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BUILD · SCIENCE · Lesson 2 of 10

Which sample drains most?

Learning intention

Compare how much water passes through different soils in the same time.

A puddle stays on one patch.

Another patch drains sooner.

How can we compare soils fairly?

Success looks like

  • Keep water input and collection time the same when comparing soils.
  • Read and compare collected volumes in mL.
  • Use results to name which sample let more water through in this test.
Retrieval

BUILD · SCIENCE · Lesson 2 of 10

Find the missing links

1. Name two solid parts of soil.

2. What is a pore?

3. Which is more: 20 mL or 40 mL?

I do

BUILD · SCIENCE · Lesson 2 of 10

Follow a connected path

Water moves through connected pores.

Pore size and connections matter.

Real soil is more complex.

Water needs connected spacesTwo simplified pore networks. Broad connected paths permit easier flow than narrow connected paths in this model. Real soil also contains cracks, roots and aggregates; circle sizes are not to scale.Broad connected pathsNarrow connected pathsA model of pathways, not a rule for every soil.
Water needs connected spaces
Diagram description

Two simplified pore networks. Broad connected paths permit easier flow than narrow connected paths in this model. Real soil also contains cracks, roots and aggregates; circle sizes are not to scale.

I do

BUILD · SCIENCE · Lesson 2 of 10

Give each soil the same test

Same soil volume: 100 cm³.

Same water: 60 mL.

Read at exactly 2 minutes.

Measure what passes throughA draining pot holds 100 cubic centimetres of loosely filled soil above a matching filter and support. Sixty millilitres of water is added over ten seconds. A graduated container collects the water for a fixed time.Identical pot + filter60 mL addedover 10 secondsRead collectedwater at thesame time.Waterenters100 cm³ soilLoose; no tampingCollection containerDiagram shows collection separatelyso all parts are visible.
Measure what passes through
Diagram description

A draining pot holds 100 cubic centimetres of loosely filled soil above a matching filter and support. Sixty millilitres of water is added over ten seconds. A graduated container collects the water for a fixed time.

I do

BUILD · SCIENCE · Lesson 2 of 10

Read the scale carefully

Keep the container upright.

Look at the water level.

Read the volume in mL.

Read a volume, not a height guessA simplified upright measuring cylinder with a level at 30 millilitres. The zero is at the bottom; equal distances represent equal 20 millilitre intervals. Read the surface at eye level.60 mL40 mL20 mL0 mLLook atwater levelThis level is30 mL.Read between marks. Keep the container upright.
Read a volume, not a height guess
Diagram description

A simplified upright measuring cylinder with a level at 30 millilitres. The zero is at the bottom; equal distances represent equal 20 millilitre intervals. Read the surface at eye level.

What volume is shown?

We do

BUILD · SCIENCE · Lesson 2 of 10

Repair the unfair test

Choose the useful test cards.

Fix any card that changes two things.

Constructed planning cards; identical apparatus is assumed
CardPlan
AAll pots: 60 mL; read at 2 min
BA: 60 mL; B: 100 mL
CAll pots: 100 cm³; loose fill
DPack C tightly; leave A and B loose
We do

BUILD · SCIENCE · Lesson 2 of 10

Read; compare; justify

Compare trial 1.

Which sample let most water through?

What makes this a fairer comparison?

Constructed sample data • 60 mL in • collect at 2 minutes
SoilTrial 1: mL outTrial 2: mL out
A4240
B2628
C1012
Hinge

BUILD · SCIENCE · Lesson 2 of 10

What can we conclude?

Choose the best claim.

You do

BUILD · SCIENCE · Lesson 2 of 10

Take a role; choose a route

Timer, reader or recorder.

Or work with the paper data.

Use a result to justify your claim.

You do

BUILD · SCIENCE · Lesson 2 of 10

Our method in six actions

Fill; measure; start timer.

Pour; collect; read.

Keep the conditions the same.

Continue within this stage’s shared time.

You do

BUILD · SCIENCE · Lesson 2 of 10

Make the evidence count

Write the volume with mL.

Compare A, B and C.

Finish: “In this test, __ because __.”

You do

BUILD · SCIENCE · Lesson 2 of 10

Check before you claim

Did each test use the same input?

Did we read at the same time?

Does my claim name this test?

Continue within this stage’s shared time.

Review

BUILD · SCIENCE · Lesson 2 of 10

Lundy loop: improve our test

Share one result or concern.

Listen for a different observation.

Choose one useful improvement.

What would make our comparison more trustworthy?

Exit

BUILD · SCIENCE · Lesson 2 of 10

Leave with an evidence claim

E1. Which drained most in the sample data?

E2. Name one condition kept the same.

E3. Can this choose the best soil for every plant?

My science task sheets

Choose one route with your teacher. Shared evidence and the exit sheet appear in every route. Your work stays here while the page is open; save it before closing.

Drainage lab • evidence and method

Constructed sample data. No practical is needed. Each trial uses fresh, equally prepared 100 cm³ samples; 60 mL added over 10 seconds; read at 2 minutes from pour start.

