Our Learning Garden - Grade 7 Lesson 1-3 Sacred Soil and Wheatgrass

1. Our Learning Garden - Grade 7 Lesson 1-3 Sacred Soil and Wheatgrass • Lesson Summary- This unit connects the studentsto 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 some language arts activities. • Apple exercise that illustrates how little arable soil we have to support the earths population • Grow Wheatgrass wit/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 • Recognize that soil is a natural resource, and • explain how the characteristics of soil determine • its use. • GLO: D5, E1 • 7-4-10 Describe methods used to control soil erosion, • and recognize the importance of soil • conservation. • Examples: economically important to the agrifood • industry, important for controlling the flow • of water, necessary for plant growth... • GLO: A5, B2, B5, E3 • 7-4-11 Identify environmental, social, and economic • factors that should be considered in making • informed decisions about land use. • GLO: B1, B5, D5 Key Learning Outcomes • 7-4-09 Recognize that soil is a natural resource, and explain how the characteristics of soil determine its use. GLO: D5, E1 • 7-4-10 Describe methods used to control soil erosion, and recognize the importance of soil conservation. Examples: economically important to the agri-food industry, important for controlling the flow of water, necessary for plant growth. GLO: A5, B2, B5, E3 • 7-4-11 Identify environmental, social, and economic factors that should be considered in making informed decisions about land use. GLO: B1, B5, D5 Ourourlearninggarden.ca

3. Lesson 1 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? Ourourlearninggarden.ca

20. 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

21. 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

22. Write a short essay. Is soil sacred? sa·cred  (skrd)-Worthy of respect; venerable. Ourourlearninggarden.ca

23. Lesson 2 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. Lesson 3 Ourourlearninggarden.ca

40. Growing Wheatgrass Ourourlearninggarden.ca

41. Growing Wheatgrass • Grow Wheatgrass • Manipulate the soil and see how pollution affects the crop • Lets examine the root system of the wheatgrass and its role in preventing erosion. Does vegetation similar to wheatgrass have a role in preventing erosion. • Lets review the nutritional benefits of wheatgrass and try juicing (eating) some • Your teeth are great juicers, chew up the wheatgrass and spit out the pulp if you do not have a juicer Ourourlearninggarden.ca

42. Instructions for Growing Wheatgrass • Soak the seeds (3/4 cup per tray) in tepid water for 48-72 hours, • Rinse every 24hours if possible and put fresh water in the container you are soaking the seeds in • When the seeds are just starting to sprout (see white end protruding) you can plant them • Spread the soil out evenly in the tray • .Mix the fertilizer with 350 ml of water • Water the soil evenly with about 350 ml of fertilizer water mixture • TRY ANOTHER TRAY WITH NO FERTILIZER , Observe and record the growth of the 2 trays Ourourlearninggarden.ca

43. Remove the seeds from water, rinse, strain and spread out evenly on top of the soil • Spread soil on top of the seeds so that all seeds are completely covered with soil. • Optional-Cover the trays with the lids or green garbage bag for 2-3 days until the grass has sprouted –around 2 -4 centimeters. Speeds up the growth cycle covering the trays • When the seeds in soil have sprouted 2-4 cm you can water them before placing under the grow lights Place the tray about 40 -50 centimeters from the fluorescent lights or natural window light • You will need to water the wheatgrass every 2nd or 3rdday; depending on the humidity. Keep it slightly damp. Ourourlearninggarden.ca

44. Look at how quickly the root system has developed. • Examine the root system on the 4th or 5th day when the sprouts /blades have emerged from the soil. • Try lifting the wheatgrass out of the tray and examine how the roots are holding together the soil. Ourourlearninggarden.ca

45. Observe and record the difference between fertilized wheatgrass and no fertilizer What did you notice? ourlearninggarden.ca

46. Observe and record the difference between that pollution has on the wheatgrass What did you notice? ourlearninggarden.ca

47. Observe and record the difference between that pollution has on the wheatgrass What did you notice? ourlearninggarden.ca

48. Water one tray with salt water (30 ml salt to 90ml water) , What happens to the wheatgrass? Record your observationsDoes it affect the taste of the wheatgrass? ourlearninggarden.ca

49. Observe and record the effect salt water has on the wheatgrass What did you notice? ourlearninggarden.ca

50. Water another tray with Vinegar is 5% acetic acid, (20 ml vinegar to 90ml water) What happens to the wheatgrass? Does it affect the taste of the wheatgrass? Is this similar to acid rain If a farmer uses pesticides what do you think happens to the crop? ourlearninggarden.ca