CP, DM
| (a) |
Suggest ways in which individuals and communities value and use soil, including the importance of Mother Earth for First Nations and Métis peoples. |
| (b) |
Examine the interdependence between animals and soils (e.g., insects and grubs live in soil, soil provides shelter for some animals, and earthworms aerate soil). |
| (c) |
Examine the interdependence between plants and soils (e.g., soils provide nutrients for plant growth, plant leaves die and fall onto the ground, and plant roots spread throughout soil). |
| (d) |
Relate the characteristics (e.g., composition, colour, texture, and ability to absorb water) of soils to their uses (e.g., agriculture, berms, pottery, earth shelters, road building, habitats, landscaping, and purifying water). |
| (e) |
Observe the effects of moving water on soils in different environments (e.g., beneath an eavestrough downspout, along a stream bank, down a slope, and under a sprinkler). |
| (f) |
Collaboratively design and safely carry out procedures to determine the effects of moving water on different types of soils. |
| (g) |
Propose practices that individuals and communities can take to reduce the effects of erosion on a small scale (e.g., vegetable garden and flower pot) and a large scale (e.g., agricultural field, sports field, river bank, and road ditch). |
| (h) |
Suggest sustainable practices (e.g., composting and fertilizing) that can affect soils positively and reduce or prevent harmful effects such as compaction and contamination of soils. |
| (i) |
Research careers that involve an understanding of soil. |
Included in the book is an icon that indicates additional information can be found at www.scilinks.org. The book contains a table of contents, a glossary and a listing of suggested resources for further reading.
