WORMS
*FIRST GRADE*
IN DOE State Standards: 1st grade Science: The Living Environment
Diversity of Life
1.4.1 Identify when stories give attributes to plants and animals, such as the ability to speak, that they really do not have.
1.4.2 Observe and describe that there can be differences, such as size or markings, among the individuals within one kind of plant or animal group.
Interdependence of Life
1.4.3 Observe and explain that animals eat plants or other animals for food.
1.4.4 Explain that most living things need water, food, and air.
AASL Learning Standards
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
*FOURTH GRADE*
IN DOE State Standards: 4th grade Science The Living Environment
Diversity of Life
4.4.1 Investigate, such as by using microscopes, to see that living things are made mostly of cells.
Interdependence of Life and Evolution
4.4.2 Investigate, observe, and describe that insects and various other organisms depend on dead plant and animal material for food.
4.4.3 Observe and describe that organisms interact with one another in various ways, such as providing food, pollination, and seed dispersal.
AASL Learning Standards
2.1.4 Use technology and other information tools to analyze and organize
information
2.3.1 Connect understanding to the real world.
First Grade
Lesson: Introduction to Worms
Method: Using the Super 3 method of PLAN, DO, REVIEW students will go from worm-novice to 1st grade worm expert (grade level appropriate) by engaging in a variety of activities that introduce new information and help engage the student in active learning/participation.
*First note on board/easel what students seem to already know about worms. Then discuss the activities that you are going enjoy together to learn more about our friend, the worm (PLAN). After initial discussion, partake in a teacher read-aloud as an introduction to life as a worm. Then using classroom technology resources, go online and read together worm facts. Afterwards, cement activity with real-life experience by going on a worm hunt outside (DO).
Finally, after the mini-lesson has concluded, discuss what was learned (can notate on board/easel next to the original (informal) assessment). Lastly, have students write two complete sentences about something they found interesting and/or learned about that day. Use paper that allows for a picture at the top and have students give their best artist’s rendering of a worm (REVIEW).
Steps:
Class discussion: “Who can tell me something about worms?” What facts do students already know? “What do they look like?” “What purpose do worms serve?” “Are all worms the same?” This is both to introduce the students to the subject matter and gauge (informally) how much information they already know (see Super 3 Method above for more detail). Advise students that they are going to learn the answers to those questions and have fun doing it!
Read Aloud: Diary of a Worm by: Doreen Cronin (Auditory Learners)
Book gives students a comical day in the life of an ordinary worm
Log on to website (using Dukane equipment): http://www.urbanext.uiuc.edu/worms/
Read over ‘Worm Facts’ link as a class. Then move on to ‘Can’t Live Without Me’ link and discuss a worm’s job with soil.
Go on a Worm Hunt outside! (Kinesthetic Learners)
Pair students up and (after receiving permission from Principal) arm each pair with a spade and a plastic container. Students are to dig in the (hopefully moist) soil and try to produce some worms and place in plastic container.* Activity should take 15-20 minutes and students should wash hands thoroughly when back inside.
*Can use worms for closer inspection in the classroom and discussion about differences in the worms found outside (the return to outdoors)…or perhaps try to create a Worm Farm in your classroom (can show how worms can eat through compost) if lesson is part of an on-going unit.
Complete lesson with writing/picture activity. (Visual Learners)
As mentioned above: Have students write two complete sentences about something they found interesting and/or learned about that day. Use paper that allows for a picture at the top and have students give their best artist’s rendering of a worm. Though simplistic, this will allow the teacher an idea of what students learned and how students interpreted information.
Materials Needed:
Easel to write ‘facts’ about what students already know
Diary of a Worm book
Pictures (or specimens) of different types of worms found in the soil
12 spades
12 plastic containers
1 bucket (with soil) to keep ‘caught’ worms safe/moist for further classroom inspection
1 spritzer bottle (in case worms seem to be drying out)
Possibly a worm bin (for compost) if activity is part of an on-going unit
Publishing paper for students with Modeled Example (teacher-created example that lists two newly learned facts and a picture)
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FOURTH GRADE
Lesson: Continuation in the Study of Worms
Using The Big 6 Method, students spend one day (during an ongoing unit) using technology and practical application to learn more about worms.
