Lesson C64

Understanding Soil Texture

and Structure
Unit C.

Plant and Soil Science

Problem Area 6.
Lesson 4.

Basic Principles of Soil Science

Understanding Soil Texture and Structure

Content/Process Statement:
Core Content Standard:
Skill Standard:
P-ON003

PLS3

SC-H-3.2.3, SC-H-3.6.1, SC-H-3.6.3

H-OB001, H-OB002, H-OB003, H-OB004, H-OB005, H-OB006,

Academic Expectation:

2.2, 2.4, 2.6

Student Learning Objectives.

achieving the following objectives:

Instruction in this lesson should result in students

1. Describe the concept of soil texture and its importance.

2. Determine the texture of a soil sample.
3. Describe soil structure, its formation, and importance.
4. Identify various soil structures.

Kentucky Agricultural Education Lesson Plan Library Animal, Plant, and Soil Science
Unit C. Problem Area 6. Lesson 4. Page 1.

List of Resources.

The following resources may be useful in teaching this lesson:

Biondo, Ronald J. and Jasper S. Lee. Introduction to Plant and Soil Science and Technology. Danville, Illinois: Interstate Publishers, Inc., 2003. (Textbook and Activity Manual, Chapter 7)
Plaster, Edward J. Soil Science & Management. Albany, New York: Delmar Publishers, 1997. (Textbook and Lab Manual, Chapter 3)
Other Resources. The following resources will be useful to students and teachers:
Porter, Lynn, et al. Environmental Science and Technology. Danville, Illinois: Interstate Publishers, Inc., 1997. (Textbook and Activity Manual, Chapter 13)
Sager, Robert J., et al. Modern Earth Science. Austin, Texas: Holt, Rinehart, and
Winston, Inc., 1998. (Textbook, Chapter 12 & 14)
VAS U4052a, Understanding Soils. Urbana, Illinois: Vocational Agriculture Service.
VAS U4030, Soil Texture. Urbana, Illinois: Vocational Agriculture Service.
VAS U4028, Soil Structure. Urbana, Illinois: Vocational Agriculture Service.

List of Equipment, Tools, Supplies, and Facilities

Writing surface
Overhead projector
Sample of soil
Copies of Student Lab Sheets
Transparencies from attached masters
Soil pit

Terms.

The following terms are presented in this lesson (shown in bold italics):

Clods
Loam
Peds
Permeability
Soil structure
Soil texture
Soil workability
Textural triangle
Water-holding capacity

Interest Approach.

Provide students with various samples of soil. One sample should be

nearly all sand, one nearly all clay, and one nearly all silt. Ask students to determine how the samKentucky Agricultural Education Lesson Plan Library Animal, Plant, and Soil Science
Unit C. Problem Area 6. Lesson 4. Page 2.

ples differ. Would each sample be equally productive? Indicate that the samples vary according to
the size of soil particles. Ask students how particle size might affect various soil properties. Allow
comments to lead to a discussion of soil texture.

Summary of Content and Teaching Strategies

Objective 1:

Describe the concept of soil texture and its importance.

Anticipated Problem: What is soil texture and why is it important?

I. A. Soil texture is the fineness or coarseness of a soil. It describes the proportion of three
sizes of soil particles. These are:
1. Sandlarge particle
2. Siltmedium-sized particle
3. Claysmall particle
B. Texture is important because it affects:
1. Water-holding capacitythe ability of a soil to retain water for use by plants
2. Permeabilitythe ease with which air and water may pass through the soil
3. Soil workabilitythe ease with which soil may be tilled and the timing of working
the soil after a rain
4. Ability of plants to growsome root crops like carrots and onions will have difficulty
growing in a fine-textured soil
Use TM: C64A to show students the relative size of soil particles. It would be helpful to display samples
of the various textural classes in order to understand relative sizes of soil particles. Use TM: C64B to
discuss the importance of texture as it relates to other factors. The appropriate sections of the text materials will also be helpful for students to understand the related concepts.

Objective 2:

Determine the texture of a soil sample.

Anticipated Problem: How is the texture of soil determined?

II. A. Soil texture may be determined in one of two ways:
1. The percentages of sand, silt, and clay may be tested in the lab. Once tested, you
may determine the textural class of the soil by referring to the textural triangle.
There are 12 basic textural classes:
a. Silt
b. Silt loam
c. Silty clay loam
d. Loamcontains some of all 3 soil particle sizes
Kentucky Agricultural Education Lesson Plan Library Animal, Plant, and Soil Science
Unit C. Problem Area 6. Lesson 4. Page 3.

