Our Learning Garden - Grade 8 Lesson 1-4 Sacred Soil and Wheatgrass

1. Our Learning Garden - Grade 8 Lesson 1-4 Sacred Soil and Wheatgrass • Lesson Summary- This unit connects students to soil as they learn that soil is fundamental to life. • We explore the concept of life in healthy soil • The PowerPoint presentation includes many hands on experiments with soil and wheatgrass • A link to a great video on soil. • We review the anatomy of soil, erosion and include language arts activities discussing if soil is sacred, comparing soil to a passage in a William Blake poem and the limited resources to planet has to sustain the growing population. • Apple exercise that illustrates how little arable soil we have to support the earths population • Explore the principles of erosion , pollution and bioaccumulation by grow under different conditions. Wheatgrass with/without fertilizer, acid rain and high salinity. • All lesson plans and related files for download - ourlearninggarden.ca The files are open so feel to change content to class requirements. Ourourlearninggarden.ca

2. On Line Links to lesson-www.ourlearninggarden.ca • Specific Curriculum Outcomes • Grade 8 English Language Arts- The lesson plans meet many of the required out comes of the Grade 8 English Language Arts. Students explore the concept of soil in a scientific realm but deploy their language arts skills to interpret the poetry of William Blake. Students can discuss in class and write a short essay on “ Is soil sacred? sa·cred  (skrd)-Worthy of respect; venerable.”Explore the principles of erosion , pollution and bioaccumulation by grow under different conditions. Wheatgrass with/without fertilizer, acid rain and high salinity. • General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences. • 1.1.2 Consider Others’ IdeasIntegrate new understanding with previous viewpoints and interpretations. • 1.1.3Experiment with Language and Form Experiment with memorable language to convey personal perceptions, feelings, experiences, thoughts, and ideas in various forms. •  1.2.2 Explain Opinions Articulate, represent, and explain personal viewpoints clearly. • 1.2.3Combine Ideas Structure and restructure ideas and information in personally meaningful ways to clarify and extend understanding. • 1.2.4 Extend Understanding Reconsider initial understanding in light of new information, and ask clarifying questions; listen to diverse opinions and recognize ambiguity. • .8-4-11 Science- 8-4-11 Erosion • GLO: B2, B5 • 8-4-17 Identify substances that may pollute water, related environmental and societal impacts of pollution, and ways to reduce or eliminate effects of pollution. Ourourlearninggarden.ca

3. Grade 8 Healthy Lifestyle Practices - Knowledge • Grow Wheatgrass and review the nutritional benefits of wheatgrass • Empower students to grow healthy food supplements Curriculum Outcomes Grade 8-K.5.8.A.2- Examine lifestyle practices and their effects on body systems. Ourourlearninggarden.ca

4. Do you take soil it for granted? Ourourlearninggarden.ca

5. We ride on it Ourourlearninggarden.ca

6. We walk on it Ourourlearninggarden.ca

7. We play in it Ourourlearninggarden.ca

8. Could we live without it? Ourourlearninggarden.ca

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16. A handful of soil has more living organisms than all the people that have ever been born. Ourourlearninggarden.ca

17. One gram of fertile soil can contain up to one billion bacteria. Only 5% of what is produced by green plants is consumed by animals, but the 95% is consumed by microorganisms Ourourlearninggarden.ca

18. In “Soil Stories”, the host, embarks on a journey that begins with her realization that soil is alive and that without soil, life as we know would not exist. She meets with soil scientists who help her “see” beneath the surface of the soil and help her understand how diverse yet ordered soil bodies are in the landscape. In the second half of the story, Francine meets with characters that help her take an up close and personal look at some physical and biological attributes of soils without which they would not function. In the final part of the video, a character from history shares an epiphany about soils with Francine and translates this to modern terms. Click to watch “Link to Soil Stories-The Whole Story” 30 minutes Ourourlearninggarden.ca

19. Film Review • Do you agree with film position that soil is alive? • Can you explain the difference between soil that is alive and dead. • What is the biotic string and glue with respect to soil? • Write a 100 word review of the documentary. Ourourlearninggarden.ca

20. n his famous poem, The Auguries of Innocence, the poet William Blake wrote:"To see a world in a grain of sand,And a heaven in a wild flower,Hold infinity in the palm of your hand,And eternity in an hour." Discuss the above quote and what it means to you. Write an essay on this quote in relation to a handful of soil. Ourourlearninggarden.ca

21. Soil is teeming with living organisms. Living organisms present in soil include archaea, bacteria, actinomycetes, fungi, algae, protozoa, and a wide variety of larger soil fauna, including springtails, mites, nematodes, earthworms, ants, insects that spend all or part of their life underground, and larger organisms such as burrowing rodents. All of these are important in making up the environment we call soil and in bringing about numerous transformations that are vitally important to life. Ourourlearninggarden.ca

22. Surface soil particles are held together by various organic substances. Glomalin, a protein produced by fungi, acts as a “soil glue” to create stable soil aggregates. The gluing of soil particles together into aggregates helps maintain pores and channels in the soil for air and water to enter and move through it. Soil aggregates are more stable and harder to wash away than individual soil particles during rain storms. Ourourlearninggarden.ca

23. Discuss in class and write a short essay on “ Is soil sacred? sa·cred  (skrd)-Worthy of respect; venerable.” Ourourlearninggarden.ca

