Organic Gardening with Worms: They Can Dig It!
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“Organic Gardening with Worms: They Can Dig It!”
For further information contact…
Melissa Kelly,
Joyce Bachman,
Elizabeth Hughes
Polk Avenue Elementary
110 E. Polk Ave., Lake Wales 33853
678-4244
melissa.kelly@polk-fl.net
joyce.bachman@polk-fl.net
beth.hughes@polk-fl.net
2008 - 2009 Idea Catalog of Excellence
n PROGR AM OVERVIEW tea. This is a project that is ongoing and Instructional objectives covered
will continue on with future garden goals.
A garden is a living laboratory for
We feel this is innovative because it is all
in this project are as follows
learning real-world skills, and Thematic Gain knowledge of…
Explorations opens the door to a green part of our School Going Green.
…the principles of basic scientific
curriculum. Gardening with worms is
engaging, educational fun and yes creepy n LESSON PLAN TITLES research and application through
the creation, observation and
and crawly! Keeping a worm ecosystem • Looking for Life
maintenance of a worm bin and
can strengthen a child’s problem solving • Worm Hole organic gardening.
skills and scientific methodology. Worms
consume and recycle organic material n OVER ALL VALUE …Green Awareness with hands on real
and make the greatest natural fertilizer We want to teach our children to use world experiences by understanding
or “Brown Gold” for our community organic resources instead of pesticides to and following the national trends of
garden. The children K-5 discover how grow our plants and vegetables. Organic the Greening of America.
to keep, feed and maintain worms while gardening with children helps establish
having numerous related science projects healthy eating habits, as children are more n MATERIALS
throughout the school year. prone to taste and enjoy foods they have See the attached budget for a list of
One of the most important school grown themselves. In fact, the best natural needed materials
activities for growing organic gardens toy for children is a garden. Through
with worms is taking care of the worm our Community Organic Garden Project n ABOUT THE DEVELOPERS
ecosystems. Each Grade level has a Worm and efforts to have a Green campus the
Composting Bin that they are responsible students have a since of ownership and Melissa Kelly is a National Board
for feeding and maintaining the mini worm belonging. They see the end product Certified Teacher she has a B.A. in
ecosystem. The worm castings or natural or results from their hard work and are Early Childhood Education from Warner
fertilizer are then used to make a compost proud to be a part of our school project. Southern College and has taught for
tea for our organic community garden. This Other schools could easily adapt this 15 years. She has taught Technology
can be done with any size garden big or project because it can be integrated classes, Special Education, First Grade,
small. We started off with a small garden into every other subject. Math: Think of and is now teaching K-5 Science Lab.
and then added on with each grade level. all the charts, graphs, measuring and Joyce Bachman is a National Board
The harvested herbs and vegetables are analyzing data that comes along with Certified Teacher with a BA in Psychology
used in the cafeteria, in a local restaurant gardening and worms. Language Arts: and MA in School Counseling. She is
that we partner with, and a soup kitchen There are countless children’s books certified to teach K-6, ESOL, and as a
that feeds the homeless. The students about gardening. Connecting literacy to Guidance Counselor. She has taught in
helped to prepare the worm beds and learn the garden will not only teach our children Florida for 6 years and 2 in Kentucky, 3rd
about the worms habitats. They learned about growing food, but it will make them grade, 4th grade science, and 5th grade.
what kinds of food the worms will eat and excited to work in the garden. My favorites Elizabeth H. Hughes has a BS
what not to feed them. They then saved are How Groundhog’s Garden Grew by in Exercise and Sport Sciences with
appropriate food from the cafeteria to feed Lynne Cherry, and Tops and Bottoms by certifications in Elementary Education and
the worms and make sure they have the Janet Stevens. Also any school that would ESOL. She has been teaching for 7 year
right environment to reproduce. After many like to start a project about Thinking Green, six of the years in 2nd grade and one in
months we collected the compost and Environmental Awareness or Building a 4th grade.
made a compost tea for our garden and Community in the School could easily
the students watered the garden with the adapt this project. HHH
“Organic Gardening with Worms: They Can Dig It!”
