All for Science™Field TestsMatter and Energy in EcosystemsDay 10: What Is Vermicomposting?

Day 10: What Is Vermicomposting?

photography taken by Christophe.Finot, CC BY-SA 3.0 , via Wikimedia Commons

STANDARDS OVERVIEW

Reading Strategy:

Synthesizing information across multiple texts

Science Concept:

Worms can be used to enhance the decomposition of organic waste.

Reading TEKS:

5.13(E)

Science TEKS:

5.1(A)(D)(E), 5.3(B), 5.5(E)(G), 5.11, 5.12(A)(B)(C)

NGSS:

5-LS2-1

CCSS:

RI.5.9

Science and Literacy Connection:

Scientists synthesize what they have read by other scientists with what they already know and put that information together in a new way.

Science Language:

  • Worm castings are the waste material (poop) produced by worms.
  • Vermicomposting is a process that relies on worms to decompose organic waste. Vermicompost is the rich, dark material left after worms break down organic waste.

  • Mini-Lesson

    OVERVIEW

    Scientists synthesize information about the world every day. Before they conduct their own investigations, scientists read lots of texts other scientists have written about their own work. Scientists synthesize what they read with what they already know and put that information together in a new way. Synthesis means making something new by putting things together. Today, you will model how to write a synthesis statement using a model inquiry question and information about the bottle system from the science investigation.

    NOTES:

    You are encouraged to create the “Synthesizing” anchor chart with your learners as you move through the lesson, using the provided anchor chart as a model. Post it for easy reference when completed and remind learners to refer to the anchor charts during inquiry circles.

    Earlier in this unit, learners hear about intratextual synthesis. This is synthesizing, or putting together multiple, different pieces of information within a single text (e.g., synthesizing words and visual representations). This lesson focuses on intertextual synthesis, or putting together pieces of information across multiple texts. But we will just call this synthesizing.


    PROCEDURE

    The italicized statements below offer suggested wording the teacher may choose to use in the lesson.

     

    Before Inquiry Circles (5 minutes)

    1. It is time to get into our inquiry circles. You will be with the same team as yesterday, but we will rotate the science roles. (Assign roles at your discretion and have the Equipment Directors gather the Inquiry Chart for their team).
    2. We have answered all (or most) of our Inquiry Chart questions. Today we will write our synthesis statements, so we need to be sure we have completed the Inquiry Chart. (Make adjustments for teams that have not yet completed their Inquiry Charts.)
    3. Now, inquiry circle teams will work together on their synthesis statements.

     

    During Inquiry Circles (20 minutes)

    1. When all questions are answered on your Inquiry Chart, your team will work together to write a synthesis statement for each one of your inquiry questions.
    2. When writing your synthesis statements, remember to synthesize all the information in the column under each question. You probably have information from multiple sources as well as some information from your own knowledge.
    3. As you work to write your synthesis statements, remember the synthesis statement from our mini-lesson today. (Refer to the written statement.)
    4. Choose one inquiry question at a time and write a synthesis statement as a team. (You might also give teams the option to divide up the inquiry questions and have each team member write one synthesis statement. Facilitate in a way that works best for your learners.)
    5. Write your synthesis statements in the Day 10 page of your Investigation Journals.
    6. Do not forget to use the anchor charts to help guide your thinking. (Refer to the posted anchor charts.)
    7. I will help guide the inquiry circles, but I expect you to work as a team to solve your problems together. (While teams are working, walk around the room to facilitate as needed.)

     

    After Inquiry Circles (5 minutes)

    1. As we conclude our inquiry circles for today, each team’s Lab Director will lead the discussion about today’s results. Was the team able to synthesize the questions on their inquiry chart? What problems did the team encounter? How did the team resolve those problems? (After you have allowed the teams to gather their thoughts, have the Data Scientists share with the class.)
    2. The Data Scientists will now share with the entire class one of their team’s synthesis statements. (Encourage teams to share how they developed their synthesis statements. If you saw a great example in action, encourage that team to share with the entire class.)

     

  • Inquiry Circles

    OVERVIEW

    Teams will write synthesis statements for each inquiry question on their Inquiry Charts. You may need to make adjustments for teams still working to complete their Inquiry Charts.

    Materials for the Inquiry Circles:

    Each team member needs:

    • Investigation Journal
    • pencil

     

    Each team needs:

    • team Inquiry Chart

     


    PROCEDURE

    The italicized statements below offer suggested wording the teacher may choose to use in the lesson.

     

    Before Inquiry Circles (5 minutes)

    1. It is time to get into our inquiry circles. You will be with the same team as yesterday, but we will rotate the science roles. (Assign roles at your discretion and have the Equipment Directors gather the Inquiry Chart for their team).
    2. We have answered all (or most) of our Inquiry Chart questions. Today we will write our synthesis statements, so we need to be sure we have completed the Inquiry Chart. (Make adjustments for teams that have not yet completed their Inquiry Charts.)
    3. Now, inquiry circle teams will work together on their synthesis statements.

     

    During Inquiry Circles (20 minutes)

    1. When all questions are answered on your Inquiry Chart, your team will work together to write a synthesis statement for each one of your inquiry questions.
    2. When writing your synthesis statements, remember to synthesize all the information in the column under each question. You probably have information from multiple sources as well as some information from your own knowledge.
    3. As you work to write your synthesis statements, remember the synthesis statement from our mini-lesson today. (Refer to the written statement.)
    4. Choose one inquiry question at a time and write a synthesis statement as a team. (You might also give teams the option to divide up the inquiry questions and have each team member write one synthesis statement. Facilitate in a way that works best for your learners.)
    5. Write your synthesis statements in the Day 10 page of your Investigation Journals.
    6. Do not forget to use the anchor charts to help guide your thinking. (Refer to the posted anchor charts.)
    7. I will help guide the inquiry circles, but I expect you to work as a team to solve your problems together. (While teams are working, walk around the room to facilitate as needed.)

