Ag 464 Vermi Curriculum

7/28/2019 Ag 464 Vermi Curriculum

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A 5th Grade SchoolEnrichment Curriculum

Leaders Guide


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North Carolina State University | 4-H Vermicomposting

Introduction toVermicomposting

The 4-H Vermicomposting program oers th-gradestudents an opportunity to explore a micro-community.This community contains producers, consumers, anddecomposers (as all communities do), and students areencouraged to refect upon their learning as they achievemastery o the concepts in producing this curriculum wehave kept in mind that teachers are busy people. Thereore,each o the six lessons is tied to the Department o PublicInstruction Standard Course o Study.

The curriculum includes an accompanying CD, which oersa visual reerence not ound in traditional classroomlectures. In addition, there is a training PowerPointpresentation with subject matter backup rom RhondaSherman, Extension Specialist at N.C. State University.Training or the 4-H Vermicomposting Curriculum isgenerally provided by your County 4-H Agent.

Few supplies are needed, which also makes this a popularcurriculum with agents and teachers alike. A urther

benet o using this curriculum is your inclusion in the 4-HVermicomposting wiki, which provides you an opportunityto ask questions and oer suggestions or improving thecurriculum. Rhonda Sherman and Jackie Helton, ExtensionAssistant Curriculum, moderate this wiki and will respondto your questions in a timely manner.

We hope that you enjoy using this curriculum as much aswe have enjoyed producing it.


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Table of Contents

Lesson 1 1

Introduction to Vermicomposting

What is Vermicomposting?

Lesson 2 5

Developing a Functional Worm Bin

Setting up a Worm Bin

Lesson 3 11

Identiying the Anatomy o an Earthworm

Earthworm Anatomy

Lesson 4 15

Identiying Dierent Decomposers in a Worm Bin

Other Critters in a Worms Neighborhood

Lesson 5 21Identiying Ways to Reduce the Amount o Waste in our Lives

Recycle, Reuse, Re-Imagine!

Lesson 6 26

Harvesting Worms and Vermicompost rom Worm Bins

to Harvest Castings

Vermicomposting Glossary 28


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Lesson

What is Vermicomposting?

Introduction toVermicomposting

Materials

PowerPointpresentation onvermicomposting

Vermicompostingstatement cards orevaluation

Standard Course of StudCompetency Goal 1: The learner

will conduct investigations to build an

understanding of the interdependence

of plants and animals.

1.1 Describe and compare several

common ecosystems (communities

of organisms and their interaction

with the environment).

1.2 Identify and analyze the functions

of organisms within the

population of the ecosystem:

Consumers

Decomposers

Learning Objectives:By completing this lesson, students

will be able to:

Identify the concepts of

vermicomposting

List several advantages of

vermicomposting to recycle food waste

Indicate how vermicomposting is

beneficial to plants and soils

Recall some ways earthworms have

influenced history

Describe categories of earthworms

Length of Lesson:4550 minutes

Teaching &Learning Sequence:Begin the lesson by asking students to share examples o organic materialdecomposing, such as rotting ood, decaying animals on highways, or decomposingleaves in the yard. Explain that the decaying process is a natural part o the lie cycleo living things, and that all organic material begins to decompose, or decay, once itdies. Explain that decomposing material can be used to enrich soil and add nutrientsby using worms in a process calledvermicomposting. Vermicomposting uses wormsand microorganisms to convert dead organic matter into nutrient-rich humus. Theorganic matter passes through the worms digestive tract and is excreted as castings.

At this point, you may use the PowerPoint presentation to help present inormationon vermicomposting.

1

Earthwo

rmsin

compost

Life Skill: Learning to LearnAcquiring, Evaluating, and

Using Information


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Ask students the ollowingquestions about worms. Ater

each question, you can provideinormation that clarifes the

importance o earthworms:

What is vermicomposting?What consumes food scraps and

organic matter in worm bins?

Vermicomposting is the process ousing worms and microorganisms

to convert organic matter intonutrient-rich humus. Earthworms and

microorganisms eat the organic matter.

Where does vermicompostingtake place?

Vermicomposting can occur whereverood scraps or other organic matter

are being generated or delivered.Worm composting bins can be ound in

classrooms, homes, apartments, oces,or on arms. Vermicomposting is alsobeing used to solve North Carolinas

hog waste problems.

What are some advantagesof vermicomposting?

It saves electricity and water that areconsumed by garbage disposal units.

Trashcans wont get smellyrom decomposing ood scraps.

It produces a soil amendmentthat helps soil and plants.

It requires little space,labor, or maintenance.

It spawns ree wormsor shing.

What are some benefitsof castings?