Melissa Kelly, Joyce Bachman, Elizabeth Hughes
Lesson Plan No 1: Looking for Life
n SUBJECTS COVERED n SUNSHINE STATE n DIRECTIONS &
Science STANDARDS TEACHING TIPS
SC.A.1.1.1: The student knows that 1. Purchase earthworms at a local bait
objects can be described, classified, shop. Red wigglers are best for these
n GR ADES and compared by their composition activities. Earthworms must stay
Kindergarten - Five (e.g., wood or metal) and their cool! Do not leave them in a car.
physical properties (e.g., color, size, 2. Construct a worm environment.
and shape).
n KEY QUESTION / a. Place a layer of pebbles on the
SC.F.1.1.2: The student knows how
bottom of the container. Next,
OJECTIVE to apply knowledge about life
place a layer of soil (not potting
How can you tell if something is living? processes to distinguish between
soil) over the pebbles. Finally,
living and nonliving things.
add a layer of leaves on top of
SC.G.1.1.1: The student knows that the soil.
environments have living and
n BACKGROUND INFO nonliving parts. b. Add several worms to the
Everything with which students container.
• The student identifies objects as
come into contact can be classified living or nonliving. c. Place plastic wrap over the
as either living or nonliving. All these opening of the container. Punch
things exist and interact to make up • The student recognizes that most
several small holes in the plastic
the ecosystem. There are five basic living things, including humans,
wrap. Use rubber bands to secure
processes of living things: need water, energy, air, shelter,
the plastic wrap. (If you choose
and space.
• Metabolism: getting & using food not to make this right away, the
• The student observes that there worms will last in a refrigerator
• Respiration: releasing energy are similarities and differences for a few days.)
• Elimination: removing waste between living and nonliving
things. d. Tape black construction paper
• Growth around the outside of the
container.
• Reproduction n MATERIALS
Earthworms are flexible, elongated e. Feed the worms by placing
Teacher slivers of potatoes (no eyes) in
bundles of muscle, efficiently evolved
for the worm habitat: the soil.
for life underground. Earthworms help
the soil by mixing up the different layers • leaves 3. Keep soil moist at all times. Spray it
of the soil and letting air in as they • pebbles lightly with water from a plant mister
crawl around. They add nutrients to the • several earthworms as often as necessary.
soil by depositing their waste products • plastic wrap 4. Prepare the All About Worms class
(called castings) in the soil. Earthworms • rubber band chart.
also help decompose dead plant and
• black construction paper 5. Talk to students about the humane
animal material, turning it into simpler
parts that can be used again by new • clear plastic container, aquarium treatment of all livings things.
organisms. Worms eat some of the or tennis ball container
6. When you are finished with the
decaying matter. Per student or pair of students worms, take them outside to a cool,
Earthworms have two kinds of • worm in a cup of soil moist, dark place to release them.
muscles. When the short muscles that • soil 7. For hygiene reasons, you may want
encircle each segment contract, the • hand lenses to do the gummy worm exploration
worms get thinner and longer. When the • gummy worms before the earthworm exploration.
long muscles that connect the segments • What Do You See? student sheet
contract, the worm becomes shorter (optional)
and fatter. • All About Worms class chart
• Rigby Big Book Wiggly Worm by Jill
Eggleton
2008 - 2009 Idea Catalog of Excellence
“Organic Gardening with Worms: They Can Dig It!”
Melissa Kelly, Joyce Bachman, Elizabeth Hughes
Lesson Plan No 1: Looking for Life (cont.)
n ENGAGE n EXPLORE PART 2 n EXTEND/APPLY
Read and discuss Wiggly Worm by Jill 1. Collect the live worms and distribute 1. Have students compare and contrast
Eggleton. the gummy worms. (If you plan to let the characteristics of earthworms to
the students eat the gummy worms, themselves.
be sure they have time to wash their 2. Share the following poem:
n EXPLORE PART 1 hands before you distribute them.)
Earthworms have two types of muscles
1. Distribute a worm in a cup and 2. Have students observe the gummy To help make them move.
hand lens to each student or pair worms just like they did the They live under the soil and form
of students. Let students remove earthworms. A tunnel called a groove.
the plastic wrap and observe the Earthworms have no eyes or ears
earthworms. And they cannot see or hear.
