Soil systems and Society
École Mondiale World School Shilpi Rayakar, Anita Kapadia
IB DP ESS (SL) : AK (2023-2024) SL (Grade 12)
Summary
Soil systems and Society Current
1 of 6
weeks
Subject Year Start date Duration
Environmental Systems & Grade 11, Grade 12 Week 1, August 6 weeks 20 hours
Societies
Course Part
Inquiry & Purpose
Essential Understandings
• The soil system is a dynamic ecosystem that has inputs, outputs, storages and flows.
• The quality of soil influences the primary productivity of an area.
• The sustainability of terrestrial food production systems is influenced by socio-political, economic and ecological factors.
• Consumers have a role to play through their support of different terrestrial food production systems.
• The supply of food is inequitably available and land suitable for food production is unevenly distributed among societies,
and this can lead to conflict and concerns.
• Fertile soils require significant time to develop through the process of succession.
• 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.
Inquiry Questions
Type Inquiry Questions
Content-based Explain how soil can be viewed as an ecosystem.
Skills-based 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.
Concept-based Evaluate Soil Management
Transfer goals
To what extent can food production become more sustainable?
How are food choices influenced by culture & religion?
What are the international issues associated with LEDC producing cash crops for MEDC that reduces the food availability for
the LEDC population?
École Mondiale World School
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Soil systems and Society
Soil systems and Society
École Mondiale World School Shilpi Rayakar, Anita Kapadia
IB DP ESS (SL) : AK (2023-2024) SL (Grade 12)
Curriculum
Aims
Acquire the knowledge and understandings of environmental systems at a variety of scales
Apply the knowledge, methodologies and skills to analyse environmental systems and issues at a variety of scales
Be critically aware that resources are finite, and that these could be inequitably distributed and exploited, and that
management of these inequities is the key to sustainability
Develop critical awareness that environmental problems are caused and solved by decisions made by individuals and
societies that are based on different areas of knowledge
Engage with the controversies that surround a variety of environmental issues
Create innovative solutions to environmental issues by engaging actively in local and global contexts
Objectives
Demonstrate knowledge and understanding of relevant
facts and concepts
methodologies and techniques
values and attitudes
Apply this knowledge and understanding in the analysis of
explanations, concepts and theories
data and models
case studies in unfamiliar contexts
arguments and value systems
Evaluate, justify and synthesise, as appropriate
explanations, theories and models
arguments and proposed solutions
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
suggesting collaborative and innovative solutions that demonstrate awareness and respect for the cultural differences
and value systems of others
Syllabus Content
The soil system is a dynamic ecosystem that has inputs, outputs, storages and flows.
École Mondiale World School
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Soil systems and Society
Soil systems and Society
École Mondiale World School Shilpi Rayakar, Anita Kapadia
IB DP ESS (SL) : AK (2023-2024) SL (Grade 12)
The quality of soil influences the primary productivity of an area.
The soil system may be illustrated by a soil profile that has a layered structure (horizons).
Soil system storages include organic matter, organisms, nutrients, minerals, air and water.
Transfers of material within the soil, including biological mixing and leaching (minerals dissolved in water moving through soil),
contribute to the organization of the soil.
There are inputs of organic material including leaf litter and inorganic matter from 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. Each of these variables is linked to the ability of
the soil to promote primary productivity.
A soil texture triangle illustrates the differences in composition of soils.
Outline the transfers, transformations, inputs, outputs, flows and storages within soil systems.
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.
The sustainability of terrestrial food production systems is influenced by sociopolitical, economic and ecological factors.
Consumers have a role to play through their support of different terrestrial food production systems.
The supply of food is inequitably available and land suitable for food production is unevenly distributed among societies, and
this can lead to conflict and concerns.
The sustainability of terrestrial food production systems is influenced by factors such as scale; industrialization; mechanization;
fossil fuel use; seed, crop and livestock choices; water use; fertilizers; pest control; pollinators; antibiotics; legislation; and levels
of commercial versus subsistence food production.
Inequalities exist in food production and distribution around the world.
Food waste is prevalent in both LEDCs and more economically developed countries (MEDCs), but for different reasons.
Socio-economic, cultural, ecological, political and economic factors can be seen to influence societies in their choices of food
production systems.
As the human population grows, along with urbanization and degradation of soil resources, the availability of land for food
production per capita decreases.
The yield of food per unit area from lower trophic levels is greater in quantity, lower in cost and may require fewer resources.
