Module 1: Soil Water Retention

Module 1: Soil Water Retention 

2 nd Grade 

Activity Schedule: There are no scheduling restrictions for this activity. 

Last updated 9/2/2012 

Day 1: Observations (50 minutes) 

Day 2: Select Question/Experimental Procedure (40 minutes) 

Day 3: Experiment (60 minutes) 

Day 4: Poster (40 minutes) 

Day 5: Poster Presentations (40 minutes) 

Day 6: Tie to Standards/Observation Assessment (30 minutes) 

*Student Groups: This module will be performed in four groups of approximately 5 students. 

California Science Standards Addressed: 

Content 

3. Earth is made of materials that have distinct properties and provide resources for 

human activities. As a basis for understanding this concept: 

c. Students know that soil is made partly from weathered rock and partly from 

organic materials and that soils differ in their color, texture, capacity to retain 

water, and ability to support the growth of many kinds of plants. 

Investigation and Experimentation 

4. Scientific progress is made by asking meaningful questions and conducting careful 

investigations. As a basis for understanding this concept and addressing the content in the 

other three strands, students should develop their own questions and perform 

investigations. Students will: 

Learning Objectives: 

a. Make predictions based on observed patterns and not random guessing. 

b. Measure length, weight, temperature, and liquid volume with appropriate 

tools and express those measurements in standard metric system units. 

d. Write or draw descriptions of a sequence of steps, events, and observations. 

e. Construct bar graphs to record data, using appropriately labeled axes. 

1. Students will know that different types of soils retain different amounts of water. 

2. Students will know how to read and use a graduated cylinder. 

3. Based on their experience, students will be able to list at least two ways that they behaved like 

scientists. 

4. Based on their experience, students will be able to list at least three observations about a given 

system, and identify observations versus inferences. 

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Classroom Teacher Responsibilities: 

Prior to the Module (at least 1 week): 

Divide the class into 4 groups (~5 students each). Please send these lists to 

scitrekadmin@chem.ucsb.edu one week before the start of the module so that we can have 

nametags/notebooks made for your students. 

During the Module: 

One of SciTrek’s goals is to help teachers become comfortable leading student-centered inquiry 

activities. Therefore, we would eventually like the classroom teacher to serve as the SciTrek 

classroom leader. Even when the classroom teacher serves as the SciTrek leader, SciTrek will 

continue to support the teacher by providing materials and the additional volunteers needed for 

the open-ended student-centered inquiry modules that are run through SciTrek. 

As the classroom teacher becomes more comfortable with the process they can serve as one of 

the SciTrek volunteers and eventually work up to the position of lead SciTrek volunteer. 

Therefore, we would like the classroom teachers to join one of the small groups in order to gain 

experience and involvement with the SciTrek program. The classroom teacher is more than 

welcome to run a small group even the first time SciTrek comes to the classroom. Please let 

SciTrek know as soon as you feel comfortable taking over a group. 

On the first day of the module please help hand out the nametags or assign a student to help 

handout nametags. 

If you have a document camera in your classroom please have it available for use on day one of 

the module. 

The module requires some materials to be left in the classroom. Please have a space for us to 

leave a small amount of materials in your classroom. 

Day 1: Observation 

Schedule: 

Introduction (SciTrek Leader) - 2 min 

Technique Discussion: Reading a Graduated Cylinder (SciTrek Leader) - 10 min 

Discussion on Observations (SciTrek Leader) - 8 min 

Observations (SciTrek Volunteers) - 25 min 

Wrap-Up Discussion (SciTrek Leader) - 5 min 

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Materials: 

(4) Boxes with the following materials: 

Student nametags 

Student notebooks 

Volunteer instructions 

Markers 

Volunteer lab coats 

Paper towels 

(2) 100 ml graduated cylinders 

(2) Small cups with holes in bottom (labeled A and B) 

(2) Large cups (labeled A and B) 

(4) Filters 

(2) ¼ Cup measuring cups 

Sand 

Gravel 

Water 

Zip lock baggie (to put wet gravel in) 

(4) Large group notepads 

(4) Trays 

Hand Boiler 

Large Graduated Cylinder 

Waste bucket 


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SciTrek Notebook Pages Used with Students: 

Set-Up: 

Upon their arrival the SciTrek members will set-up the group stations by filling one of the ¼ cup 

measuring cups with sand and the other with gravel. Filters will be placed inside of the small cups 

and then slightly wet so that the filter sticks to the bottom of the cup. The small cup will then be 

set inside the larger cup and placed on the tray. Both graduated cylinders will be filled with 50 ml 

of water and set on the tray. The tray will sit in the middle of the table for observation. The 

observation set-up is seen on next page. 