SoilTrial 1: mL outTrial 2: mL out
A4240
B2628
C1012

A • Plan

All pots: 60 mL water. Read all at 2 minutes.

B • Plan

A gets 60 mL. B gets 100 mL. Compare them.

C • Plan

All pots: 100 cm³ soil, loosely filled without tamping.

D • Plan

Pack C tightly. Leave A and B loose.

Route 1 • Compare and explain

Use the constructed sample data on the evidence page. An adult may read or write your spoken answer.

S1. Which trial 1 volume is greatest?
S3. For a fair comparison, which plan should we use?

Route 2 • Record a test

Choose constructed data or a teacher-approved practical. Label your data source. Practical: follow the complete method on the evidence page with identical pots/filters and matched starting moisture.

T2: SoilWater in (mL)Time (min)Water out (mL)
A
B
C

Route 3 • Challenge the test

Use the constructed sample data on the evidence page.

A new test uses equal pre-weighed portions of the same soil, with matched starting moisture, pots and filters. P is loose; Q is tightly packed. Each receives 60 mL over 10 seconds and is read after 2 minutes from pour start. P collects 34 mL; Q collects 18 mL. These are constructed sample data.

Exit and reflection

Use the constructed sample data for E1. Respond by pointing, drawing, writing or speaking.

Slide 1

TA Brief

Current stage

Objective

Compare how much water passes through different soils in the same time.

Preparation

Method precautions

Practical alternative

The constructed sample data supply two repeat results for A, B and C, using the complete printed method. Pupils can design the comparison, read volumes, judge fairness and draw a conclusion without handling soil.

Access and regulation

Supported: Use the two-minute data and number comparison. Adult reads units; pupil matches largest/smallest and gives an evidence sentence or points to values.

Standard: Record two results, compare the pattern and name controlled conditions. Optional practical role: timer or reader.

Stretch: Evaluate a confounded test, compare repeat patterns and explain why field drainage may differ.

Regulation: Choose a dry role or paper lab; show the predictable two-minute window. No race, compulsory handling or public speed scoring. Pair pupils by chosen role, not fixed ability label.

Teacher answers

Retrieval 1–3

Mineral and organic material; a space between particles; 40 mL is greater than 20 mL.

I do scale

30 mL, halfway between 20 and 40. Use unit. The drawn scale is simplified; model labels are not a calibration for a real container.

W1 planning cards

Use A and C. Repair B by giving all samples 60 mL. Repair D with the same loose fill/no tamping for each. Also match pot/filter, soil volume, starting moisture and pouring duration.

We do data / hinge

Trial 1: A 42>B 26>C 10 mL. Trial 2: A 40>B 28>C 12 mL. A let most through under these conditions. The correct hinge is A in this two-minute test. Claims about best soil for all plants or always-fastest outdoor drainage overreach the evidence.

S1–S5

S1 42 mL. S2 A because 42 mL is greater than 26 and 10. S3 equal input and time. S4 check whether a similar pattern occurs/reduce trust in an accidental error; repeated results need not be identical. S5 water passes through connected pores between particles.

T1–T2

T1 state constructed data or actual class measurement; keep input 60 mL, time 2 min, soil volume 100 cm³, pot/filter, pour 10 s and preparation matched. T2 for supplied trial 1: all input 60, time 2; outputs A 42, B 26, C 10 mL. Actual readings can differ; do not force them to match sample data.

T3–T5

T3 supplied: A 42>B 26>C 10 mL so A drained most in this test. For actual results use the recorded values and qualified conclusion. T4 yes, A>B>C in both constructed trials. T5 accept spillage, blocked holes, mismatched packing, wrong time, poor volume reading, or improving controls/repeating fresh samples. A spoiled trial is flagged and repeated; it is not quietly rewritten.

X1–X4

X1 both trials have A>B>C; A 40–42, B 26–28, C 10–12 mL. X2 packing changed; the tightly packed sample collected less, consistent with restricted pathways in this model test. X3 either change could cause the result, so their effects cannot be separated. X4 water held, nutrients, pH, root growth, plant type or relevant field conditions; do not claim the fastest-draining soil is automatically best.

E1–E3

E1 A with 42 mL trial 1 or 40 mL trial 2. E2 any valid matched condition. E3 no; drainage alone does not cover water storage, plant needs, nutrients and other conditions.

R1–R2

Accept a relevant improvement linked to evidence or measurement. Role preference has no fixed correct answer; value a practical reason or comfort/access need.

Optional practical

Actual outcomes vary. Repeat with fresh portions if feasible; identify the source of every comparison. Equal input and equal time are core controls, with sample volume, packing, starting moisture, filter and container controls needed for a credible comparison.

Sources checked for this lesson

Word help

drain
For water to move through and out.
permeable
Allowing water to pass through.
volume
The amount of space taken up; here measured in mL.
fair comparison
Changing the factor being tested while keeping other important conditions the same.
repeat
Do the test again to check whether the pattern is similar.

Cold Call

Give thinking time. Invite a response by voice, pointing or showing work. A pupil can pass; check in privately when useful.

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