Cultural choices may influence societies to harvest food from higher trophic levels.
Terrestrial food production systems can be compared and contrasted according to inputs, outputs, system characteristics,
environmental impact and socioeconomic factors.
altering human activity to reduce meat consumption and increase consumption of organically grown and locally produced
terrestrial food products
improving the accuracy of food labels to assist consumers in making informed food choices
monitoring and control of the standards and practices of multinational and national food corporations by governmental and
École Mondiale World School
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Soil systems and Society
Soil systems and Society
École Mondiale World School Shilpi Rayakar, Anita Kapadia
IB DP ESS (SL) : AK (2023-2024) SL (Grade 12)
intergovernmental bodies
planting of buffer zones around land suitable for food production to absorb nutrient runoff.
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.
Fertile soils require significant time to develop through the process of succession.
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.
Soil ecosystems change through succession. Fertile soil contains a community of organisms that work to maintain functioning
nutrient cycles and that are resistant to soil erosion.
Human activities that can reduce soil fertility include deforestation, intensive grazing, urbanization and certain agricultural
practices (such as irrigation and monoculture).
Commercial, industrialized food production systems generally tend to reduce soil fertility more than small-scale subsistence
farming methods.
Reduced soil fertility may result in soil erosion, toxification, salination and desertification.
Soil conservation measures include soil conditioners (such as organic materials and lime), wind reduction techniques (wind
breaks, shelter belts), cultivation techniques (terracing, contour ploughing, strip cultivation) and avoiding the use of marginal
lands.
Explain the relationship between soil ecosystem succession and soil fertility.
Discuss the influences of human activities on soil fertility and soil erosion.
Evaluate the soil management strategies of a given commercial farming system and of a given subsistence farming system.
Content
• The soil system may be illustrated by a soil profile that has a layered structure (horizons).
• Soil system storages include organic matter, organisms, nutrients, minerals, air and water.
• Transfers of material within the soil, including biological mixing and leaching (minerals dissolved in water moving through
soil), contribute to the organization of the soil.
• There are inputs of organic material including leaf litter and inorganic matter from 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. Each of these variables is linked to
the ability of the soil to promote primary productivity.
• A soil texture triangle illustrates the differences in composition of soils.
◦ The sustainability of terrestrial food production systems is influenced by factors such as scale; industrialization;
mechanization; fossil fuel use; seed, crop and livestock choices; water use; fertilizers; pest control; pollinators; antibiotics;
legislation; and levels of commercial versus subsistence food production.
◦ Inequalities exist in food production and distribution around the world.
◦ Food waste is prevalent in both LEDCs and more economically developed countries (MEDCs), but for different reasons.
École Mondiale World School
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Soil systems and Society
Soil systems and Society
École Mondiale World School Shilpi Rayakar, Anita Kapadia
IB DP ESS (SL) : AK (2023-2024) SL (Grade 12)
◦ Socio-economic, cultural, ecological, political and economic factors can be seen to influence societies in their choices of
food production systems.
◦ As the human population grows, along with urbanization and degradation of soil resources, the availability of land for food
production per capita decreases.
◦ The yield of food per unit area from lower trophic levels is greater in quantity, lower in cost and may require fewer
resources.
◦ Cultural choices may influence societies to harvest food from higher trophic levels.
◦ Terrestrial food production systems can be compared and contrasted according to inputs, outputs, system
characteristics, environmental impact and socio- economic factors.
◦ Increased sustainability may be achieved through:
◦ altering human activity to reduce meat consumption and increase consumption of organically grown and locally
produced terrestrial food products
◦ – improving the accuracy of food labels to assist consumers in making informed food choices
◦ – monitoring and control of the standards and practices of multinational and national food corporations by
governmental and intergovernmental bodies
◦ – planting of buffer zones around land suitable for food production to absorb nutrient runoff.
◦ Soil ecosystems change through succession. Fertile soil contains a community of organisms that work to maintain
functioning nutrient cycles and that are resistant to soil erosion.
◦ Human activities that can reduce soil fertility include deforestation, intensive grazing, urbanization and certain
agricultural practices (such as irrigation and monoculture).
◦ Commercial, industrialized food production systems generally tend to reduce soil fertility more than small-scale
subsistence farming methods.
◦ Reduced soil fertility may result in soil erosion, toxification, salination and desertification.
◦ Soil conservation measures include soil conditioners (such as organic materials and lime), wind reduction
techniques (wind breaks, shelter belts), cultivation techniques (terracing, contour ploughing, strip cultivation) and
avoiding the use of marginal lands.
