Curriculum for the Teaching Unit Soil
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1 Teaching objectives
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This thematic unit was developed on behalf of the European Union to foster the abilities of children between the age
of five and eight years interdisciplinarily by encouraging them to learn more about "soils". Its objectives are assigned to three
categories:
1.1 Subject Soil
• Giving an insight into the complex relationships within the eco-system soil
• Identifying the various daily references (1) of soil
• Discerning soil as a vital and limited resource
• Demonstrating dangers to soil caused by human interference
• Determining alternative, sustainable forms of exploitation
• Strengthening joint responsibility towards soil resources and soil dwelling organisms
1.2 Strategies According to Local Agenda 21
Agenda 21 calls for a change in awareness leading to a sustainable economy and development in all areas of life.
This goal may be achieved by strengthening key competences and other abilities:
• boosting fundamental learning skills in children (awareness of the five senses, language abilities, and interpersonal skills)
• motivating and encouraging continuous and self-monitored learning
• working independently by strengthening self-assurance, in particular, the capacity to act effectively (learning how to plan and act
without assistance, assuming responsibility, acting on one's own initiative)
• fortifying social and group skills (= fitting into a group, working together with others, planning and acting together) through teamwork
• answering the call for an integral [holistic] education, which addresses all the child's senses and integrates related subjects
• intensifying scientific interest
• supporting ecological and technical knowledge and understanding
• acquiring skills (= media use and device handling, planning and performing experiments, as well as describing and interpreting results)
1.3 The Intentions of "EU Science Calls"
• to give children an understanding of scientific procedures by planning and performing experiments, and by interpreting the results
• to acquire methodical skills
• to heighten the eagerness to experiment, in particular in girls
• to support scientific interest, in particular in girls
• to spread the contents of the "Teaching Unit Soils" as far across Europe as possible
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2 Defining Performance Objectives
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The subject of soils allows children to deduce the meaning of complex correlations mostly on their own, using various materials and methods,
aided by discussions, experiments, and observations. Soil is a directly accessible resource which children come across daily and which is regarded
as one of life's major foundations. Every child has had previous contact to soil. Regardless whether the child has played in a sandbox or moulded dirt
like modelling clay before, these links to previous childhood encounters and experiences will ensure retention of the material.
2.1 Specialist Area Soil
• In order to protect the natural resource "soil" in a sustainable manner, it is necessary to obtain a better understanding of the complex workings within
this eco-system. In the interest of lasting success, children should be introduced to the matter early, as they are here, between the ages of five and eight.
• The daily unconscious use and expenditure of soil, particularly in large urban areas, must be picked out as a central theme and brought to debate.
• Human activities endanger soil as a vital resource.
• Soil conservation may be ensured by sustainable use only.
2.2 Agenda 21 Prerequisites
• It is a sad reality that our children are increasingly plagued by poor perception and weakened concentration. That is why foundational learning
skills must be fostered. A natural object offers the opportunity to communicate sensory discriminations by means of language. (1)
• Preferences set by the media, for example, and, increasingly, within the classroom context – children keep expecting improved instructional materials –,
undermine independent working and learning. "I would have understood far more, if it wouldn't have all been explained" (1). By contrast, personal competence and the
capacity to act effectively are in demand here. "Finding answers to self-posed questions and receiving support from grown-ups not only improves knowledge and skills,
but also raises self-esteem, pride, and cosmopolitan awareness".
• In this day and age, it is hard to imagine an occupation that does not rely on teamwork. In addition, many children lack mutual forms of experience within a circle of family or friends.
• Since it is now widely accepted that global environmental connections exist, integral ways of looking at things are needed in science, which must also become part of the
younger children's education and training.
• Today and in the future, there is a great need for qualified scientists and technically skilled workers. Interest in this area should be aroused in early childhood.
2.3 Intention of "EU Science Calls"
• Learning anxieties are often caused by a lack of understanding; methodical skills are poor. This aversion to science needs to be overcome in order to enable a serious scientific engagement.
The structure of the lessons given here encourages children to observe, to describe, to exchange information among the group, to perform hands-on experiments, to think in models,
to analyse evidence, and to discover results.
• Not enough girls choose scientific or technical subjects in advanced school grades and women are underrepresented in such academic fields.
• There is a shortage of labour in this area. In the interest of an increase of the entire European potential, which is partly latent, the quota of women in scientific and engineering
professions should be augmented. Our women – provided with motivation in good time – are able to increase Europe's future competitiveness.
• In order to reach the goals mentioned above, a wide dispersal of the teaching resources collected here would be sensible. Different types of media will be employed to attain the outlined objectives.