24. Concept: A visual demonstration of the limited sources of food available from land and water. • Materials: An apple, a knife, and a paper towel • Procedure: Slice the apple according to the instructions, narrating as you go. Use the Discussion • Questions to encourage critical thinking in discussion of these facts. • Population Connection Education Action For A Better World Ourourlearninggarden.ca

25. If this apple represents the Earth , how much good soil is on the earth; that can grow food? Ourourlearninggarden.ca

26. What do you think? Half (50%) the earth?1/10 (10%) of the earth? How much good soil is on the earth; that can grow food? Ourourlearninggarden.ca

27. Around 75% of the earth is water. What fraction is that? Ourourlearninggarden.ca

28. Around ¼ of the earth is the total land surface. What fraction is that? Ourourlearninggarden.ca

29. Around ¼ of the earth is the total land surface. But half of this land surface 1/8 you cannot live on or grow anything. They are deserts, swamps, and high or rocky mountains. Ourourlearninggarden.ca

30. This 1/8 represents the other half of the Earth’s surface. These are the areas on which people can live, but cannot necessarily grow food.” Ourourlearninggarden.ca

31. These 3/32 represent land on which people can live, but cannot grow food. Some of it was never arable because it's too rocky, wet, cold, steep or has soil too poor to produce food. Some of it used to be arable but isn’t any longer because it’s been developed—turned into cities, suburbs, highways, etc., so it can no longer be farmed. Governments have earmarked other areas, such as parks, nature preserves and other public lands to remain undeveloped forever.” Ourourlearninggarden.ca

32. "So, only 1/32 of the Earth's surface has the potential to grow the food needed to feed all of the people on Earth" Ourourlearninggarden.ca

33. “This tiny bit of peel represents the topsoil, the dark, nutrient-rich soil that holds moisture and feeds us by feeding our crops. Currently, 90% of croplands lose soil above the sustainable rate. Ourourlearninggarden.ca

34. Grab an apple and slice it up as per the previous slides • Around ¾ of the Earth is water • ¼ of the earth is land • 1/8 cannot support food or humans • 1/8 can support humans • Cut the 1/8 into 4 pieces = 4/32 • 3/32 people can live but not grow food • 1/32 of the Earth's surface has the potential to grow the food needed to feed all of the people on Earth“ • Anyway you slice it , there is not very much soil to support the growing global population! Enjoy eating the apple Ourourlearninggarden.ca

35. Erosion by wind and water causes of soil loss and degradation. Erosion is also caused by construction, deforestation, and unsustainable practices in farming and animal grazing. Great spires carved away by erosion in Bryce Canyon National Park, Utah, USA Ourourlearninggarden.ca

36. Deforestation: When trees are cut down, the soil loses the shelter of branches and leaves that protect it from the force of rain and wind. The root systems that hold the soil in place are destroyed. Ourourlearninggarden.ca

37. Over-grazing: When cattle eat grass, they pull it out of the ground by the roots, taking some soil with it. Each bite leaves a patch of ground uncovered, exposed to the wind and the rain. These animals' sharp hooves also tear up the surface a little with each step. Ourourlearninggarden.ca

38. With a limited amount of land and a growing number of people to feed from that land, each person's part becomes smaller and smaller. Protecting our land resources is of great importance. Anyway you slice it , there is not very much soil to support the growing global population! Ourourlearninggarden.ca

39. With a limited amount of land and a growing number of people to feed from that land, discuss the importance of protecting the arable land from the process of bioaccumulation. Ourourlearninggarden.ca

40. Lesson 3 • Lesson 3 –examines the relationship between food chain and pollution • Students are introduced to the concept of biomagnification. • 2-4-12 Identify substances that pollute air and water, and describe ways of reducing such pollution. GLO: B3, B5, D3, D ourlearninggarden.ca

41. Pollution can effect the shells of eggs ourlearninggarden.ca

42. What do you think happens when a egg shell is thin and weak? ourlearninggarden.ca

43. What do you think happens when a egg shell is thin and weak? ourlearninggarden.ca

44. What do you think happens when a egg shell is thin and weak? Thin eggshells can easily break as they are subject to many conditions in nature that stress the shell. Movement in nest by mother, predators and forces of wind and water stresses the shells. ourlearninggarden.ca

45. Eagle were nearly extinctas their egg shells are very sensitive to pollution. Investigate what chemical was responsible for causing this and the reaction that caused the egg shell to become thin. ourlearninggarden.ca

46. Pollution on land and farmers fields drain into rivers and lakes Pesticides and pollution can effect the strength / thickness of the birds egg shell. Oil, lead and mercury are some of the causes. The higher you are in the food chain the higher concentrations of toxins you eat. ourlearninggarden.ca

47. If you supplemented the birds diet with calcium do you think the shells would be stronger? • What is an egg shell made of? • Investigate if chickens get calcium supplements.

48. The concentration of some chemicals, such as DDT, increases as it gets higher in the food chain. This process is called biomagnification. 1NG EDUCATION WEBSITEThe concentration of DDT is relatively low in plants and primary consumers such as fish and insects. Secondary consumers, such as chickens, have higher levels of DDT. Tertiary consumers, such as eagles and pelicans, have the highest concentrations of DDT in their bodies.1 1NG EDUCATION WEBSITE

49. Pelicans and raptors are near the top of their food chains. Why do you think they suffered more dramatic effects from DDT (such as thinning eggshells) than lower-level predators such as chickens and quail?

50. Does pollution in a food chain affect you? ourlearninggarden.ca