e. Sandy clay loam

f. Loamy sand
g. Sand
h. Sandy loam
i. Sandy clay
j. Clay loam
k. Silty clay
l. Clay
1. The relative amounts of sand, silt, and clay may also be determined in the field using
the ribbon method. Five textural classes may be determined using the ribbon
method:
a. Fine-textureda ribbon forms easily and remains long and flexible.
b. Moderately fine-textureda ribbon forms but breaks into pieces to 1 inch
long.
c. Medium-texturedno ribbon forms. The sample breaks into pieces less than
inch long. The soil feels smooth and talc-like.
d. Moderately coarse-texturedno ribbon forms. The sample feels gritty and lacks
smoothness.
e. Coarse-texturedno ribbon forms. The sample is composed almost entirely of
gritty material and leaves little or no stain.
Use TM: C64C to explain the textural triangle. Give students various percentages of sand, silt, and clay
(making sure percentages add up to 100), and ask them to determine the soil texture using the textural triangle. When students have mastered this, divide them into groups and have them complete LS: C64A,
Sedimentation Test of Soil Texture. Finally, discuss the various textural classes listed above for the ribbon
method. Give each student several different samples to determine soil texture using the ribbon method.

Objective 3:

Describe soil structure, its formation, and importance.

Anticipated Problem: What is soil structure, how does it form, and why is it important?
III. A. Soil structure is the arrangement of the soil particles into clusters or aggregates of various sizes and shapes. Aggregates that occur naturally in the soil are referred to as peds, while
clumps of soil caused by tillage are called clods.
B. Structure is formed in two steps.
1. A clump of soil particles sticks loosely together. These are created through:
a. Plant roots surrounding the soil and separating clumps
b. Freezing and thawing of soil
c. Soil becomes wet and then dries
d. The soil is tilled
e. Fungal activity
Kentucky Agricultural Education Lesson Plan Library Animal, Plant, and Soil Science
Unit C. Problem Area 6. Lesson 4. Page 4.

2. Weak aggregates are cemented to make them distinct and strong. Clay, iron oxides,
and organic matter may act as cements. When soil microorganisms break down plant
residues, they produce gums that also glue peds together.
C. Soil structure is important for several reasons:
1. It improves soil tilth.
2. It improves permeability.
3. It resists the beating action of raindrops, minimizing the formation of crusts that reduce crop stands.
Have students read the appropriate section in text material on soil structure. Take a sample of soil with
good structure and place it on a tabletop or desktop. Students should be able to see that the soil does not all
fall apart. These naturally occurring clusters demonstrate soil structure. Using the notes above, discuss
how soil structure is formed and why it is important for good plant growth.

Objective 4:

Identify various soil structures.

Anticipated Problem: What are the various soil structures and what do they look like?
IV. There are eight primary types of structure. They are:
A. Granularaggregates are small, non-porous, and strongly held together.
B. Crumbaggregates are small, porous, and weakly held together.
C. Platyaggregates are flat or plate-like. Plates overlap, usually causing slow permeability.
D. Prismatic or Columnaraggregates are prism-like with the vertical axis greater than the
horizontal. Prismatic has flat caps while columnar has rounded caps.
E. Blockyaggregates are block-like, with six or more sides. All three dimensions are about
the same.
F. Structurelessthere is no apparent structure. It may be found in one of two forms:
1. Single grainsoil particles exist as individuals and do not form aggregates.
2. Massivesoil particles cling together in large uniform masses.
Use TM: C64D to demonstrate the various types of soil structure. If possible, dig a soil pit to show students the different types of soil structure and where they can be found. Remind students that granular,
crumb, and platy are usually found in the top soil or A horizon; prismatic, columnar, and blocky are usually found in the subsoil or B horizon; and that structureless is usually found in the substratum or C horizon.

Review/Summary.

Use the student learning objectives to summarize the lesson. Have

students explain the content associated with each objective. Student responses can be used in determining which objectives need to be reviewed or taught from a different angle. Questions at end
of chapters in the textbook may also be used in the review/summary.
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Unit C. Problem Area 6. Lesson 4. Page 5.

Application.

Application can involve one or more of the following student activities using
attached lab sheets:
Sedimentation Test of Soil Texture LS: C64A

Evaluation.

Evaluation should focus on student achievement of the objectives for the lesson. Various techniques can be used, such as student performance on the application activities. A
sample written test is attached.

Answers to Sample Test:

Part One: Matching
1=e, 2=d, 3=a, 4=b, 5=f, 6=c
Part Two: Completion
1.
2.
3.
4.
5.

soil workability
loam
fine-textured
clods
massive and single grain

Part Three: Short Answer

1. a. large
b. small
c. medium
2. Plants which have large structures that grow underground have difficulty growing in
fine-textured soils.
3. Students can list any two of the following: improves soil tilth, improves permeability, and
reduces formation of crusts which reduces crop stand.

Kentucky Agricultural Education Lesson Plan Library Animal, Plant, and Soil Science
Unit C. Problem Area 6. Lesson 4. Page 6.