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Make sure that your group notepad is set-up like the following (Note: To be done before arriving 

in the classroom): 

Experimental Set-up: 

Observations 

Cup A: 

Observations 

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Cup B: 

Observations 

Introduction (2 min – Full Class – SciTrek Leader): 

Hi, we are scientists from UCSB and we want to show you what we do as scientists. We will show 

you an experiment and then you can make observations, select a question, and design your own 

experiment to find an answer to the question. We want to show you that you can do science and 

that it’s fun. 

Option: Each volunteer tells the students what area of science that he or she specializes in. 

Technique Discussion (10 min – Full Class – SciTrek Leader): 

Observations 

As the lead is starting the technique discussion, SciTrek volunteers should set a SciTrek notebook 

on each student’s desks. 

Tell the class that today they are going to work with a scientific apparatus called a graduated 

cylinder. Show the class the large graduated cylinder. Tell the class that graduated cylinders are 

used to measure the volumes of liquids. “Before we start our module today we need to learn 

how to read a graduated cylinder.” Tell the class that we read the gradated cylinder by placing 

the graduated cylinder on a flat surface and putting our eye at the same level as the liquid. Then 

we read off the number on the cylinder where the bottom of the water line is located. The water 

line will be curved the curve is called the meniscus. The units on the gradated cylinder are in 

milliliters which are abbreviated ml. Tell the students that they are going to practice reading 

graduated cylinders in their notebooks and then they will have the opportunity to use then during 

the module. Have students write their name on the front page of their notebook and then turn to 

page 2 of their SciTrek notebooks. (If there is a document camera in the room have a sample 

book and put it on display in the document camera.) 

Ask students what they think is the maximum amount of liquid that they can measure in the 

graduated cylinder on the sheet? (100 ml) 

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Tell the students that each of the largest lines represents 10 ml and is labeled. 

What do the medium lines represent? (5 ml) 

What do the smallest lines represent? (1 ml) 

To read the graduated cylinder, find the bottom of the meniscus. Have students put their finger 

on the meniscus in the first gradated cylinder. Then we drop down to the number that is below 

the meniscus. Then we count up by ones until we reach the water level. Therefore, the first 

graduated cylinder has 83 ml in it. Have the students read the other three graduated cylinders 

and record their answers. 

As the students are working on this, SciTrek volunteers should walk around and assist students. 

Tell the students they are also going to have to fill gradated cylinders. So we are going to practice 

finding where we fill the gradated cylinders to. Have the students turn to page three of their 

notebooks. Go over the worked example with them. For this example we want to put 58 ml in 

the gradated cylinder. Therefore, you find the 50 ml mark on the gradated cylinder and you count 

up to 8. This is where you will put the bottom of the meniscus. 

Have student fill in the other three gradated cylinders while SciTrek volunteers walk around and 

help. 

Discussion (8 min – Full Class – SciTrek Leader): 

Tell the class that today they are going to break up into groups and make observations of a 

system, but first we are going to practice identifying observations as a class. 

Show the class the hand boiler and tell them you are going to say some statements and they are 

going to identify if the statement is an observation or not: 

The liquid is (insert a color of liquid that is not the color in the hand boiler). 

Possible Answer: No the color of the liquid is another color. 

The liquid is (insert color of liquid in hand boiler). 

Possible Answer: Yes this is an observation. 

The hand boiler is fun to play with. 

Possible Answer: No, this is not an observation, it is an opinion. You can observe things 

like the person playing with the hand boiler is smiling but you do not know if it is fun to 

play with. Some people might not think that the hand boiler is fun to play with. 

The liquid can move from one compartment to another compartment within the hand 

boiler. 

Possible Answer: Yes this is an observation 

The liquid is being squeezed, by my hand, up the tube. 

Possible Answer: No this is a hypothesis or a guess at what is happening. We would have 

to developed a test to see if that was the case. We could try to put pressure on it by a 

mechanical device and see if we get the same results. 

The hand boiler contains water. 

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Possible Answer: No this is not an observation. This is an inference because we have no 

proof that the liquid in the hand boiler is water. 