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3 Methods for Achieving Lesson Plan Objectives
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The sessions (see Attachment 1) may be divided into seven phases:
1. Introductory phase
2. Inquiry phase
3. Activity phase
4. Evaluation phase
5. Comprehension phase
6. Conclusive phase
7. Application phase
Introductory phase:
First, children are sensitised to the various functions and properties of soil. This is done in an introductory phase. In this phase, children discover the variety of soils,
their different components, and their functions. They will discover soil as the habitat of animals and plants. They will learn that soil is much more than mud and dirt, two words each bearing a negative connotation.
The main focus of this phase is to grant children a scientific perspective on soils.
Inquiry phase:
In the ensuing phase, human soil management will be described. The children will discover how humans use soil in many ways, rely on soil, and how soil is endangered through exploitation.
Activity phase:
In this phase, the children learn scientific approaches and how they, too, may turn into scientists. The objective is to map out an experiment in unison with the children that will mimic ground sealing caused by urban
land covering (and/or erosion/soil contamination) and the resulting consequences. In various discussions, the children will voice their suppositions and set up hypotheses which will be verified by experiments.
The children will be asked to keep a scientific journal, in which they will record experiments, exact procedures, and any variation in procedure.
Evaluation phase:
Then, the results of the experiments will be examined, evaluated, and portrayed.
Comprehension phase:
Here, the children learn how to draw their own conclusions from the experiments and matching results. The children should realize that human intervention comes at a cost for soil and, consequently, for humankind.
Conclusive phase:
In this phase, the children will introduce their results to other children, parents etc. In addition, their participation is honoured by an award certificate emphasizing their success as a scientist.
Application phase:
At this point, the children are made aware of their ability to make decisions. The children should be taught that they, too, may later enter a scientific profession and come up with strategies to solve problems.
Also, the children should help find solutions towards soil utilization without mitigating its important functions. Children should consider what they can do for the protection of soils (e.g. soil sponsorship,
establishing a Kinder-Garden, setting up and attending to a compost heap). The children should be encouraged to assume responsibility for soil resources.
Various methods may be applied in order to reach the objectives listed above (Item One). The methods are listed according to the order of contents of the "Teaching Unit Soil". The methods listed in the
following may overlap, and may in part be applied towards reaching the objectives of all categories and demands.
3.1 Methods visualizing soil resources:
• Collecting and sorting
• Observing and examining
• Maintenance
By collecting and sorting soil samples, the children are given an understanding of soil. This method complies with the passion for collecting items that children of this age group often have. Collecting and
sorting soil samples and examining various types of soil gives the children a clear impression of soil heterogeneity and the biological diversity of life inhabiting soils. This way, they will receive an initial
insight into this kind of habitat, realizing its complexity and becoming more sensitive when handling soil. By taking care of species (here: making and taking care of a worm bin), the children learn how to assume
responsibility, an ability expected from them throughout their further lives.
3.2 Methods that help meet the demands made by Agenda 21:
• Examining
• Describing
• Determining
• Working in small groups
While examining soil, the children will be subjected to different sensual experiences. The interaction with this resource fosters tactile, olfactory, and visual discrimination. The direct contact with soil allows
children to have an emotional access, building a foundation for handling soil resources respectfully. The call for integral learning (learning with head, heart, and hand) is met, and a holistic view is strived for.
Language abilities are fostered by describing and classifying the object of study. In group discussions, the children will name and discuss their experiences and findings. They learn how to express their
ideas and are introduced to the use of technical terms.
By carrying out the experiments in small groups, the children's interpersonal skills are fostered. They work together and must organize procedures. This exercise fosters the ability to cooperate and to communicate.
The children should use dialogue to resolve any conflicts that may arise. The educator(s) and teacher(s) will facilitate this learning process.
3.3 Methods that help meet the objectives of the "EU Science Calls":
• Experimenting
• Examining
• Reviewing
• Observing
• Measuring
• Comparing
• Drawing
• Documenting
• Analysing evidence
• Presenting information
• Working in gender-specific groups
Within the framework of fostering scientific understanding in children, experimentation is of great importance. Through studying soils and verifying assumptions by experiment, children are enabled to increase their
sense for detail, an ability every scientist should master. Soil experiments will prompt the children to observe carefully, to measure proceedings, and to compare measurements after having completed the test series and
variations thereof. Mastering these tasks is an important prerequisite for any scientific work and the children effect them in this unit on their own. The children must concentrate on the experiment. They sketch the
procedures and document them accurately. By analysing the experiments, they learn how to distinguish cause from effect and to make analogies.
