Soil Systems and Society

Teacher(s) Anita Kapadia Subject group and course Sciences: Environmental Systems & Societies

Course Part DP Year 1 or 2 DP1 Dates W3 May (3 weeks)

INQUIRY: establishing purpose of the unit

Group/Course Aims (from DP subject guide) Assessment Objectives (from DP subject guide)

• Acquire the knowledge and understandings of environmental systems at a Demonstrate knowledge and understanding of relevant
variety of scales • facts and concepts
• Appreciate the dynamic interconnectedness between environmental systems • methodologies and techniques
and societies • values and attitudes
• Value the combination of personal, local and global perspectives in making Apply this knowledge and understanding in the analysis of
informed decisions and taking responsible actions on environmental issues • explanations, concepts and theories
• Be critically aware that resources are finite, and that these could be inequitably • data and models
distributed and exploited, and that management of these inequities is the key to • case studies in unfamiliar contexts
sustainability Evaluate, justify and synthesize, as appropriate
• Create innovative solutions to environmental issues by engaging actively in local • explanations, theories and models
and global contexts • methods of fieldwork and investigation
• cultural viewpoints and value systems
Engage with investigations of environmental and societal issues at the
local and global level through
• evaluating the political, economic and social contexts of issues
• selecting and applying the appropriate research and practical skills necessary
to carry out investigations

Essential understandings

The soil system is a dynamic ecosystem that has inputs, outputs, storage and flows.
The quality of soil influences the primary productivity of an area.
The sustainability of terrestrial food production systems is affected by socio -political, economic and ecological factors.
Consumers have role to play through their support of different terrestrial food production systems.
The supply of food is inequitably available and land suitable for production is unevenly distributed among societies, and this can lead to conflict and concerns.
Human activities may reduce soil fertility and increase soil erosion.
soil conservation strategies exist and may be used to preserve soil fertility and reduce soil erosion.

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 Syllabus (from DP subject guide)

Inquiry questions

Skills-based What is soil? why is it an important natural resource?

Skills-based How is soil fertility affected due to pollution?
Skills-based Are there any methods of sustainable farming?
Content-based Why is soil considered as an important natural resource? How is soil structure determined?
Content-based How is soil sustainability achieved?
Content-based What is food scarcity? how can it be controlled?
Content-based How is sustainable farming practiced?
Concept-based How is soil formed? what are the physical and chemical properties of soil?

Approaches to learning (ATL)

Social Communication Research

ATL coverage details and notes:

Students will carry out soil survey, share case-studies. Evaluate best sustainable practices in agriculture in their home town.

Language and learning ToK Connections CAS Connections

• Scaffolding learning • Personal and shared knowledge • Action

Details: • Areas of knowledge Details:
Details:

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 Support new learning through the use of graphic Our understanding of soil conservation has Evaluate the soil management strategies for a given
organizers (writing frames, Mind Maps®), which are progressed in recent years-what constitutes progress commercial farming system and of given subsistence
pictorial forms of promoting, organizing and in different areas of knowledge? farming system.
constructing knowledge; visual aids, drama,
demonstrations, etc.
PPT- Soil erosion
Role play- Farmers in drought affected parts of India

Learner Profile International Mindedness

Inquirers
By carrying out practical work of soil analysis.
Thinkers
TOK-The soil system may be represented by soil profile. Since the model is strictly
speaking not real, how can it lead to knowledge?
Communicators
External assessment, practical work and internal assessment
Describe how this unit will enable students to engage with an issue of
global importance and/or analyse an issue from different cultural
perspectives.
• Significant differences exist in arable ( potential to promote primary productivity)
soil availability around the world. These differences have socio-political, economic
and ecological influences.
• Food choices can be influenced by culture, religion or regional food production
differences.

Assessments

Internal Assessment What summative assessment will be used in this unit?