When a gardener sees them in his soil,
2. Allow students plenty of time to n EXPLAIN He hollers out a cheer.
discover the characteristics of an Melissa Runge
earthworm, noticing such things as Compare and contrast the student
the way it moves, its texture, etc. responses to the earthworms and the
gummy worms. 3. After reading the poem, discuss why
3. (Optional) Have students use their
Ask: a farmer would cheer if he saw an
senses to fill out their What Do You
How were the earthworms and earthworm in his garden.
See? student sheet.
gummy worms alike?
How were they different?
n EXPLAIN n EVALUATION/
Which one was living?
1. Discuss their observations and ASSESSMENT
record on the class All About Worms Which one was nonliving?
Through observation assess the following
chart. How can you tell when something criteria:
2. Ask: is living? • Student demonstrates
What do the earthworms feel like understanding through completion
when you gently touch them? of the activities and participation
How do the earthworms react to in class discussions.
being touched? • Student uses science tools
How would you describe their appropriately and observes
movements? science safety rules.
How are the earthworms alike and
how are they different?
Did you see lines or grooves on HHH
the worms?
➛
Did you see eyes on the
earthworms? All About Worms
Did you see a mouth on the
Earthworms Gummy Worms
earthworms?
3. Introduce the term segment to the
students.
2008 - 2009 Idea Catalog of Excellence“Organic Gardening with Worms: They Can Dig It!”
Melissa Kelly, Joyce Bachman, Elizabeth Hughes
Lesson Plan No 1: Looking for Life – Additional Information
What do you see?
Observe your worm with the magnifier. Draw your worm and color it.
How does the worm feel when you gently touch it?
How does the worm smell?
How does the worm sound? Does it make any noise?
2008 - 2009 Idea Catalog of Excellence“Organic Gardening with Worms: They Can Dig It!”
Melissa Kelly, Joyce Bachman, Elizabeth Hughes
Lesson Plan No 2: Worm Hole
n SUBJECTS COVERED Earthworms are flexible, elongated n DIRECTIONS &
bundles of muscle, efficiently evolved
Science TEACHING TIPS
for life underground. Earthworms help
the soil by mixing up the different layers 1. Review humane treatment of all living
of the soil and letting air in as they things discussion from previous
n GR ADES crawl around. They add nutrients to the lesson.
Kindergarten - Five soil by depositing their waste products 2. Prepare the rough/smooth trays for
(called castings) in the soil. Earthworms each group by placing pebbles in
also help decompose dead plant and one half of the tray and dirt in the
n KEY QUESTION / animal material, turning it into simpler other half of the tray.
OJECTIVE parts that can be used again by new
3. Prepare the light/dark trays for each
organisms. Worms eat some of the
What kind of environment do earthworms group by covering the entire bottom
decaying matter.
prefer? of the tray with dirt. Distribute the
Earthworms have two kinds of cardboard cover with the tray.
muscles. When the short muscles that
4. Make certain that the ½ sheet
n SUNSHINE STATE encircle each segment contract, the
cardboard cover is wider than the
STANDARDS worms get thinner and longer. When
tray.
the long muscles that connect all the
SC.F.1.1.1: The student knows the segments contract, the worm becomes 5. Vanilla pudding and vanilla wafers
needs of all living things. shorter and fatter. (“Nilla” Wafers) can be substituted
SC.G.1.1.1: The student knows that for students who do not like or are
environments have living and n MATERIALS allergic to chocolate in the extension
nonliving parts. activity.
Teacher
• The student recognizes that most
• Wonderful Worms, Houghton Mifflin
living things, including humans,
need water, energy, air, shelter, Per group n ENGAGE
and space. • earthworms in a cup Read Wonderful Worms, Houghton
• The student investigates living • moist and dry paper towels Mifflin
and nonliving things in the • dirt
environment. • 2 trays with sides one inch high, n EXPLORE
cardboard to cover half of the
tray 1. Ask: Are earthworms living or
nonliving? How do you know?
n BACKGROUND INFO • pebbles or fish tank gravel
2. Ask: Since earthworms are living,
Everything with which students they need a special space in
come into contact can be classified which to live. What kind of home
as either living or nonliving. All these (environment) might they like?
things exist and interact to make up
the ecosystem. There are five basic 3. Have students predict whether
processes of living things: worms prefer a wet or dry, light
or dark, or a rough or smooth
• Metabolism: getting & using food environment.