This active way of dealing with tangible problems and important questions fosters awareness and concentration in children.
Small groups are separated by gender. Thus, it is avoided that the sexes influence or manipulate each other (consciously or subconsciously). In addition, this gender segregated method of working makes sure that each
child can assume tasks during the experiment according to his/her interest rather than succumbing to pressure from a child of the opposite sex. This way, the different abilities may be fostered and challenged without
regard to gender. That includes strengthening interpersonal skills in boys during group activities, and fostering self-directed experimentation and contextual analysis in girls. It would be desirable to spark girls'
interest in scientific-technical professions.
In addition, the teachers and educators may consider individual differences developed previously in the course of socialization between boys and girls without regard to the setting.
By documenting and presenting their work, the children will learn how to use various media techniques, providing an opportunity to exchange results with other partner countries via the internet.
3.4 Evaluation
In order to assure the quality of the "Teaching Unit Soil", this teaching resource must be reviewed continuously. That is done by observing the children during activities. In addition, an evaluation of the scientific
journals is intended, further enabling a qualified review of each activity. In the conclusive phase of the lesson, there will be room for reflective discussions and feedback from the children. During this phase, the
children will have the opportunity to express criticism. These evaluation methods will fully depict the quality of the unit and will help procure weak points that may be remedied at a given time. This is the only
way to ensure the quality of the "Teaching Unit Soil" in the long run.
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4 General Conditions According to Respective Curricula
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The general conditions of the Teaching Unit are aligned with respective curriculum/educational guidelines or standards. These plans administer the objectives and contents of state education. For Germany, the
curriculum/educational plan of the Federal State of North-Rhine Westphalia serves as an example. It is assumed that the state standards for the other Länder (educational policy is governed by the federal states) are similar in content.
The target group of this instruction unit are children ages five to eight years. It should be noted for Germany that [in this country] this target group is made up of pre-school and primary school children.
4.1 Preschools
The "Early Childhood Education and Care Agreement" [Bildungsvereinbarung NRW] ([an education plan for kindergartens introduced in] North-Rhine Westphalia, Germany) determines educational areas that should be furthered by day care centres
and preschools. One of these areas is "Nature and Social Environment". The teaching resources on soil assembled in this unit brush this educational area in many ways. Children are enabled access to soil on the level of collecting,
observing, handling, and testing. Sensory perceptions gathered, for example, when studying soil types, become linked to scientific information and creative elements. Also, species observation (e.g. worm bin) fosters a considerate attitude
towards nature. Discussions on soil encounters purposefully support the children's language abilities. At the same time, they will experience soil always within the context of the necessary setting. That means that soil is not viewed in the
abstract, but rather, soil's many functions and interrelations become clear and the children's scientific curiosity is nurtured.
4.2 Elementary Schools
This teaching resource also ties in with the educational plan in place for elementary schools in North-Rhine Westphalia. The support of personality development, interpersonal skills, musical talents and practical capabilities1 received in
elementary school corresponds to the encouragement offered by this lesson. It is the school's responsibility to create an arena for gathering experience, in which cognitive learning may be combined with practical, musical, creative, athletic,
religious, and social education. Therefore, instruction should include technical and cross-curricular learning2. The thematic treatment of soil meets this requirement also. Here, the children learn how to work on a complex topic, approaching
it from various angles and from very different stances. Individual and autonomous learning, as well as collaborative learning in a team, are practiced by working on the topic of soil through experiments and analysis, just as it is required by
the guidelines and educational plans for elementary schools in NRW3.
Under the heading of "Nature and Life" in the North-Rhine Westphalian education plan, children are required to learn in Sachunterricht [a general subjects class] how to recognize the correlations between humans, animals, and plants.
The instructional resources phrased and outlined in Attachment 1 and 2 meet this requirement. Under the caption of "Space and Environment", the educational plan stipulates that students should ascertain and recognize the meaning of resources
and their uses; the "Teaching Unit Soil" correlates with standards in this case as well. Under the heading of "Man and Community", the children should recognize patterns of consumption, environmental issues and conflicts, and develop conflict
solving strategies. The experimental approach of the internationally oriented "Teaching Unit Soil" with a national emphasis on ground sealing (Germany), soil erosion (Hungary), and soil contamination (Rumania) fulfils these objectives in
many ways.
Curriculum Attachment 1: Teaching units with modules
Curriculum Attachment 2: Additional comments on respective activities
Bibliography:
(1) Haller, Kerstin & Kummetz, Mechthild: Expedition Erde. Bildungsverlag EINS
PDF Version
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