Sample Test

Name_____________________________________

Test
Lesson C65: Understanding
Soil Texture and Structure
Part One: Matching
Instructions. Match the term with the correct response. Write the letter of the term by the definition.
a. water-holding capacity
b. soil structure

c. peds
d. permeability

e. soil texture
f. textural triangle

_______ 1. The fineness or coarseness of soil particles.

_______ 2. The ease with which air and water may pass through the soil.
_______ 3. The ability of soil to retain moisture for plants.\
_______ 4. The arrangement of soil particles into clusters or aggregates.
_______ 5. A chart used to classify soil according to its coarseness or fineness.
_______ 6. Aggregates that occur naturally in the soil.
Part Two: Completion
Instructions. Complete the following statements.
1. The ease with which soil may be tilled is referred to as ___________________.
2. A sample that contains some of each of the sizes of soil particles is referred to as a
____________________.
3. When conducting the ribbon method for determining texture, the soil forms a long, pliable
ribbon. This soils texture could be classified as ___________________.
4. Clumps of soil that are caused by tillage are referred to as __________________.
5. A soil that has no structure may appear in one of two forms. They are
______________________ and _____________________.

Kentucky Agricultural Education Lesson Plan Library Animal, Plant, and Soil Science
Unit C. Problem Area 6. Lesson 4. Page 7.

Part Three: Short Answer

Instructions. Use the space provided to answer the following questions.
1. Classify the following soil particles as small, medium, or large in comparison to each other:
a. sand
b. clay
c. silt
2. How does texture affect the ability of plants like carrots and onions to grow?

3. Briefly explain two of the three ways that soil structure is beneficial to plant growth.
a.

b.

Kentucky Agricultural Education Lesson Plan Library Animal, Plant, and Soil Science
Unit C. Problem Area 6. Lesson 4. Page 8.

TM: C64A

RELATIVE SIZE OF
SOIL PARTICLES

Fine sand

Silt

Clay

Kentucky Agricultural Education Lesson Plan Library Animal, Plant, and Soil Science
Unit C. Problem Area 6. Lesson 4. Page 9.

TM: C64B

FACTORS AFFECTED
BY TEXTURE
1. Water-holding capacity
2. Permeability
3. Soil workability
4. Ability of plants to grow

Kentucky Agricultural Education Lesson Plan Library Animal, Plant, and Soil Science
Unit C. Problem Area 6. Lesson 4. Page 10.

TM: C64C

SOIL TRIANGLE
10

100

20

90

80

30

70

40

Clay

60

Clay Loam

Sandy
Clay Loam

Silty Clay
Loam

80

20

Loam
yS

Silt

an

10
0

am

Sand

Silt Loam

Sandy Loam

90

10

Lo

70

30

50

TC
EN
RC
PE

Sandy
Clay

40

ILT

Silty
Clay

TS

50

EN

RC

LAY

PE

60

10

20

30

40

50

60

70

80

90

0
10

PERCENT SAND

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Unit C. Problem Area 6. Lesson 4. Page 11.

TM: C64D

VARIOUS TYPES OF
SOIL STRUCTURE

Crumb
Platy

Granular

Prismatic

Massive

Columnar

Blocky

Single grain

Kentucky Agricultural Education Lesson Plan Library Animal, Plant, and Soil Science
Unit C. Problem Area 6. Lesson 4. Page 12.

LS: C64A

Name_____________________________________

Lab Sheet
Sedimentation Test of Soil Texture
Purpose:
Measure relative amounts of sand, silt, and clay in a sample of soil. This activity is based on
the fact that large, heavy particles will settle most rapidly in water, while, small, light particles will settle most slowly. The Calgon laundry powder is used to dissolve the soil aggregates and keep the individual particles separated.
Objectives:
1. Determine the amount of sand, silt, and clay in a given sample of soil.
2. Determine the textural class by using a textural triangle.
3. Recognize differences in soil textures.
Materials:
Soil sample
One 1-quart fruit jar with lid
Eight percent Calgon solutionmix 6 tablespoons of Calgon (a laundry powder available in
stores) per 1 quart of water
Metric ruler
Measuring cup
Tablespoon
Procedure:
1. Place about cup of soil in the jar. Add 3 cups of water and 5 tablespoons of the
Calgon solution.
2. Cap the jar and shake for 5 minutes. Leave the jar on the desk. Allow it to settle for 24
hours.
3. After 24 hours, measure the depth of the settled soil. All soil particles have settled. This
is known as the TOTAL DEPTH. Record and label it.
4. Shake the jar for another 5 minutes. Allow it to stand 40 seconds. This enables the sand
to settle. Measure the depth of the settled soil and record as SAND DEPTH.
5. Do not shake the jar again. Let it stand for another 30 minutes. Measure the depth.
Then subtract the sand depth to determine the SILT DEPTH.
6. The remaining unsettled particles are clay. Calculate the CLAY DEPTH by subtracting
the silt and sand depth from total depth.
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Unit C. Problem Area 6. Lesson 4. Page 13.

7. Now calculate the percentage of each soil separate using these formulas:

Kentucky Agricultural Education Lesson Plan Library Animal, Plant, and Soil Science
Unit C. Problem Area 6. Lesson 4. Page 14.