Teacher:  Janet Turner

School:  Lexington   

Title:  Nature's Recyclers
 
Subject:  Science

Grade Level:  K - 4

Overview:
This investigation involves using earthworms that will aid in the decomposition of living and non living matter. It also will demonstrate how a landfill works.         

 Approximate Duration:  At least 4 weeks, but can be ongoing   

Content Standards:
Science as Inquiry
The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.

Life Science
 The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.

Science and the Environment
In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.

Benchmarks:

SI-E-A1
 asking appropriate questions about organisms and events in the environment;

SI-E-A2
planning and/or designing and conducting a scientific investigation;

SI-E-A3
communicating that observations are made with one's senses;

SI-E-A4
employing equipment and tools to gather data and extend the sensory observations;

SI-E-A6
communicating observations and experiments in oral and written formats;

SI-E-A7
utilizing safety procedures during experiments.

SI-E-B1
categorizing questions into what is known, what is not known, and what questions need to be explained;

SI-E-B2
using appropriate experiments depending on the questions to be explored;

SI-E-B3
choosing appropriate equipment and tools to conduct an experiment;

SI-E-B4
developing explanations by using observations and experiments;

SI-E-B5
presenting the results of experiments;

SI-E-B6
reviewing and asking questions about the results of investigations.

LS-E-A1
identifying the needs of plants and animals, based on age-appropriate recorded observations;

LS-E-A2
distinguishing between living and nonliving things;

LS-E-A3
locating and comparing major plant and animal structures and their functions;

LS-E-C1
examining the habitats of plants and animals and determining how basic needs are met within each habitat;

LS-E-C2
describing how the features of some plants and animals enable them to live in specific habitats;

SE-E-A2
understanding the components of a food chain;

SE-E-A3
identifying ways in which humans have altered their environment, both in positive and negative ways, either for themselves or for other living things;

SE-E-A4
understanding that the original sources of all material goods are natural resources and that the conserving and recycling of natural resources is a form of stewardship;      

Interdisciplinary Connections:  

Mathematics : Measurement
n problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement.

English/Language Arts : Standard One
Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.

English/Language Arts : Standard Two
Students write competently for a variety of purposes and audiences.

English/Language Arts : Standard Three
Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting.

English/Language Arts : Standard Four
Students demonstrate competence in speaking and listening as tools for learning and communicating.

English/Language Arts : Standard Seven
Students apply reasoning and problem solving skills to reading, writing, speaking, listening, viewing, and visually representing.

Arts : Creative Expression
Students develop creative expression through the application of knowledge, ideas, communication skills, organization abilities and imagination.

Social Studies : Geography: Physical and Cultural Systems
Students develop a spatial understanding of Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment.

Marketing Education : Communication and Interpersonal Skills 2.1
Demonstrate the ability to apply the fundamentals of communication.         

Educational Technology Standards:  
Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools, digital cameras, graphing software) for communication, presentation, and illustration of thoughts, ideas, and stories.

Use technology tools (e.g., publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences.

Gather information and communicate with others using telecommunications (e.g., email, video conference, internet) with support from teachers, family members, or peers.

Utilize search strategies employing keywords, phrases, and Boolean operators (and, or, not) to access and retrieve information.

Evaluate electronic information for accuracy, relevance, appropriateness, comprehensiveness, and bias.

Use technology resources to assist in problem-solving, self-directed learning, and extended learning activities.

Objectives:

1.  The learner will produce an environment suitable for earthworms.
2.  The learner will develop an understanding of what earthworms need to survive.
3.  The learner will predict how fast materials added to the environment will be broken down.
4.  The learner will understand how man impacts the environment.
5.  The learner will utilize the computer as a resource.
6.  The learner will utilize an electronic journal to record observations.

Lesson Materials and Resources:
Disposable gloves for each student

Spoon or cup for each group

1 clear plastic shoe box per group

Earthworms (from a bait shop or dig your own)

Humus (decaying leaves and twigs)

Potting soil or top soil

Plastic wrap

Dark construction paper

Rubber bands

Small pieces of various types of garbage such

as egg shells, nut shells, apple and carrot

peelings, newspaper, plastic, aluminum foil, etc.

Spray bottle of water

Student journal

Technology Tools and Materials:

Hardware:  computer, digital camera

Software:  Microsoft Word

Websites:

The Adventures of Herman the Worm
http://www.urbanext.uiuc.edu/worms/index.html

Does a Worm Have a Head?

http://www.exploratorium.edu/IFI/resources/doesawormhave.html

Recycle City

http://www.epa.gov/recyclecity/

Environmental Kids Club

www.epa.gov/kids/

Background Information:

The students should have a basic understanding of what an environment is.   

Lesson Procedures:

1.  Instruct the students that they will be building an environment to demonstrate how earthworms interact with their surroundings. This will also let us see how a landfill works.
2.  Allow students to utilize the computer to access web sites to use as a reference.
3.  Students will write in their electronic journals to post observations. 
4.  Give each student a pair of disposable gloves for use during this part of the investigation.
5.  Give the Instructions for assembling the environment which are as follows:
6.  Guide the students through each of the steps a - f.
        a.  Put a layer of potting soil or topsoil about an inch deep in the bottom of the shoe box.
        b.  Place several pieces of the garbage against the sides so that they are visible from outside the box.
        c.  Put a layer of humus about an inch thick in the shoebox. (Humus is rotting leaves.)
        d.  Continue filling, repeating steps 1-3, until the soil reaches to within an inch of the top. 
        e.  Pass out the construction paper and a rubber band to each group.  Demonstrate for them how to cover the outside of the 
             box with the construction paper and secure it with the rubber band. Give each group time to do their box.
        f.  Spray the soil until it is moist, but not water-logged.
7.  Add the worms and observe how they react to their new environment. Students will need their "My Earthworm Investigation" handout at this time.  They will begin to watch the earthworms and record how they react. The earthworms should begin burrowing into the soil. They will create tunnels within a few days. These can be observed by removing the dark paper.  Some of the garbage will begin to disappear and waste casts will appear  on the surface of the soil. Tape this sheet into their Science Journals for    future use throughout the investigation. Some observations will not be visible for several days.
8.  You will need to keep the environment moist, spraying it when  condensation on the plastic wrap begins to disappear.
9.  Discard the gloves, spoons and cups in the trash.
10.  Keep in a cool place.
11.  Allow the students to observe several times a week and record observations in student journals.            

Assessment Procedures:

Completion of handouts-My Earthworm Investigation

Electronic Journal Entries   

Accommodations/Modifications:

None              

Reproducible Materials:

My Earthworm Investigation

Explorations and Extensions:
Students would benefit from a trip to a landfill to see first hand how garbage is handled.
Students could leave one box uncovered and compare the rate of decomposition to the covered ones.

Lesson Development Resources:

Lind, Karen (1991). Water, Stones, and Fossil Bones Mini Landfills by Mildred Moseman pg. 35-36

Schatz, Albert, and Schatz, Vivian (1971). Teaching Science With Garbage Emmaus, PA Rodale Press

Feedback: If you are not the author but used this lesson plan, please send your comments to the author.