• Respiration: releasing energy (See bottom of next page
• Elimination: removing waste for this chart)
• Growth
• Reproduction
2008 - 2009 Idea Catalog of Excellence“Organic Gardening with Worms: They Can Dig It!”
Melissa Kelly, Joyce Bachman, Elizabeth Hughes
Lesson Plan No 2: Worm Hole (cont.)
4. Distribute worms and allow 5 – 10 n EXPLAIN n EXTENSION
minutes for the students to interact
with the worms. Ask and record their responses on the Make “Pudding Dirt Cups.” Pour
Earthworm Environment chart. 2 cups of cold milk into a large bowl
5. Distribute a moist and a dry paper and add instant chocolate pudding mix.
towel to each group for wet/dry Did your earthworm prefer the wet or dry
paper towel? Did the result match Beat until well blended. Let it sit for 5
experiment. Have students test minutes. Stir in Cool Whip and ½ of
the prediction. Have the wet and your prediction?
the cookies (1/2 of a 16 oz. package
dry paper towels overlap. (See Did your earthworm prefer a dark or of chocolate sandwich cookies). Place
illustration #1 on page 14.) Place light area? Did the result match your 1 tablespoon into cups; fill cups ¾
worm where the wet and dry paper prediction? full with pudding mixture. Top with
towels meet. Observe to see where Did your earthworm prefer the rough remaining crushed cookies. Refrigerate
the worm goes. or smooth surface? Did the result one hour. Decorate with a gummy worm
6. Repeat procedure for light/dark match your prediction? half buried in the “dirt.”
(illustration #2) environments. Place Since earthworms are living things, what
worm in the middle of the tray. Cover else do they need besides a special
one half with the cardboard cover. place to live? (air, food) n EVALUATION/
Observe to see where the worm
ASSESSMENT
goes.
Ask the students to draw a picture
7. Repeat procedure for rough/smooth n EXTEND/APPLY of an environment that their earthworm
(illustration #3). Push the dirt to one
Have students compare the would like. Was their environment
side and put pebbles on the other
earthworm environment with the drawing reasonable?
side. Place the worm in the middle
of the tray. Observe to see where environment of other animals such as
the worm goes. themselves, a pet, birds, ducks.
HHH
Earthworm Environment
wet dry
predict
actual
light dark
predict
actual
rough smooth
predict
actual
2008 - 2009 Idea Catalog of Excellence“Organic Gardening with Worms: They Can Dig It!”
Melissa Kelly, Joyce Bachman, Elizabeth Hughes
Lesson Plan No 2: Worm Hole – Additional Information
Illustration #1 Wet and dry
dry paper towel wet paper towel
Illustration #2 Dark and light
cover tray no cover
➛
➛
➛
➛
➛
dark light
cover entire bottom with dirt
Illustration #3 Rough and smooth
pebbles tray dirt
➛
➛
➛
2008 - 2009 Idea Catalog of ExcellenceRubric For Activities in Primary Science
Using Tools Doing Science Understanding Science
Starting I didn’t try to use Where do I start? I got I don’t get it. Why are we doing this?
Out the tools, like rulers, mixed up. I made mistakes.
thermometers and such. I
just guessed.
Getting I tried to use some of I got started OK I sort of I understand the science part of what we
Going the tools, like rulers, know what to do. I can do do.
thermometers and so on. it with a little help.
I wrote some things down
carefully.
Got It! I used all of the tools. I figured it out and I understand the science part of this. I can
Rubric for Activities in Primary Science
I wrote down what I I can do it all. I can connect what we do with other things. I can
2008 - 2009 Idea Catalog of Excellence
measured. I checked my explain it to others. explain what I know to others.
work. I didn’t make any
Melissa Kelly, Joyce Bachman, Elizabeth Hughes
mistakes.
“Organic Gardening with Worms: They Can Dig It!”“Organic Gardening with Worms: They Can Dig It!”