Castings help air and water to permeatesoil. When castings are added to soil,they boost nutrients that are available

to the plant and enhance soil structureand drainage. Castings can be mulchedor mixed into the soil in gardens andaround trees and yard plants. Theycan also be used as a top dressing onoutdoor plants or sprinkled on lawnsas a soil conditioner.

How are some ways thatearthworms might haveaffected history?

Earthworms have been mentioned inhistory as ar back as Aristotle, who

described them as the intestineso the earth. In the time o theEgyptian pharaohs, Cleopatra declaredearthworms sacred and establishedlaws protecting them. Charles Darwinstudied earthworms or 39 yearsand demonstrated that they improvesoil conditions and enhance plantproductivity. Darwin went so ar as tosay, It may be doubted whether thereare many other animals in the worldwhich have played so important a

part in the history o the world.How do you think scientistsclassify different types ofearthworms?

There are at least 4,000 species oearthworms worldwide. The smallest ishal an inch long, and the largest ever

LessonDevelopment

ound was in South Arica, measuring22 eet long. The Giant Gippslandearthworm o Australia grows to12 eet long and can weigh 1 pounds.

Earthworms have been classied inseveral ways; perhaps the most useulis based on their behavior and habitat.Marcel Bouche developed a classicationthat divides worms into the ollowingthree categories: epigeic, endogeic,and anecic.

Epigeic ( ep-i-JEE-ik) types live atthe surace in reshly decaying plantor animal residues.

Endogeic (en-do-JEE-ik) types liveunderground and eat soil to extractnutrition rom degraded organicresidues.

Anecic (an-EE-sik) types burrowdeep in the soil but come to thesurace at night to orage or reshlydecaying organic matter.

Earthworms in the epigeic categoryare most commonly used invermicomposting. The species o

worms that are usually associated withprocessing organic materials are Eiseniaetida (commonly known as redwiggler, tiger worm, or brandling worm).They can be ound in areas o decayingvegetation such as allen leaves,manure piles, or under rotting logs.

Time LineBC AD600 300 0 300 600 900 1200 1500 1800 2100

/ / / / / / / / / /

384 322 69 30 1809 1882Aristotle Cleopatra Darwin

Microorganismshelptodecomposetheorganic

Giant Gippsland Worm

matterinthewormbin.


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Closure:At this point in the lesson, students have been provided with a great

deal o background inormation on worms and their importance in thevermicomposting process. Students should remember that:

Worms aid in the process of vermicomposting by digesting organicmaterials in a worm bin and excreting castings that enrich the soil.

Vermicomposting is a natural process that can turn waste into abenecial product.

One type of worm, Eisenia etida (known as red wiggler,tiger worm, or brandling worm) is most commonly used invermicomposting bins. These worms typically live on the soilssurace in reshly decaying plant material or animal residues.

Evaluation:To determine what students have learned about worms and their role

in vermicomposting, students will be asked to recall inormation romthe lesson and provide statements that support a particular position.

The class will be divided into groups o our or ve. Each group willbe provided with a card with one o several statements related to

vermicomposting. The members o the group will attempt to recall inormationrom the presentation about vermicomposting that supports their cards

statement.

The statements on the cards include (printable cards ound at the end o this lesson):

Vermicompost is beneficial in several ways when added to soil.

Earthworms have been important throughout Earths history.

Earthworms can be classified by the way they behave and where they live

Some types of worms are better suited to vermicomposting than others.

Vermicomposting can save water.

Ater giving groups a ew minutes to discuss the inormation they recall about theirstatement, each group will read their statement and provide acts that support it to theclass. The class as a whole will discuss whether the points made by the group support thestatement or not. You may need to reer back to the PowerPoint presentation to reviewpoints that were not clear to the students.

In Lesson 2, students will examine the external eatures o the wormand its response to stimuli and learn the importance o each eature.

Reflection(ask students)

What have you learnedabout earthworms and

vermicomposting that you

did not previously know?

How would you convince

your parents that they

should participate in a home

vermicomposting project?

GlossaryOrganic: Characteristic o, pertaining to,or derived rom living organisms

Decompose: To rot; putrey

Nutrients: Substances that providenourishment or growth or metabolism.Plants absorb nutrients mainly rom the soilin the orm o minerals and other inorganic

compounds, and animals obtain nutrientsrom ingested oods.

Soil structure: Determined by howindividual soil granules clump or bindtogether

Species: A class o individuals having somecommon characteristics or qualities; distinctsort or kind

Epigeic: An earthworm that lives primarilyin lea litter on the soils surace and eeds onsurrounding plant debris

Endogeic: An earthworm that primarily eedson soil and plant roots

Anecic: An earthworm known or burying lealitter in the soil and pulling it into undergroundburrows or consumption

Foodscrapsthatcanbeusedinw

ormbin

sinclu

de

Castings consist of undigested materialssuch as plant residues, bacteria, and soils.

fruitsandvegetables.Dontuset

hisasan

excu

se

tonoteatyourvegetables!