Individual investigation Using Soil pyramid diagram identify the soil structure
• A: Identifying the context Evaluate soil system models
• B: Planning Worksheet based on soil conservation practices.
• C: Results, analysis and conclusion Class tests- Soil concepts, soil sustainability ( based on past papers)
• D: Discussion and evaluation
• E: Applications What formative assessment will be used in this unit?
• F: Communication Students will be asked to collect soil samples from different locations. Do lab
External Assessment testing of soil pH, porosity, Use the N.P.K soil kit to test for Nitrate, Potassium and
Paper 1 Phosphate. Follow the instructions in the kit .
• Analysis and evaluation of data relating to a specific, previously unseen case Role model- Farmers plight in drought regions of India
study Compare and contrast the agricultural production trends ( a graph will be provided
Paper 2 with details)
• A: Short-answer and data-based questions
• B: Two structured essay questions from a choice of four How will students show understanding? And what will constitute
acceptable evidence of understanding?
• Outline the transfers, transformations, inputs, outputs, flows and storages within
soil systems.

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 • Explain how soil can be viewed as an ecosystem
• Compare and contrast the structure and properties of sand, clay and loam
• soils, with reference to a soil texture diagram, including their effect on primary
productivity.
• Analyse tables and graphs that illustrate the differences in inputs and outputs
associated with food production systems.
• Discuss the links that exist between socio-cultural systems and food production
systems.

Describe the process for standardization of marking and moderation?

IB question bank will be use to set the tests.
Answers script will be given to other math teacher with mark scheme for internal
standardization.
( standardization of marking)

Which assessment criteria will be used?

For reviewing IA after students’ self assessment, teacher will be assessing and
providing actual marks of the IA.
For class test and unit test questions will be set as per IB pattern.

ACTION: teaching and learning through inquiry

Content Learning process

Students will know: Learning experiences and strategies/planning for self-supporting learning:
*The soil system may be illustrated by a soil profile that has a layered structure • Lecture
(horizons). • Small group/pair work
*Soil system storages include organic matter, organisms, nutrients, minerals, air • PowerPoint lecture/notes
and water. • Group presentations
*Transfers of material within the soil, including biological mixing and leaching • Interdisciplinary Learning
(minerals dissolved in water moving through soil), contribute to the organization of Details:
the soil. Students would be asked to investigate the growth rate of plants in inorganic and
*There are inputs of organic material including leaf litter and inorganic matter from organic soils and discuss the findings and make a report.
parent material, precipitation and energy. Outputs include uptake by plants and soil
erosion.
Transformations include decomposition, weathering and nutrient cycling.• The
structure and properties of sand, clay and loam soils differ in many ways,including
mineral and nutrient content, drainage, water-holding capacity, air spaces, biota
and potential to hold organic matter. linked to the ability of the soil to promote
primary productivity.• A soil texture triangle illustrates the differences in
composition of soils.

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 Students will be able to:
• Outline the transfers, transformations, inputs, outputs, flows and storage within
soil systems.
• Explain how soil can be viewed as an ecosystem.
• Analyse tables and graphs that illustrate the differences in inputs and outputs
associated with food production systems.
• Compare and contrast the inputs, outputs and system characteristics for two
given food production systems.
• Evaluate the relative environmental impacts of two given food production
systems.
• Discuss the links that exist between socio-cultural systems and food production
systems.
• Evaluate strategies to increase sustainability in terrestrial food production
systems

Learning Experiences Teaching Strategies

Do the students have enough prior knowledge? How will we know? What different teaching methodologies will be used to support different
Yes to some extent- about soil profile and soil erosion. learning styles?
Discussion method.
Through what activities will students acquire the knowledge and practice Project method
the skills required? Investigation
Quiz
case studies

How will formative assessment be used to give students feedback during

the unit?
Through comments/ marks/ grades
Unit test: at the end of the unit test will be taken of 40 marks: IB questions will be
asked in the test.

How will information literacy and the use of ICT be developed?

Use of power-point presentations/ online simulations/ online quiz

How will the idea of academic honesty be reinforced?

Students would be asked to mention the resources used in their research project
using MLA format.

Differentiation

Differentiation items in this unit

• Value prior knowledge

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 • Extend learning
Details

Resources

Soil conservation and sustainabl...

Website
Added by Anita Kapadia on May 24, 2016
Summary

REFLECTION: considering the planning, process and impact of the inquiry

Prior to studying the unit During the unit After the unit

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