Skills
• Outline the transfers, transformations, inputs, outputs, flows and storages within soil systems.
• 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.
◦ 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.
◦ ◦ Explain the relationship between soil ecosystem succession and soil fertility.
◦ Discuss the influences of human activities on soil fertility and soil erosion.
◦ Evaluate the soil management strategies of a given commercial farming system and of a given subsistence farming
system.
Connections
International Mindedness
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.
École Mondiale World School
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Soil systems and Society
Soil systems and Society
École Mondiale World School Shilpi Rayakar, Anita Kapadia
IB DP ESS (SL) : AK (2023-2024) SL (Grade 12)
Variant use of soil systems can lead to different degradation and conservation.
TOK Connections
The soil system may be represented by a soil profile—since a model is, strictly speaking, not real, how can it lead to knowledge?
Consumer behaviour plays an important role in food production systems—are there general laws that can describe human
behaviour? Our understanding of soil conservation has progressed in recent years—what constitutes progress in different areas
of knowledge? Fertile soil can be considered as a non-renewable resource because once depleted, it can take significant time
to restore the fertility—how does our perception of time influence our understanding of change?
ATL Skills
Approaches to Learning
Description
students will research about soil suitability for various food grain and the factors that determine this suitability.
Research
Developing IB Learners
Learner Profile
Inquirers
Caring
Description
Inquirers:
Students will inquire into soil as a system .
Caring:
Students will discuss soil management strategies for the sustainability of the resource.
Assessment
Formative assessment
worksheets reinforcing concepts and ATL skills
AUG ESS- Food Habits
14 Formative Homework 1/9 Students Monday at 3:20 PM
École Mondiale World School
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Soil systems and Society
Soil systems and Society
École Mondiale World School Shilpi Rayakar, Anita Kapadia
IB DP ESS (SL) : AK (2023-2024) SL (Grade 12)
feeding-on-a-lower-trophic-level.pdf
267.52 KB
Discuss the following in group of 4 students
Time - 25 minutes
Upload the answers on MB after the Peer evaluation is done.
Summative assessment
End of unit class test and semester exam
Peer and self assessment
students must display understanding of the content and must be able to correctly complete the class worksheets
Assessment criteria
External Assessment
Paper 1
Analysis and evaluation of data relating to a specific, previously unseen case study
Paper 2
Section A: Short-answer and data-based questions
Section B: Two structured essay questions from a choice of four
Internal Assessment
Individual investigation
Identifying the context (CXT)
Planning (PLA)
Results, analysis and conclusion (RAC)
Discussion and evaluation (DEV)
Applications (APP)
Communication (COM)
Learning Experiences
Pedagogical approaches
Visual - Powerpoint presentations , flow charts, and webs to organize materials. Kinaesthetic- hands on experience with soil ,
understanding texture and nature
École Mondiale World School
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Soil systems and Society
Soil systems and Society
École Mondiale World School Shilpi Rayakar, Anita Kapadia
IB DP ESS (SL) : AK (2023-2024) SL (Grade 12)
Feedback
(some instruments will be selected from the list) Worksheets Homework Diagram construction and interpretation
Practical and lab report Individual/group presentation Poster Questionnaires and surveys Quiz Dictation of key
glossary Answers to Book Questions Past Paper Practice
Learning Process
Lecture
Small group/pair work
PowerPoint lecture/notes
Activities
http://amrita.olabs.edu.in/?sub=79&brch=18&sim=235&cnt=2
Differentiation
Value prior knowledge
Reflections & Evaluation
General Reflections & Evaluation
Prior to studying the unit
Anita Kapadia Aug 14, 2023 at 12:27 PM
Students are aware of the benefits of the organic soil and the food production system in general.
Stream & Resources
Resources
Madhuri Bhave
Posted 1 file on Dec 16, 2017 at 10:23 AM
Soil System
This presentation is an introduction to soil as a system.
5.1_introduction-to-soil-systems__1_.pptx
10 MB PowerPoint Presentation
École Mondiale World School
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Soil systems and Society
Soil systems and Society
École Mondiale World School Shilpi Rayakar, Anita Kapadia
IB DP ESS (SL) : AK (2023-2024) SL (Grade 12)
Madhuri Bhave
Posted video on Aug 21, 2016 at 6:52 PM
Soil and Soil Dynamics
https://www.youtube.com/watch?v=mg7XSjcnZQM
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Soil systems and Society