See if the students can give you any other observations about the system. Tell them that other 

observations could include: Texture, Size, Weight, Temperature, Material, and Relative Speeds. 

Inform the class that they will now work in their small groups to make observations about a 

different system and the group that comes up with the most observations will get a prize next 

session. However, it is important that the students come up with observations rather than 

inferences, because inferences will not be counted. 

Observations (25 min –Small Groups – SciTrek Volunteers): 

The class will be split into four groups. Once the students come to your group have them sit 

down. Make sure the table is set-up as described in the set-up section. Pour the ¼ cup of sand 

into cup A and the ¼ cup of gravel into cup B. Ask the students to make observations of the 

experimental set-up (all of the items on the table in front of them). As the students make 

observations record them in the group notepad. An example is seen below. Feel free to record 

other observations. The sample notepad below shows only the bare minimum. 

Observations 

Experimental Set-up: 

Materials are sitting on a green tray 

2 Graduated cylinders with 50 ml of 

water 

2 Sets of two cups 

2 Cups are stack inside each other 

Cups are clear 

Cup A: 

Observations 

Sand 

Little pieces of rocks 

Soft 

Colorful 

Light 

¼ Cup sand 

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Cup B: 

Observations 

Rocks 

Some are smooth 

Heavier than sand 

Rocks are dark blue, grey, black and 

white 

¼ Cup gravel 


Pour the water from the graduated cylinders into two cups at the same time and have the student 

make more observations. Make sure that these observations include comparisons between the 

two cups. In addition make sure that the students measure the amount of water that went 

through each cup. A sample of the group notepad is seen below. 

Observations 

The water goes through cup B faster 

than cup A. 

More water went through cup B 

than cup A. 

27 ml of water came out of cup A. 

41 ml of water came out of cup B. 

The water coming out of cup A is 

dirtier than the water coming out of 

cup B. 

Prepare two students in your group to share an observations each with the class during the group 

discussion. 

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Wrap-Up (5 min – Full Class – SciTrek Leader): 

Clean-Up: 

Have each group share one or two of their best observations. Only allow each group to share one 

observation at a time and rotate between all of the groups. 

If there is time, the SciTrek leader will read the question options to the class to prepare for the 

next session. 

Before you leave collect all student nametags and notebook and put them in the group tub. Pour 

the wet sand and filter paper into the waste bucket. Put the wet gravel in the extra baggie that is 

in the tub. Put all other observation materials into the tub. Bring back all supplies to UCSB. 

Day 2: Select Question/Experimental Procedure 

Schedule: 

Materials: 

Introduction (SciTrek Leader) – 1 minute 

Select Question (SciTrek Volunteers) – 4 minutes 

Design Experimental Procedure (SciTrek Volunteers) – 30 minutes 

Wrap-Up Discussion (SciTrek Leader) – 5 minutes 





Markers 


(4) Group notepads 

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SciTrek Notebook Pages Used With Students: 

Set-Up: 


Return to your group. Set out the student nametags and notebooks. When setting out the 

nametags and SciTrek notebooks try to seat students so they are sitting in a boy/girl/boy fashion. 

Have group notepad, and markers available. 

Make sure that your group notepad is set-up like the following sample pages (Note: to be done 

before arriving to the classroom.) 

11

Question 

Experimental Set-Up 

What we will not change: 

What we will change: 

We will measure 

Introduction (1 minute – Full Class – SciTrek Leader): 

Announce which group had the most observations from the previous session and distribute prizes 

(erasers) to that group. 

Tell students that today they are going to select a question to investigate and design an 

experiment to test the question. 

Select Question (4 minutes – Small Groups – SciTrek Volunteers): 

Procedure 

Materials 

6 Large cups 

6 Small cups with holes 

6 filters 

2 100 ml Gradated Cylinders 

As a group, have students select a question that they would like to investigate from the following 

list: 

If I change the amount of water, what will happen to the amount of water that passes through? 

If I change the amount of material in the cups, what will happen to the amount of water that 

passes through? 

If I change the type of soil, what will happen to the amount of water that passes through? 

If I change the type of liquid, what will happen to the amount of liquid that passes through? 

Once a question has been selected have the students circle the chosen question in their SciTrek 

notebooks. In addition copy the question onto the group notepad. 

