Student Scientist Invitation!

Students of all experience levels are invited to participate in the Global Agriculture In Action (GAIA) Ohuur Soil Lab Project, an online learning collaboration sponsored by TeachMe.Foundation and local community partners.

From 2026–2034, Student Scientists will review and analyze yearly soil test results collected at Madrona Marsh Nature Preserve. The project helps students learn about soil health while supporting efforts to better understand and restore the native Tongva-Gabrielleno soil ecosystem in the Greater Los Angeles Basin.

Working alongside restoration efforts led by Friends of Madrona Marsh, students contribute to long-term environmental research and gain hands-on experience in soil science, ecology, and ecosystem restoration.

Our First GAIA Expedition!

On January 13, 2026, a team of GAIA Student Scientists joined us for our first 2026 GAIA Expedition to collect the initial soil samples from four different locations at the Madrona Marsh Preserve.

Learning Questions: What Do We Want To Learn?

1. How healthy is the soil at Madrona Marsh Nature Preserve?

2. How will soil health at Madrona Marsh Nature Preserve change over the next 10 years of restorative efforts? 

3. What type of restorative actions may help improve one specific soil health issue identified with the Ohuur Soil Lab Testing at Madrona Marsh Nature Preserve?

What other learning questions are you interested in? Please share in the survey below 

Module Summary

Module 1: Focused Learning

Students engage in a series of Focused Learning Activities that build their understanding of soil and ecosystem processes through five progressive levels:

1. Soil Formation — Learn how soil is created through the weathering of rock, decomposition of organic matter, and natural environmental processes.

2. Soil Mineral Texture — Explore how different soil particles, such as sand, silt, and clay, affect soil texture and properties.

3. Living Soil Food Web — Understand the interconnected community of organisms living in soil and how they contribute to nutrient cycling and ecosystem health.

4. Cation Exchange Capacity and Soil Nutrition — Examine how soil’s ability to hold and exchange nutrients influences plant growth and soil fertility.

5. Vernal Pools and Restoration — Develop an understanding of the seasonal life cycle of vernal pools and the ecological importance of restoration efforts to protect these unique habitats.

Module 2: Soil Result Analysis 

Students learn how healthy soil supports plant growth, stores nutrients, and contributes to essential ecosystems such as coastal marshes and vernal pools. 

Module 2 tasks students to describe and submit comparative charts of the soil test results:

1. Organic Matter Content — Compare the amount of organic material in different soil samples and learn how it improves soil health.

2. Cation Exchange Capacity (CEC) — Study how soil holds and exchanges nutrients needed for plant growth.

3. Nutrient Analysis — Measure and compare key nutrients such as nitrogen, phosphorus, and potassium in soil samples.

4. Soil Quality Assessment — Analyze soil characteristics such as texture, moisture, pH, and nutrient levels to evaluate overall soil health.

5. Restoration Planning — Use soil data to explore ways to improve soil health and support ecosystem restoration.

Module 3: Discussion 

Students submit a one-page summary explaining and analyzing the results of their soil investigations. In their summary, students interpret the data collected from soil testing activities, including measurements of organic matter, nutrient levels, cation exchange capacity, soil texture, moisture, and overall soil quality.

Using evidence from their results, students evaluate the overall health of the soil at Madrona Marsh Nature Preserve and explain how their findings answer the guiding question: “How healthy is the soil at Madrona Marsh Nature Preserve?”Students are encouraged to connect their results to ecosystem health, plant growth, biodiversity, and environmental restoration efforts.

The summary should clearly describe:

• What the soil data revealed

• Which indicators suggested healthy or unhealthy soil conditions

• How different soil properties relate to ecosystem function

• Possible environmental factors affecting soil health

• Recommendations or ideas for improving and protecting soil quality

Advanced students may also compare their findings to published scientific research or propose additional questions for future investigation.

Module 4: Conclusion

The students describe what their analysis of the results means by interpreting the data collected during their soil investigations and explaining the significance of their findings. They use evidence from soil tests, observations, and comparisons to determine what the results reveal about soil health, nutrient availability, organic matter content, and overall ecosystem quality.

Students explain how their analysis answers the learning question by connecting their findings to the condition of the environment being studied. They discuss whether the soil appears healthy, what factors may be contributing to its condition, and how the results relate to plant growth, biodiversity, water retention, and ecosystem sustainability.

In their explanation, students are encouraged to:

• Interpret patterns and trends in their data

• Support conclusions with scientific evidence

• Explain the relationship between soil properties and ecosystem health

• Identify possible environmental impacts on soil quality

• Reflect on what their results suggest about restoration or conservation efforts

Through this process, students strengthen their scientific reasoning, communication, and analytical skills while developing a deeper understanding of soil science and environmental systems.

Module 5: Create a 5-Slide Report on Findings

Using Google Slides, students create a clear and organized three-slide presentation to communicate the results of their soil investigation and research findings. The presentation should summarize their scientific process, explain the meaning of their data, and answer the guiding learning question.

Students should include the following components in their presentation:

• Focused Research — Brief background information about soil health, ecosystems, coastal marshes, or restoration efforts related to the investigation.

• Learning Question — Clearly state the guiding question being explored, such as: “How healthy is the soil at Madrona Marsh Nature Preserve?”

• Soil Test Results — Present important data collected during soil testing activities, including measurements of organic matter, nutrient levels, cation exchange capacity, soil texture, pH, or other indicators of soil quality. Students may include charts, tables, images, or graphs to help explain their findings.

• Analysis of Results — Explain what the data means, identify patterns or trends, and discuss what the results reveal about soil health and ecosystem conditions.

• Conclusion — Summarize the overall findings and explain how the investigation answered the learning question. Students may also discuss recommendations for restoration, conservation, or future research.

The presentation should demonstrate scientific understanding, clear communication, and the ability to use evidence to support conclusions.