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Humans continue to explore the composition and structure of the surface of Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth’s water and natural resources.

General Information

Number: SC.2.E.6

Title: Earth Structures

Type: Big Idea

Subject: Science

Grade: 2

Body of Knowledge: Earth and Space Science

Related Benchmarks

This cluster includes the following benchmarks

Code	Description
SC.2.E.6.1:	Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes.
SC.2.E.6.2:	Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed.
SC.2.E.6.3:	Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants.

Related Access Points

This cluster includes the following access points.

Independent

Access Point Number	Access Point Title
SC.2.E.6.In.1:	Sort rocks according to size and shape.
SC.2.E.6.In.2:	Identify components of soil, such as dead plants and pieces of rock.
SC.2.E.6.In.3:	Recognize soil types based on color (dark or light) and texture (size of particles).

Supported

Access Point Number	Access Point Title
SC.2.E.6.Su.1:	Sort rocks according to size.
SC.2.E.6.Su.2:	Identify small pieces of rock in the soil.
SC.2.E.6.Su.3:	Sort soil samples according to physical properties, such as color (dark or light) or texture (size of particles).

Participatory

Access Point Number	Access Point Title
SC.2.E.6.Pa.1:	Recognize the ground in the environment.
SC.2.E.6.Pa.2:	Distinguish examples of soil from other substances.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this topic.

Lesson Plans

Name	Description
So . . . il Pick You!:	This is a Project-Based Learning Project, intended for second grade. It can be adapted and changed for other grades.
What Soil!:	In this activity, students will analyze different kinds of soil.
How Does Your Garden Grow?:	In this Model-Eliciting Activity (MEA), the main problem the students will solve is to determine which brand of soil the client will use in their new garden center. The student teams will take on the role of an Agricultural Review Board that is composed of top scientists who will help organizations and companies review information related to plant life. The MEA will explore students reviewing different brands of soil that have been submitted by the Franklin Farming Agency that plans to develop community garden centers within the state of Florida. The students will need to examine the data submitted by the agency and respond in a letter as to what brand of soil they think is best. The students will consider price, composition, and consumer commentary to determine a ranking system. The students may need to reconsider their thought process if they encounter a conflict with any of the data points submitted by the agency. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx
Jack's Magic Beans:	In this Model Eliciting Activity (MEA), Jack traded the family cow for some magic beans. The woman traded Jack the beans, said that if he planted the beans in the best soil, something magical would happen. Students will examine the properties of different types of soils to recommend the best soil for Jack to use to plant his beans. They will ask and answer questions about informational text on soils from various websites. They will create a procedure for ranking soils and will present their recommendations to the class. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx
Soil Solutions:	In this MEA students will explore the different factors that differentiate soils. They will determine, based on the given characteristics, which type of soil will best grow good produce. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
Rocks, Rocks, Everywhere:	The students will be able to sort rocks based upon color, hardness, texture, layering and particle size.
A Tour of Soils:	With teacher guidance students will have an opportunity to discover the makeup of different kinds of soils.
Investigating Soil Composition - Soil Soaks Up Water:	This activity is a classroom lab where students explore sand, soil, and water in relation to absorption and permeability.

Teaching Idea

Name	Description
More About Wet Soils:	Students discover unique components of soil when dry or wet.

Unit/Lesson Sequences

Name	Description
Rock Composition and Classification:	In this unit, the class is introduced to how rocks are formed, where they come from, and the many shapes and sizes that they are found. A class rock collection is made from samples collected around the school and a final lab shows the concept of erosion through rock "shakers."
Soil Composition and Classification:	This unit builds on the previous lessons about rocks to explore soil. Different types of soil samples are observed, classified by various attributes, and manipulated by adding water. Finally, the "Cement" lesson involves synthesis of information learned from previous lessons in an engineering design lab that asks students to build a wall from their own mortar mixture creation that will withstand the force of a rolling ball.

Big Idea 6 : Earth Structures