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Experimental Procedure (30 minutes – Small Groups – SciTrek Volunteers): 


On the group notepad, have the group brainstorm about what they are going to keep constant 

and what they are going to change. Record these ideas on the group notepad. Have each student 

write a few of these (2 or 3) in their notebooks. It is also helpful if you record possible ideas for 

what they are going to change. Example: If they are changing the soil type, brainstorm and record 

different soils. Pick one student to share the variable that you are changing with the class during 

the group discussion. 

Have the group complete the following sentence frame for the discussion and record it on the 

group notepad: “Our group will measure _______. “ 

See below for sample group notepad 

Question 

If I change the type of soil, what will happen 

to the amount of water that passes through. 

Experimental Set-Up 

What we will not change: 

Amount of water in 

Liquid 

Amount of soil 

What we will change: 

Type of soil (sand, potting soil, wood 

chips) 

We will measure amount of water coming 

out. 

Help students come up with a step-by-step procedure of how to answer their question and record 

the procedure on the group notepad. When designing the experiment remember that students 

will only get 6 cups. Therefore, no more than 6 experiments will be run. Copy the procedure 

onto the group notepad before students copy it into their notebooks. Try to keep the procedure 

as short as possible. An sample of an appropriate procedure on the group notepad can be seen 

on the next page. 

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Help students come up with a list of materials that they need. Write materials on the group 

notepad. If there are other materials that you think your group will need also indicate these on 

the group notepad. Make sure that someone not running the module will understand the 

materials you need. For instance if you need a rock be specific and tell the size of rock or draw a 

picture of the rock to scale. 

If there is time have your group draw a picture of their experimental set-up. 

Wrap-Up (5 minutes – Full Class – SciTrek Leader): 

Clean-Up: 

Have each group present what variable they are changing for their experiment. Tell the students 

that the next time that we meet they will get to run their experiments. 

Before you leave collect all student nametags and notebooks and put them in the group tub. 

Bring all materials back to UCSB. 

Day 3: Experiment 

Schedule: 

Introduction (SciTrek Leader) – 2 minutes 

Experiments (SciTrek Volunteers) – 53 minutes 

Discussion (SciTrek Leaders)-5 minutes 

Procedure 

1) Fill cup with ¼ cup of each of the following 

(sand, potting soil, wood chips, small rock, 

medium rocks, large rocks) 

2) Pour 50 ml of water through each cup. 

3) Measure water that came out. 

Materials 

6 Large cups 

6 Small cups with holes 

6 filters 

2 100 ml Gradated Cylinders 

¼ Cup of each of the following: sand, 

potting soil, wood chips, small rock, 

medium rocks, large rocks 

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Materials: 





Markers 


Paper Towels 

2 100 ml graduated cylinders 

6 large cups 

6 small cups with holes 

6 filters 

Requested Materials 

6 Graph Parts 

Tape 


(2) Buckets 

SciTrek Notebook Pages Used with Students: 


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Set-Up: 

Have materials for your group’s experiment available. Use group notepad to record data on the 

data table. 

Make sure that your group notepad is set-up like the following (Note: To be done before arriving 

in the classroom.) 

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Cup 

Letter 

Introduction (2 minutes – Full Class – SciTrek Leader): 

Results 

Contents Liquid 


Tell the students that today they will be working in their groups to complete their experiments 

using the procedures they developed last session. Tell them they will be recording the results 

from their experiments in their SciTrek notebooks and creating a bar graph from the results. 

Experiments (53 minutes – Small Groups – SciTrek Volunteers): 

Volume 

In 

Volume 

Out 

Help the students set-up and complete their experiments. Create a data 

table and record data on the group notepad (see sample group notepad 

on next page). Help the student’s copy the data into their notebooks. 

Have each student be in charge of at least one of the experiments. For 

that experiment have them make the reading on the graduated cylinder 

and then fill out one of the partial graph papers that is seen to the right. 

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Cup 

Letter 

A 

B 

C 

D 

Results 

Contents Liquid 

Small 

Rocks 

Medium 

Rocks 

Large 

Rock 

Wood 

Chips 

Volume 

In 

Volume 

Out 

Water 50 ml 40 ml 




E Soil Water 50 ml 31 ml 

F Sand Water 50 ml 27 ml 

Once the students have taken all of the data and completed the partial graph. Arrange the partial 

graphs so that they go either from smallest amount of water out to largest amount of water out 

or largest amount of water out to smallest amount of water out. Tape the partial graphs to the 

group notepad so that it looks like a complete graph (see sample group notepad below) and have 

students complete the graph in their notebooks. 