     

    After Inquiry Circles (5 minutes)

    1. As we conclude our inquiry circles for today, each team’s Lab Director will lead the discussion about today’s results. Was the team able to synthesize the questions on their inquiry chart? What problems did the team encounter? How did the team resolve those problems? (After you have allowed the teams to gather their thoughts, have the Data Scientists share with the class.)
    2. The Data Scientists will now share with the entire class one of their team’s synthesis statements. (Encourage teams to share how they developed their synthesis statements. If you saw a great example in action, encourage that team to share with the entire class.)

     

  • Guided Science Investigation

    OVERVIEW

    Learners are introduced to the process of vermicomposting and compare it to other methods for managing waste.

     

    GUIDING QUESTIONS

    What is vermicomposting? How is it different from traditional composting?

     

    BACKGROUND INFORMATION FOR THE TEACHER

    Vermicomposting is a process that uses worms to break down organic waste more quickly than traditional composting. In North American, red wigglers (Eisinea fetida) are used most often for vermicomposting.

    Composting worms are detritivores, meaning they break down and consume organic matter, which is then excreted as worm castings. Worm castings contain many microorganisms that continue to decompose organic matter; they also have a many more nutrients than traditional compost, making them a valuable fertilizer for enriching soil.

    Today, learners will be introduced to vermicomposting and will then compare and organize what they know about methods for managing waste.

     

    DAILY OBSERVATIONS

    Teams will make daily observations of their bottles and record information in their Investigation Journals. Observations can be made at any time of the day.

     

    SAFETY

    • Remind learners not to shake the bottles during observations or move them in a way that disturbs the layering.

    Materials for the Guided Science Investigation:

    Each team member needs:

    • Investigation Journal
    • pencil
    • colored pencils or crayons
    • 1 copy of “Worm Notes” page

     

    Each team needs:

    • 1 copy of the “Managing Waste” chart

     

    Teacher needs:

     

    SETUP

    • Make copies of the “Worm Notes” page (1 per team member).
    • Make copies of “Managing Waste” chart (1 per team).
    • Prepare to project the “Vermicomposting” and “Go Green with Worms” videos.

    PROCEDURE

    The italicized statements below offer suggested wording the teacher may choose to use in the lesson.

     

    Engage

    1. Begin by reminding learners of the work they did in the previous class when they compared two systems of garbage disposal: landfills and composting.
    2. Ask, What is one thing both systems have in common? Accept responses. If no one mentions it, tell them one similarity is “time.” Both systems take a long time for the decomposition of waste to occur, though composting organic waste generally takes less time than decomposition in landfills.
    3. Explain that today they will explore another way of decomposing organic waste that takes less time than landfills.

     

    Explore

    1. Project the “Vermicomposting” video first, followed by the “Go Green with Worms” video (together, the videos take about 8 minutes to view). After the video, randomly select learners to answer the question, Why do you think vermicomposting takes less time than traditional composting?
    2. Accept their ideas, then have the Equipment Directors distribute the “Worm Notes” page to each of their team members. Explain that the “Worm Notes” highlight key points and important facts about vermicomposting. Allow 2–3 minutes for learners to review them.
    3. Next, distribute the “Managing Waste” chart (1 per team). Tell the class it is time to begin organizing what they have learned about the decomposition of waste disposal. Read over the headings on the “Managing Waste” chart together so that learners understand what information they will need to include.
    4. Instruct them to work as a team to summarize any information gathered from previous lessons. Note that tomorrow, they will explore incineration and will add that information to the chart.
    5. Ask if there are any questions and l let them know they have about 15 minutes to complete their work.
    6. As teams work, move among them, listening to their discussions and offering guidance on how to summarize their information.

     

    Explain

    1. When time is up, ask teams to partner up with another team to share and discuss their work. Explain that this gives them an opportunity to consider other ideas and justify their own. Allow about 5 minutes for sharing.
    2. Circulate among the teams as they discuss their work with each other, offering guidance as needed.

     

    Elaborate

    1. Wrap up the team discussions and ask if there was any information they summarized on the chart that the teams disagreed with. If there is, have them share their differing views and allow other teams to weigh in before you offer clarifications if needed.

     

    Evaluate

    1. Give teams 2 minutes to create and write an 8-word “headline” together about the most important thing they discovered today. This can be written on the Day 10 page in their Investigation Journals.
  • Expanded Standards

    Reading TEKS:

    5.13(E) demonstrate understanding of information gathered.

    NGSS:

    5-LS2-1 A system can be described in terms of its components and their interactions.

    CCSS:

    RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

    Science TEKS:

    5.1(A) ask questions and define problems based on observations or information from text, phenomena, models, or investigations; (D) use tools, including calculators, microscopes, hand lenses, metric rulers, Celsius thermometers, prisms, concave and convex lenses, laser pointers, mirrors, digital scales, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, notebooks, timing devices, materials for building circuits, materials to support observations of habitats or organisms such as terrariums and aquariums, and materials to support digital data collection such as computers, tablets, and cameras to observe, measure, test, and analyze information; (E) collect observations and measurements as evidence; 5.3(B) communicate explanations and solutions individually and collaboratively in a variety of settings and formats; 5.5(E) investigate how energy flows and matter cycles through systems and how matter is conserved; (G) explain how factors or conditions impact stability and change in objects, organisms, and systems; 5.11 The student understands how natural resources are important and can be managed. The student is expected to design and explain solutions such as conservation, recycling, or proper disposal to minimize environmental impact of the use of natural resources. 5.12(A) observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem; (B) predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web; (C) describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem.

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