Materials

For the instructor:

Overhead transparency sheets and overhead projector

Soil sample in zip-lock bag

For each group of participants:

Soil samples in zip lock bags (Investigations 1 and 2)

Drinking straws, knives or tongue depressors (for probing soil)

Water source

Plastic cups, clear (2 or more)

Hand lenses (2 or more)

Newspaper or paper towels to cover the work area

Procedure

Have the IES logo transparency on the overhead projector as participants arrive. See Presentation above.

1. Pre-assessment

• Show a soil sample and ask participants to share their thoughts
  
  Questions you might ask include, "What does soil feel like," "What is soil made of," "Is soil the same all over the Earth? Explain."
  
  
• Instruct participants to write answers to the pre-assessment questions
  
  Pre-assessment questions are included in the Resources section of this manual. These same questions appear on the "Reflecting" page at the end of the student book, under the subheading "Back to the Beginning". Tell participants that the purpose of the Pre-assessment is to provide a baseline assessment of student knowledge. This can be compared with later answers, as a measure of student progress.
  
  
• Hold a review session, recording participant responses
  
  Build two lists, one for "ideas we have about soil," and one for "questions we have about soil". List participants' ideas as they give them, without alteration. Record these ideas on an overhead transparency, flip chart, chalkboard, or dry-erase board.
  
  
• Distribute handouts (from the back of this manual):
  
  - Student Ratings and Self-Evaluation
  
  - Earth System Connection Sheet
  
  - Checkpoint Form
  

Introduce Investigating Earth Systems. See Presentation above.

2. Investigation 1

• Introduce the Key Question, "What can you investigate about soil?"
  
  Solicit participant responses, recording them on an overhead transparency. Solicit new questions that participants have about soil. Tell participants that, although this repeats some of the pre-assessment, in a classroom this activity would serve as both a review of the pre-assessment and an introduction to the upcoming investigation.



• Distribute soil samples
  
  Participants will record observations using all their senses. Ask participants how they intend to record their results. As you circulate, inquire as to what kinds of data they are collecting (visual, tactile, etc.) and how they are recording it. Of course, the intent here is to model teacher behavior, not interrogate the participants! Suggest methods of recording observations, such as a table with columns for each of the senses.



• Re-visit soil questions and select one for further investigation
  
  Instruct groups to discuss their observations and revisit their earlier questions. Instruct them to choose a question for further investigation. Remind them that it must be a question they can answer given the constraints of time, space and materials.



• Conduct the investigation
  
  Circulate, observe, and interact with the participants. Ask questions about their inquiry processes, i.e. What is their question? What do they predict? How will they test their prediction?



• Discuss findings
  
  Ask participants to share the question they investigated, their results, and any new question they want to investigate.
  
  
• Briefly discuss Investigations 2-7

Discuss the flow of a typical IES module. Additionally, you will want to discuss assessment in IES and the scope of the project (the different modules). See Presentation above.