Bar Graph 

Our graph shows the harder and the biggest the 

size of the materials the more water goes 

through the material. 

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Once all the students have completed their graph as a group fill in the sentence frame “our graph 

shows _______.” See sample above. Then have student copy it into their notebooks. Prepare 

one student to share this sentence frame with the rest of the class. 

If there is time have each student individually fill out the sentence frame “I acted like a scientist 

when _______.” 


Clean-Up: 

Have each group present their sentence frame to the class. Tell the class that the next time we 

meet they will make a poster showing their finding to present to the class. 


Dump all used materials in the waste bucket. If any cups are particular sticky (for instance honey 

was used in it) put them in the waste bucket as well. Any cups that can be reused as well as 

gradated cylinders put in the to be washed bucket. Bring all supplies back to UCSB. 

Day 4: Poster 

Schedule: 

Materials: 


Poster (SciTrek Volunteers) – 35 minutes 


Note: If your group needs to finish the bar graph or the sentence frame “I acted like a scientist 

when _______” they should do this but it should not take more than 10 minutes. 





Markers 


Glue 

Highlighter 

Poster Parts 

Scientist names 

Question 

Experimental set-up 

Procedure 

Bar graph 

(6) “I acted like a scientist when_______” 

(6) Picture spaces 

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Set-Up: 


Large paper for posters 

Return to your group. Set out the student nametags and notebooks. When setting out the 

nametags and SciTrek notebooks try to seat students so they are sitting boy/girl/boy. Have 

materials for poster available. 


Tell students that today they are going to work on putting together a poster to present to the 

class for the next session. Remind them to write neatly on the poster so that the other class 

members can read their poster. Remind them that if they need 10 minutes to finish their graph/”I 

acted like a scientist when_______”, they can do that but their posters need to be finished by the 

end of the day. 

Poster (35 minutes – Small Groups – SciTrek Volunteers): 

Assign each student one of the poster sections to complete. Remind them that they are going to 

show the poster to the whole class so write neatly. (Note: If a student struggles with writing try 

to give them a shorter writing section.) When students finish writing their sections, have them 

draw a picture of their experiment. Glue the sections and pictures onto the big paper (see sample 

on next page). Each student will present the section that they filled out. The students will read 

their sections out of their notebooks, so highlight the appropriate section in each student’s 

notebook. (Note: A student who struggles with reading can read with another student at the 

same time.) If there is time, practice the presentation. 


Tell students that they will present their finding the next meeting and you are looking forward to 

hearing about all of their experiments. 

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Clean-Up: 



Stack all of the posters in a pile and leave them in the class room. Bring all other supplies back to 

UCSB. 

Day 5: Poster Presentations 

Schedule: 

Materials: 

Set-Up: 

Intro (SciTrek Leader) – 1 minute 

Poster Presentations (SciTrek Volunteers/SciTrek Leader) – 35 minutes 






6 Sharpened SciTrek Pencils 

Have your group’s poster available. Have pencils ready to distribute to your group after the 

poster presentations. 

Introduction (1 minute – Full Class – SciTrek Leader): 

Encourage students to ask each other scientific questions about their experiments, results, etc. 

Tell them whoever asks a scientific question will get a SciTrek pencil at the end of the poster 

presentation. Give an example of a scientific question such as, “Do you think you would have had 

the same results if you had used gravel rather than sand”. Encourage students not to ask the 

same question that someone else has already asked. 

Poster Presentations (35 minutes – Full Class – SciTrek Volunteers/SciTrek Leader): 

Sit with your group and make sure your group is respectful when other groups are presenting. At 

the end of each presentation, encourage the students to ask questions, and to not ask a question 

that someone else has already asked. If no students ask questions, ask questions yourself. For 

example, “How do you know…?” “Is there anything else you can do to get more information 

about your question?” Stand up with your group when they present and hold the group’s poster 

if needed. Students will read their sections out of their notebooks. Only have the students hold 

their notebooks during their presentation otherwise the SciTrek volunteer should have student 

notebooks. 

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Clean- Up: 

Ask students the following wrap-up questions: 

Did you act like a scientist during this project? 

What did you do that scientists do? 

Tell the students that this is the last day with their SciTrek volunteers therefore, they should say 

goodbye to them. Tell them that you will be back one more time. 

