Worm Project

Teacher

Erica Alvarez

Program

Rufus Hitch Elementary

Age Group

Kindergarten

Phase I

The topic of worms emerged after Thanksgiving when we were trying to decide what to do with our rotted pumpkins. We asked our neighboring 8th grade science teacher, Mrs. Perry, and she suggested we feed them to her worms in her compost bin. She explained how the worms would eat the pumpkin and leave behind castings (worm poop). This in return would create great fertilizer for our school garden. Mrs. Perry opened up her compost bin and turned over the soil so the kids could see the red wiggler worms. The kids were excited about seeing and touching the worms. She suggested we keep the compost to observe what happens to the pumpkin. After two weeks, the pumpkin was gone and the kids were still very intrigued about the worms. This is how our project inquiry began. The students decided they wanted to know more about worms. They came up with a list of questions. Some of them included: How do worms move through the dirt? Where do worms come from? Why are they slimy? My hope for the project was that the kids would have an appreciation for science, investigation, and gain an appreciation for worms in our environment.

Our class took a field visit to Peggy Notebaert Nature Museum. Students were able to get an up close look as they picked up and explored the worms in their habitat. Students learned how these worms can recycle food and paper waste. They practiced classifying items that can and cannot be fed to worms. We were given step-by-step instructions on how to build our own do-it-yourself compost bin for our classroom. Students used their clipboards and recorded their observations. Students were thrilled to see and hear in more detail about worms and vermicomposting. Students also investigated other invertebrate animals as well. They were able to compare the similarities and differences between them and record their observations in their investigations journal. We continued our observations at school with store bought night crawlers, red wigglers, and earth worms. They compared the different attributes of each worm. Students used a magnifying glass, a flash light and water to experiment with how worms react to light, sound, and water. We went back to our initial questions and reflected on our new learning.

Phase II

Phase III

For our on-going/culminating project, we decided to build a classroom compost bin, since the one we had was on loan from our science teacher. Students were responsible for feeding and harvesting the worms. They had to check the bin and record their observations in a shared class journal. Several students mentioned they wanted to start composting at home. In order to connect what we were learning at school to home, we decided to build a family worm bin. Students were asked to bring in 2-liter recycled containers. They participated in building their own compost together. Once their bedding was layered, they added red wiggler worms purchase from a local worm harvester in Chicago. Each  student proudly took home their worm composts. We continued to harvest and maintain our class compost bin and made compost tea for our vegetable that we plant in the spring.

 

Teacher Reflection

“The worm project was a hands on approach to learning. Students gained knowledge from their own investigations and research. Students needed to study and learn the vocabulary of a worm’s anatomy. They learned how a worm moves, digests, and reproduces. They had to think critically and analytically by first observing the life of a worm and then creating an environment to support life. The students were connected to their learning because they investigated and asked questions. Their excitement extended into writing stories about worms and sharing them with their friends. Learning about worms was interconnected with Language Arts, Math, Science, Social Studies, Social/Emotional, and Health. I was surprised to see how touching and feeling the worms helped to calm a normally hyper child. I enjoyed the Project Approach and plan to continue this investigative inquiry of my students.”
 

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