Essentials of Environmental Science: The Importance of Soil

Videos

Grades6, 7, 8, 9, 10, 11, 12Chemistry, Biology, Earth and Space Sciences

Scientist Reviewed

Provided by Hot Mess

Open Resource

What it is

This video from Hot Mess is about how soil formation, different types of soil, human activity's effect on soil, and soil's role in addressing climate change.
Students will come away with an appreciation for soil and an understanding of its composition and importance for Earth's systems.

Teaching tips

Positives

It is broken into chapters at the bottom of the video, so teachers can skip around to the sections relevant to their lessons.
The images, diagrams, and charts help the viewer better understand potentially unfamiliar topics.

Prerequisites

Students should know what abiotic and biotic factors are.
There is an ad before the video.

Differentiation & Implementation

Students can use the information in the video to analyze soil in their schools or homes.
Students in ELA classes can compare and contrast the terms soil and dirt, describing the different connotations of the words.
Other resources on this topic include Lab 5: Soil and the Carbon Cycle, NASA's Earth Minute: Dishing the Dirt, and Sunlight Stored in Soil (In the Greenhouse #7).

From the scientist review

This resource is a 12-minute video that presents an overview of soil science. The composition of soils and the processes that produce healthy, fertile soil are discussed, as well as what is needed for plant growth and sustainable agriculture. Finally, some examples of the ecosystem services performed by soil, including acting as a carbon sink, are discussed. This resource does not shy away from jargon but does an excellent job explaining terminology and making the topic approachable. This resource is recommended for teaching.

How we review resources

Ready to use it?

Hosted on youtube.com

Open Resource

Want this to fit your class?

Add your location for local examples, questions, and action ideas.

At a glance

Grades: 6, 7, 8, 9, 10, 11, 12
Subjects: Chemistry, Biology, Earth and Space Sciences
Format: YouTube Video
Language: English
Location: Earth
Provider: Hot Mess
Authors: Hot Mess, PBS
Published: April 27, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · MS-LS2-3. + 69 more

Core

Core Standards legacy

MS-LS2-3.MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-ESS2-2.MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
MS-ESS3-1.MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
CCSS.ELA-LITERACY.SL.7.2CCSS.ELA-LITERACY.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
HS-LS2-3.HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-ESS2-2.HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.
CCSS.ELA-LITERACY.SL.11-12.3CCSS.ELA-LITERACY.SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
MS-LS2-A.1.MS-LS2-A.1. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)

New Jersey Climate Education Hub

New Jersey Climate Education Hub Standards legacy

MS-LS2-3.MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-ESS2-2.MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
MS-ESS3-1.MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
HS-LS2-3.HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-ESS2-2.HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.
SL.II.7.2SL.II.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
SL.ES.11-12.3SL.ES.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Oregon Climate Education Hub

Oregon Climate Education Hub Standards legacy

7.SL.27.SL.2 Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study.
11-12.SL.311-12.SL.3 Evaluate a speaker's point of view, perspective, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
7.LS2.37.LS2.3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
7.ESS2.27.ESS2.2 Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
7.ESS3.17.ESS3.1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
HS.LS2.3HS.LS2.3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS.ESS2.2HS.ESS2.2 Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.

Wisconsin Climate Education Hub

Wisconsin Climate Education Hub Standards legacy

MS-ESS2-2.MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
MS-ESS3-1.MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
HS-ESS2-2.HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.
MS-LS2-3.MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
HS-LS2-3.HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
SL.7.2SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study.
SL.11-12.3SL.11-12.3 Understand and evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Maine Climate Education Hub

Maine Climate Education Hub Standards legacy

MS-LS2-3MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-ESS2-2MS-ESS2-2 Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
MS-ESS3-1MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
HS-LS2-3HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-ESS2-2HS-ESS2-2 Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.
SL.6-8.2SL.6-8.2 Integrate and evaluate information presented in diverse media and formats, including point of view, reasoning, and use of evidence and rhetoric.

New York Climate Education Hub

New York Climate Education Hub Standards legacy

MS-LS2-3.MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-ESS2-2.MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying temporal and spatial scales.
MS-ESS3-1MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geologic processes.
HS-LS2-3.HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in ecosystems.
HS.HS. ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to Earth’s systems.
7SL2:7SL2: Analyze the central ideas and supporting details presented in diverse formats (e.g., including visual, quantitative, and oral) and explain how the ideas clarify and/or contribute to a topic, text, or issue under study.
11-12SL3:11-12SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; assess the premises and connections among ideas, diction, and tone.

Connecticut Climate Education Hub

Connecticut Climate Education Hub Standards legacy

CCSS.ELA-LITERACY.SL.7.2CCSS.ELA-LITERACY.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-LITERACY.SL.11-12.3CCSS.ELA-LITERACY.SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
MS-LS2-3.MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-A.1.MS-LS2-A.1. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)
MS-ESS2-2.MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
MS-ESS3-1.MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
HS-LS2-3.HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-ESS2-2.HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.

ECCLPs Climate Education Hub

ECCLPs Climate Education Hub Standards legacy

MS-LS2-3.MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-A.1.MS-LS2-A.1. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)
MS-ESS2-2.MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
MS-ESS3-1.MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
HS-LS2-3.HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-ESS2-2.HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.

Michigan Climate Education Hub

Michigan Climate Education Hub Standards legacy

MS-LS2-3MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-ESS2-2MS-ESS2-2 Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
MS-ESS3-1MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
HS-LS2-3HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-ESS2-2HS-ESS2-2 Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.
SL.7.2.SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
SL.11-12.3.SL.11-12.3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Illinois Climate Education

Illinois Climate Education Standards legacy

SL.7.2.SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
SL.11-12.3.SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
MS-LS2-3.MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-ESS2-2.MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
MS-ESS3-1.MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
HS-LS2-3.HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-ESS2-2.HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.

Cookie Preferences

What it is

Teaching tips

From the scientist review

Ready to use it?

Want this to fit your class?

Related Teaching Resources