Summary
This 3 part lesson is designed to introduce students to the idea of core sampling and what information can be derived from such an activity.
In Activity 1 we look at different tools that are used for core sampling from the bottom of a body of water and learn about the process using the backstory of researcher Mia Tuccillo and her research in Greenland using core sampling. In Activity 2 we look at a side profile of a pre-created soil sample to make any observations and/or predictions about what we might find inside a core from that sample. In Activity 3 we actually take a core from the pre-made sample and concentrate on the process of observing the sample without contaminating it as well as recording our findings.
Target grades for this would be middle school but it can be adapted up or down pretty easily.
Materials and Preparation
- Activity 1:
- Pre-printed matching activity: Lake Coring Tasks
- Print and cut out enough copies for groups of up to 4
- Background information/introduction to core sampling and a backstory of researcher Mia Tuccillo and her research in Greenland using core sampling: What is Lake Coring?
- Pre-printed matching activity: Lake Coring Tasks
- Activities 2 and 3:
- Posterboard and/or paper for soil profiles
- Markers/pencils
- Plastic tubs to make soil samples for coring. You want enough to make at least one core per group of students, but ideally one per student
- Bulb planter for coring
- Read through the first page of Soil Profiling and Sampling to decide which of the following will be included in the soil samples:
- Sand, clay, dirt, soil, mulch…
- Pebbles, rocks, stones, crushed chalk…
- Colored glass, gems, dino bones…
Learning Objectives
Importance and Relevance
This activity connects polar science to the bigger picture by showing how lake sediment cores act as “time capsules” that reveal past climate, ecosystems, and environmental changes over hundreds to thousands of years. Students learn that the same scientific methods used in Arctic regions like Greenland can also be applied to lakes and landscapes closer to home, helping them see how global climate systems are interconnected. By analyzing layers that record changes such as pollution, drought, or vegetation, students begin to understand how past environmental shifts relate to current climate challenges and future decision‑making. This builds relevance by linking local observations to global climate science and highlighting real-world applications in environmental monitoring and community impacts.
Art Science Integration
Art and science work together as students create visual models of sediment layers to represent and interpret scientific data. Drawing and diagramming the layers supports observation, prediction, and analysis as students investigate core samples. This combination helps students better understand and communicate complex concepts like layering, time, and environmental change.
Opening Activity
Activity 1: Use the Lake Coring Slides to introduce students to the process of core sampling in a lake and the backstory of researcher Mia Tuccillo and her research in Greenland using core sampling. Then students will take a look at different tools that are used for core sampling from the bottom of a body of water such as a lake.
Students do not need any background knowledge for this lesson as this activity introduces the concept in a manner that assumes no background knowledge. A short discussion about anthropology and ways that humans look at our histories would be appropriate.
Activity Overview
Activity 2: Students first create a detailed posterboard drawing of the soil layers they can see from the side of the bin, with expectations adjusted by grade level, from basic drawings and colors in elementary to predictions about composition in older grades. Because most hidden items aren’t visible, students make informed predictions, collaborate in teams, and must complete their profile observations before moving on to core sampling.
Activity 3: Students extract soil cores and separate layers, removing items without touching or contaminating the sample. As they work, they document their observations, collect interesting finds, and compare minerals represented by colored glass, with each bin providing multiple cores for exploration.
Reflection
Activity 1: Students will complete the matching activity showcasing what they learned about the tools used in collecting data from sub-aquatic regions, especially with regards to collecting core samples underneath bodies of water.
Activity 2: Students can gallery walk all of the profiles drawn by other groups/students in their class. They should take note of commonalities as well as look for things they may add or do differently if they were to repeat the tasks.
Activity 3: Students should produce a reflective journal (or add to their posters from Activity 2) to highlight their findings when analyzing the contents and compositions of their core samples.
References:
A Special thanks to Mia Tuccillo for her collaboration on this project. Without her insights and expertise, it would not have been possible to gather the information needed to produce these activities.
NGSS Science Standards:
National Core Art Anchor Standards:
Polar Literacy Principles:
Resource Developed By
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Made possible with funding by the U.S. National Science Foundation Award #2221990. The information contained here is those of the author(s) and does not necessarily reflect the views of the U.S. National Science Foundation.