Melissa Kelly, Joyce Bachman, Elizabeth Hughes
Scientific Thinking Rubric
Scientific Thinking Rubric
1 2 3 4 5
• Often requires • Requires teacher • Mostly works • Independently • Independently
help in order to prompting to independently examines examines
critically examine examine information to examine information using information
information using scientific information scientific principles using scientific
• Support, if principles using scientific and knowledge principles and
Critical provided, is • Generalized principles and • Provides 2 or 3 knowledge
Thinking irrelevant or supporting example knowledge relevant examples • Will provide 3 or
based on is somewhat • 1 or 2 somewhat to support or refute 4 specific and
personal opinion, relevant generalized but ideas relevant examples
disregarding • May use some relevant examples to support or
scientific scientific knowledge refute ideas
principles and
knowledge
• Is not able to • Often requires • Generally able • Independently • Independently
recognize or teacher prompts to recognize recognizes and recognizes and
understand to recognize and and understand understands understands
problem understand problem problem problems problems
without teacher • Often requires • Able to use • Uses scientific • Readily uses
Problem instruction teacher help scientific process process to seek scientific process
Solving • Is not able to use to begin using to attack problem solutions to seek solutions
scientific process scientific process • Will on occasion • Will sometimes • Will often develop
without teacher get help from develop new new, original
help peers to use questions questions
scientific process
to seek solutions
• Requires teacher • Requires teacher • Will generally • Will, on most • Will consistently
Reflection help to examine prompts to examine reflect on ideas occasions, reflect reflect on ideas
upon ideas ideas • There may be on ideas • Logic is sound
Scientific • Disregards the • Has difficulty some gaps in • Logic is generally and provided with
Ideas and ideas of others accepting the ideas logic sound sufficient detail
Principles of others • Will accept other _______________________________________________
• Recognizes value • Recognizes value
ideas of other ideas of other ideas
_______________________________________________
• Has difficulty • Generally will follow • Will generally _______________________________________________
• Generally • Consistently sees
seeing paths established path to generate a logical recognizes 1 or 2 several paths for
to possible possible solutions path to a possible paths for possible possible solutions
solutions • On occasion solution solutions • Adapts and
• Often requires becomes • May require some • Is capable of connects own
Creative
teacher sidetracked, losing help to recognize connecting own ideas and those of
Thinking significant help path connections ideas with those others to develop
to recognize • Requires between own of others to find unique questions
connections in teacher prompts ideas and those of solutions to and solutions to
ideas to recognize others problems problems
connections
TOTAL POINTS
2008 - 2009 Idea Catalog of Excellence“Organic Gardening with Worms: They Can Dig It!”
Melissa Kelly, Joyce Bachman, Elizabeth Hughes
Additional Information
COMPOST TEA
Compost tea is a great way to feed your plants the natural way.
Compost tea is simple to make. All you need are some worm
castings, burlap, and a bucket of water. Take the burlap and form
a sack. Fill the sack with worm castings, and place the sack filled
with castings in the water. Let soak over night.
The next day you will have some great liquid fertilizer when you
remove the sack from the water. Pour the water in your house
plants and on your vegetables.
2008 - 2009 Idea Catalog of Excellence“Organic Gardening with Worms: They Can Dig It!”
Melissa Kelly, Joyce Bachman, Elizabeth Hughes
Lesson Plans Materials Budget
Materials Budget
Supplier Item Description Cost Quantity Total Cost
Vermitechnology Unlimited Worm bin & 1 lbs of redworms 51. 65 6 309.90
___________________________________________________________________________________________________________________________
Lowes Vegetables, Herbs & plants 250.00
___________________________________________________________________________________________________________________________
Wood for raised beds 150.00
___________________________________________________________________________________________________________________________
Potting Soil & Mulch 70.00
___________________________________________________________________________________________________________________________
Sprinklers 25.00
___________________________________________________________________________________________________________________________
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Subtotal $804.90
_______________________________________________
Melissa Kelly
Teacher__________________________________________ Tax if applicable
_______________________________________________
Joyce Bachman
Teacher__________________________________________ Shipping if applicable
_______________________________________________
Elizabeth Hughes
Teacher__________________________________________
TOTAL
BUDGET
Polk Avenue Elementary
School___________________________________________ AMOUNT
$804.90
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