can share my model with clear words and/or labels and tell how it works.

Curriculum links

• Engage in scientific inquiry through asking questions, making observations, and building models to represent ideas.
• Construct explanatory writing and communicate thinking with clear sentences and relevant details.
• Use evidence from observations to support claims about ecosystems and soil.

Lesson structure (240 minutes)

1. 0–20 min | Launch & safety Teacher shows an example jar model (or photo/physical sample) and reviews safety: wash hands, keep lids secure, do not taste soil, and use gentle handling. Students discuss: “What do living things need to survive?”

2. 20–55 min | Gather ideas (shared unit theme) Both students do a quick “system map” on paper: inputs (water/light/air), living things, and outputs (growth/changes).

• Year 1: draw simple pictures and choose words like “plants,” “worms/bugs,” “water,” “sun,” “air.”
• Year 5: write 4–6 research notes about the chosen ecosystem (local or studied) and how soil supports it.

3. 55–115 min | Build mini ecosystem models Students construct their jars step-by-step. Provide a model checklist and encourage adjustments as they build.

• Year 1: add a soil layer, add plant starter (if used), add a small amount of safe items (e.g., seeds or moisture-ready materials), then place near light; label “soil” and “plants.”
• Year 5: build a more detailed habitat with multiple layers (soil, leaf litter if appropriate, microhabitats), include an organism plan (chosen based on research), and include a data station area for future observations.

4. 115–150 min | Predict & plan observations Students write or dictate predictions.

• Year 1: “I think the plant will…” with one sentence and one drawing.
• Year 5: “My ecosystem will…” and include at least two testable observations (what they will look for each day, and what would show their model is working).

5. 150–185 min | Observation walk-through & peer feedback With just two students, they exchange feedback using a simple protocol: “I notice… / I wonder… / I suggest…”

• Year 1 practices pointing to labels and repeating one key idea about soil or needs.
• Year 5 practices explaining cause-and-effect (how soil moisture, shelter, and nutrients connect to ecosystem needs).

6. 185–220 min | Record first data (baseline) Each student completes a baseline record: date, jar location, appearance (color/texture), and initial conditions.

• Year 1: one page with pictures and a sentence frame.
• Year 5: a brief table (condition vs. expected change) and one paragraph explanation.

7. 220–240 min | Clean up & reflection Students clean materials, wash hands, and recap learning: “What is soil’s job in an ecosystem?” Close with a quick oral share from each student.

Resources

• Clear plastic jars with lids, labels, and marker
• Potting soil and/or safe garden soil (small amounts)
• Paper towels, spray bottle with water
• Small non-biodegradable barrier materials if needed (only if approved by household guidelines)
• Seed starter or small live plant (Year 1) and research notes (Year 5)
• Optional habitat materials: dry leaf litter (teacher-approved) or safe substrate additions
• Observation record sheets (one simple, one detailed)
• Safety wipes, handwashing supplies
• Scissors, tape, glue, crayons/markers
• Timer for step-by-step building

Assessment

• Model product: accuracy of soil placement, living things represented, and clarity of labels/explanations.
• Observation plan: whether predictions and “what to look for” are specific and testable (especially for Year 5).
• Communication: Year 1 can state at least one ecosystem need and soil role; Year 5 can connect soil to ecosystem functioning using evidence from notes/observations.

Differentiation

• Support for Year 1: sentence frames (“I see…”, “I think…”, “Soil helps…”) and picture labels; fewer steps with clear cues; more guided pointing and oral rehearsal.
• Support for Year 5: structured paragraph starters (“My ecosystem includes…”, “Soil provides… therefore…”) and a mini rubric (needs, soil role, evidence, clarity).
• SEN/Processing needs: allow dictation to a device/parent, shorter written segments, and checklists broken into smaller actions.
• Extension for advanced learners: add a “model revision rule” (what change they would make if an observation disagrees with predictions) and include a simple cause-effect diagram.

References (for teacher use within the unit)

Students will practice building models and using evidence to explain ecosystems and the role of soil, aligned to common inquiry, modeling, and writing outcomes found in state-adopted Common Core reading/writing expectations and aligned science communication skills used across grade bands.