Activity 1: Comparing Apples and...Earth?

1. Hold up an apple to the class and tell the students that it represents Earth.
2. Slice the apple into fourths. Set aside three of the fourths, as they represent water on the Earth’s surface.
3. Cut the remaining slice in half. Set aside one of the halves as uninhabited deserts, swamps and Arctic areas.
4. Divide the remaining piece into fourths. Set aside three of the pieces for land that is too rocky, wet, hot, or poor for crop production.
5. The remaining piece is 1/32 of the original apple. Carefully, peel this section. Hold up the peel and explain that it represents the thin layer of soil that is available for producing all of the world’s food crops.
6. Have a classroom discussion using the following questions:
   • What is the key message underlying the activity?
   • What actions can students take to care for their patch of this precious Earth—as individuals, as a class and school, with their families, in their community?
   • How are farmers stewards of the land?
   • What is sustainability? Introduce the concepts without using the word itself, which can be difficult to define. Produce concept maps based on discussion.
   • How do natural resource management, farming techniques, feeding the world, land care, and environmental management play a role in food production in your hometown and state?

Tips:

• A demonstrator could cut one apple and students eat an approximate amount
• Watch the tutorial video, Comparing Apples and... Earth?

Activity 2: Shake, Rattle, and Roll

1. Explain to the class that soil is made of three different types of particles: sand, silt and clay. The perfect soil will contain an even mixture of all three. This is called a loam soil.
2. Give each student a small sample of sugar, representing sandy soil. This soil does not usually grow plants well, as it dries out quickly and does not let the roots get enough water. Have the students describe the texture. Next, allow students to feel a small sample of dry flour and rub it between their fingers. This is the powdery, silky texture of silt. Finally, add a small amount of water to the flour. This is the texture of clay. Clay particles clump together and compact when dry and drain poorly when wet. Have the students describe the texture.
3. Determine the type of soil in the garden by filling a large jar half-full with soil. Fill the remaining space with water. Have the students take turns vigorously shaking the jar until the larger clumps are broken apart. Let the jar sit for two minutes. Use a permanent marker to draw a line to mark each layer. Allow at least 24 hours for the soil to settle completely. The top layer will be clay, which includes the smallest, lightest particles. The middle layer will be silt, and the heaviest particles fall to the bottom, sand. Have the students identify the thickest layer to determine the soil type.
4. Have students measure and graph the separate layers in centimeters. Divide the class into groups to duplicate the activity with soil from different areas of the campus. Students can record, graph and compare their findings. Ask the students how this activity might influence where they plant a garden.

Activity 3: What's Soil Made Of?

1. Gather samples of soil from a variety of places around your school or home garden. You can also have the students bring samples of soil from home. Do not use purchased potting soil for this activity.
2. Divide soil samples into paper cups, with two to three different soil samples for each student group.
3. Distribute the student handout, What’s Soil Made Of? and read as a class. Demonstrate the procedure for the class, then divide students into groups. Walk younger students through each soil sample one at a time as a class.
4. Instruct one student from each group to obtain cups of soil samples.
5. Use the questions that follow as a class discussion for younger students. Have the older students complete the answers to the questions in their groups. Discuss why it is important for farmers to understand the properties of the soil on their farms.
   • Note: This lesson uses various models to illustrate concepts. Remind students that models incorporate approximations that may not represent the exact properties of soil.