Bring back all SciTrek materials. Students can keep their notebooks and the paper part of their 

nametags if they wish but we need the plastic part back. Leave the student posters in the 

classroom. 

Day 6: Tie to the Standards/Observation Assessment 

Schedule: 

Materials: 

Set-Up: 


Tie to Standards (SciTrek Leader) – 18 minutes 

Observation Assessment (SciTrek Leader) – 10 minutes 

Pictures set (5 pictures total) 

Observation activity sheets (one for each student) 

(1) Tray 

(2) Small cups with holes 

(2) Large cups 

(1) Filter paper 

¼ Cup sand 

¼ Cup of soil 

(4) 100 ml graduated cylinders each filled with 50 ml water 

Piece of local sandstone 

Have pictures in alphabetical order and ready to show to the class. Place the small cup with filter 

and put a drop of water on the filter to secure the filter. Put the ¼ cup of sand in the small cup 

and then place the smaller cup in the larger cup. (The set-up should be similar to the experiment 

that the students have already done). Repeat the process with the dirt. Have (4) 100 ml 

graduated cylinders filled with 50 ml of water. This part of the demonstration will be done after 

showing picture D. 

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Discuss how the poster presentation went with students. 

Tie to the Standards (18 minutes – Full Class – SciTrek Leader): 


Show the students the cups with sand and dirt in them. Ask students how they think the sand and 

dirt was formed. Try to encourage the students to use evidence to back up their answers. 

Example: I think the sand comes from rocks because if you look closely at the sand it looks like 

little rocks. 

Talk to the students about dirt being made from decomposing living materials like leaves and logs. 

Then tell the students about sand being formed from rocks rubbing together to make smaller 

rocks. 

Show the students the sandstone and have them make some observations about the rock. They 

should notice that the rock looks like it has sand that has been molded together. 

Tell the students that if sand is put under enough pressure it can reform into rock. These are the 

type of rocks that are found in our local hills. 

Show the students the following three pictures: 

A B 

C 

Ask the students what would happen if you poured a gallon of water on the ground in each case? 

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Probing questions should be asked of students so that they come to the conclusion that different 

types of soil take in different amounts of water at different rates. 

Ask students if they saw that the different soils they used had different rates for allowing the 

water to pass through the system. 

Ask students what systems allowed water to pass through the fastest/slowest? 

Show the students the following picture: 

D 

Ask them what happened in this picture. 

Probing questions should be ask of the students until they come to the conclusion that water was 

deposited on the surface (maybe by rain) and the soil could not hold that much water so the 

water pooled on the surface. 

Ask do you think that all soil types can hold the same amount of water? Make sure that they 

know that all soils hold different amounts of water but all soils have a saturation point. 

Ask the students which soil types in their experiments held the most amount of water. 

Ask the students what will happen to the final amount of water if 50 ml of water is poured 

through sand and the soil and why. 

Pour the 50 ml of water through the sand and soil and then measure the amount of water that 

came out. It should be ~25 ml for the sand and ~20 ml for the soil. 

Ask students to predict what will happen when you pour another 50 ml through both of the same 

cup and why. 

Pour an additional 50 ml through the cup you should get the ~50 ml back out because the soil was 

already saturated and could hold no more water therefore, 50 ml came out. Note: It will take a 

little while for the water to go through the cups. Pour the water into the cups and then give the 

students the observation assessment, after they are done with the assessment have them discuss 

what happened and finish the rest of the Tie to standards. 

Ask students what do they think happens to the weight of the soil after the water passes through 

it. 

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Show the students the following picture: 

Ask them what they think happened here and why. 


Ask probing questions until they understand that the hill got saturated with water and became so 

heavy that the dirt slid down the side of the hill. 

Tell students that the experiments that they were doing are the starting points to help scientists 

understand the properties of soil so that they can help predict landslides. 

Observation Assessment (10 minutes – Full Class – SciTrek Leader) 

E 

Pass out the observation activity sheet to the students. This should be the third activity sheet 

that the students have done so they should be familiar with the procedure. Read each sentence 

out loud, and ask the students to circle the sentences that are observations. Answer questions 

that relate to a reading error or a miscommunication, but do not answer questions about the 

differences between observations and inferences. Collect all observations activity sheets once 

the students have finished. 

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Module 1: Soil Water Retention

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