Task Definition: Students are presented with directions for a learning activity through the use of a PowerPoint presentation on the screen. This ppt. outlines in simple steps what is to be done during class.
Info. Seeking Strategies: Students will have at their disposal computers with the web page www.urbanext.uiuc.edu/worms that has links to all of the information they will need.
Location & Access: In addition to the website, student pairs will have a hard copy of useful information (printed out from website along with additional materials) to use when labeling their worm.
Use of Information: Students will use their microscope, webpage info., and/or their printout information to fill out labeling worksheet.
Synthesis: Using their tools, students can apply new ‘real-life’ experience using technology resources to their growing knowledge about worms.
Evaluation: Student work will be evaluated by teacher based on responses to the labeling activity. Additionally, teacher will evaluate how partnered pairs worked as a team (rubric includes mutual participation, cooperation, sharing, collaboration).
(basic example)
Filler activity (as not all students work at the same pace): Worm Word-find (a.k.a. ‘Wormfind’) puzzle activity.
After students finish up with labeling activity, gather class around red worm bin full of compost (part ongoing classroom vermicomposting project). Ask if students notice any changes in compost and how the worms are using the compost for food/energy. Students can use extra time to look at bits of compost under the microscope and journal about what they find.
Materials
12 microscopes (1 per pair of students)
12 handouts
12 labeling sheet activities
24 copies of ‘Wormfind’ puzzle activity
PowerPoint (directions) presentation
12 laptops (from library) loaded with needed website
24 slides for microscopes
Student Journals (each student should have a science journal)
12 Cooperative Learning (partnered) rubric/observation sheets
Red Worm compost bin (vermicomposting project)
Lesson Comparison: 1st Grade versus 4th Grade inquiry
First Grade
In the Wild and Wonderful World ‘O Worms, it is clear that the level of student ability and teacher practices vary greatly. The 1st grade lesson is an introduction for students to something that exists in their natural world. The entire lesson is group-oriented, as students at that level do not have great capabilities (yet) for prolonged independent learning. The lesson is introduced through discussion and question-prompts. The students become engaged by listening to a story that is both informational and humorous. The teacher expands on that information by utilizing technology and exposing students to even more odd and interesting facts (grade appropriate) to the students. The Super 3 method is used by openly discussing the plan, the activities, and the review method. Students are further engaged and excited by an unexpected outdoor activity that applies real-life experience/exposure to their learning repertoire. All activities are teacher-led and include modeled examples. Students benefit with partners so as teacher can adequately manage the class-while emphasizing cooperative learning.
Fourth Grade
The 4th grade experience is much different as it relies on the 4th grade students being able to work independently from a group (rather, just working with one partner) at their own pace. They have a variety of resources at their disposal to use to discover the requested information. Technology is present in the form of an overhead PowerPoint presentation (with their directions), microscopes, and Internet search opportunities. The teacher expects that students will work at different paces, and anticipates ‘filler’ time. Students can work on a ‘Wormfind’ puzzle activity until the majority of the class is finished with the labeling activity. Meanwhile, the teacher is able to not only grade the labeling activity (assessing their ability to locate the needed information) but can also observe/notate cooperative learning (partners) with a prepared rubric (which is not something a teacher would likely be formally evaluating during the outdoor exercise with the 1st graders). Additionally, students are brought together as a class only once: to discuss the happenings of the worm compost project. Afterwards, they re able to utilize the microscopes to examine the compost and journal about their findings-again taking initiative/ownership of their learning experience. The lesson is much more independent-based compared to the 1st graders. Additionally, the material is higher-level.
Sources:
http://www.doe.state.in.us/standards
http://www.ala.org/ala/aasl/aaslproftools/learningstandards/standards.cfm
http://www.big6.com/kids/3-6.htm
http://www.big6.com/kids/site/category/k-2/fun-finder
http://www.urbanext.uiuc.edu/worms/
www.wormfarm.com
www.google.com (free images)
Callison, Daniel & Preddy, Leslie. The Blue Book on Information Age
Inquiry, Instruction and Literacy. Westport, CT: Libraries Unlimited, 2006.