The Dirty Facts

Activity One

Composting

Students dig through a compost heap to see what they can discover about decomposition and then take a sample from the heap to look at through lenses and microscopes.

1. Docent asks students what they know about a compost heap.

2. Docent prompts students to hypothesize about how composting works.

3. Docent hands out collection dishes and explains that they are for collecting a sample at the compost pile.

4. Docent takes students to compost heap.

5. Students explore heap with a shovel, trowels, and a pick learning that compost heaps have to be turned to help keep the temperature hot to aid in decomposition. (Older students will take temperature readings.)

6. They choose a sample and put it in their collection dishes.

7. Docent takes students back to pavilion where they can examine the sample they took through microscopes and magnifying glasses.

8. Older students can use an ID sheet to identify some of the critters found in a compost heap and read about the function that critter performs. Younger students can use ID sheets, but Docent, teachers and helpers can aid them in understanding the critters role in a compost heap.

This activity meets goals specified for grades K--#’s 1, 2, 3, 4, 5, 14, 15, 17, 18, 20…1st--#’s 1, 2, 3, 4, 5, 20, 21, 26, 27…2nd--#’s 1, 2, 3, 4, 5, …3rd--#’s 1, 2, 3, 4, 6, 13, 32, 38, 39…4th--#’s 1, 2, 3, 4, 6, 41, 43, 46…5th--#’s 1, 2, 3, 4, 6, 30

SWBAT examine a compost heap. SWBAT explore and hypothesize what composting is. SWBAT identify and examine parts of a compost heap, and critters that live in a compost heap.

Activity Two

Layers of the Earth

Students take a hike along a trail, do pH and percolation tests, and study an area where the layers of soil are easy to see.

1. Docent informs students of what will take place during the walk.

2. Docent takes students to soil pit to explore and discuss the layering they see; identifying stratification of the layers that they see.

3. Docent starts back to pavilion.

4. Docent chooses a sight to take a pH reading. Docent prompts students to think about why the pH of soil can be important. What can change the pH of soil?

5. After the pH test, Docent picks an area to do the percolation test. Docent explains to students that percolation is how fast the water seeps into the soil.

6. Docent takes the tin can and taps it into the ground and fills it with water up to the line drawn on the can. A student and teacher are asked to help time the water absorption.

7. Student pours in water from measured bottle. After two minutes if the water is not fully gone, Docent will prompt students to hypothesize why the water has not been absorbed, or why the water was absorbed so quickly.

8. Docent takes students back to pavilion.

This activity meets goals specified for grades K--#’s 1, 2, 3, 4, 5, 14…1st--#’s 1, 2, 3, 4, 5, 11, 20, 25…2nd--#’s 1, 2, 3, 4, 5, 11…3rd--#’s 1, 2, 3, 4, 7, 13, 14, 21…4th--#’s 1, 2, 3, 4, 28…5th--#’s 1, 2, 3, 4, 24

SWBAT experiment with soil by doing a percolation test and pH test. SWBAT see and discuss the stratification of the soil. SWBAT connect other activities and layering of the soil to understand components important for life and growth.

Activity Three

Watershed

Students look at the water holding capacity of different soils and soil components by aiding in a water experiment and then making their own experiment.

1. Docent sits students on the benches facing out from the back of the pavilion.

2. Docent explains the activity and what role the students will play in the first part: students will count from the time the Docent starts pouring the water until it runs out the bottom of the pot.

3. After timing the different soils and getting students to make comparisons about water holding capacity, Docents put students into groups.

4. Student groups make soil from the components available.

5. Docent helps students test their made soils and talk about why they are good or bad for growth.

This activity meets goals specified for grades K--#’s 1, 2, 3, 4, 5, 6, 7, 13, 14…1st--#’s 1, 2, 3, 4, 5, 6, 7, 11…2nd--#’s 1, 2, 3, 4, 5, 6, 7…3rd--#’s 1, 2, 3, 4, 7…4th--#’s 1, 2, 3, 4, 7, 28…5th--#’s 1, 2, 3, 4, 7

SWBAT identify different types of soil and the water holding capacity of the different types of soil. SWBAT create a soil and test its water holding capacity.

Activity Four

Create-A-Soil

Students take many components found in all kinds of soil and make their own soil. They plant a few kernels of popcorn to see if their soil can support life.

1. Students are lined up and told to use any thing on the table to create a soil of their own. The Education Coordinator will prompt students to think about what they found in other activities that made up soil and what do they think will make a good soil.

2. Students choose from pebbles to soil additives, such as perlite, to create a soil.

3. After they have gone through the line and chosen what they want to use a Docent, teacher, or parent will help them mix it up with some water.

4. Then they will plant a couple of popcorn kernels in their soil and told that if the soil can support life then the popcorn will sprout in a few days.

This activity meets goals specified for grades K--#’s 1, 2, 3, 4, 5, 14, 17…1st--#’s 1, 2, 3, 4, 5, …2nd--#’s 1, 2, 3, 4, 5, …3rd--#’s 1, 2, 3, 4, 40…4th--#’s 1, 2, 3, 4, …5th--#’s 1, 2, 3, 4

SWBAT identify a variety of soil components. SWBAT recognize the necessity of a variety of components to make a good soil. SWBAT demonstrate what components are necessary to create a good soil.

**The Dirty Facts was created by Shannon Whitley. Activity one was based on several composting activities available in teacher resource books.

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