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Evaluation

Statement Cards Vermicompost isbeneficial in several ways

when added to soil.

Earthworms have been

important throughout

Earths history.

Earthworms can be

classified by the way

they behave and

where they live.

Some types of worms

are better suited

to vermicomposting

than others.

Vermicomposting can

save water.


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Lesson

Setting up a Worm Bin

Developing aFunctional

Worm Bin










of organisms within the population

of the ecosystem:

Consumers

Decomposers


will be able to:

Identify the ingredients that go

into a worm bin

Describe the importance of each

ingredient in a worm bin

Assemble the ingredients

of a worm bin


Teaching &Learning Sequence:

2


Using Information

Materials PowerPoint presentation

on setting up a worm bin

Rulers or tape measure

Power drill tool (usedby instructor to drill holes in

worm bin before the lesson)

Water bucket

Weight scale(measuring ood)

Worm bin description

cards (or evaluation exercise) Worm bin(wooden box/plastic container)

Bedding (shredded paper)

Water

Handful of soil or compost

1 pound (about 1,000) o Eisenia etida worms

Food scraps (vegetables, ruits especially melons orpumpkins coee grounds)

Spray bottle

Begin the lesson by reviewing theimportance o worms and their role inthe process o vermicomposting. Reviewthe types o worms that are best suitedor vermicomposting and the process overmicomposting itsel. For example, youcould ask these questions or students toassess their previous knowledge:

What is vermicomposting?

What types of creatures areimportant in vermicomposting?

Can you use any type of wormfor vermicomposting? If not,what kinds of worms are best forvermicomposting?

What kinds of living conditions arethese worms found in?

What is added to soil as a result ofvermicomposting?

How are castings beneficial to soil?

Inorm the students that vermicompostinghas become an increasingly popular wayo managing organic materials and turninwaste into a benecial resource.

Thousands o people are vermicompostinall over the world. Students in schoolsvermicompost their lunch letovers,households have worm bins or theirkitchen waste, armers vermicompostanimal manure, and businesses eed wormood waste and other organic materials.


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North Carolina State University | 4-H VermicompostingNorth Carolina State University | 4-H Vermicomposting

In this lesson, students will discussthe ingredients o their wormbin. Determine where the bin

will be kept; it needs to be storedwhere the temperature will be

maintained between 55F and 77F.Show the students the bin where the

worms will be kept. I the bin is goingto be outside, it is best to use a woodenbox made rom untreated, non-aromatic

wood. I the worm bin is to remain inside,a plastic container will be suitable.

The holes in the worm bin should bedrilled before the lesson, as having

power tools around students inthis setting could be dangerous.

Have the students measure the length

and width o the worm bin with rulersor a tape measure to determine the size

o the bin in square eet. Explain that onepound o worms can be added to one

square oot o worm bin. Place a plastictray under the worm bin to collect any

moisture that may seep out.

Explain to the students that the wormswill need bedding material in which to

burrow and or people to bury the oodscraps. Explain that the bedding materialshould be a nontoxic material that holds

moisture and allows air to circulate.Ask students or ideas o these types omaterials, and ask or them to explaintheir reasoning. Ater this discussion,

explain that the best types o materialsinclude shredded paper, such as

black-and-white newspapers, paper bags,white oce paper, or cardboard. Donot use glossy paper or magazine pages.A handul o soil can be added to thebedding to supply roughage or theworms and provide extra microorganismsto the bin environment.

At this point, ask the students what theypredict will happen in the worm bin i it isset up properly. Ask them how the wormschances o survival might change i theconditions in the worm bin were dierent.How do the conditions in a worm bincompare to those in a compost heap, orthe conditions in a vegetable garden?What conditions are needed in eachsituation or it to be successul?

Beore the bedding material is added tothe worm bin, explain to the students thatsince worms bodies are 80 percent water,their bedding must contain that muchmoisture so they do not dry out. How

does the percentage o water in a wormsbody compare to the percentage o waterin a persons body? Why is it important orboth worms and people, and all animals,to be properly hydrated?

Demonstrate that the best way to moistenthe bedding is by placing it in a bucketo water and giving it time (about 20minutes) to soak up the water. Squeezeout excess moisture and fu it up (toallow air to circulate) and then place it inthe worm bin. About six to eight inches

o moist bedding should be placed in theworm bin. Then add a handul o soil tothe bedding. I the bedding dries out, usea spray bottle to moisten it.

The bedding is not only a place orthe worms to live. It also serves a veryimportant purpose: to cover up thefood that is added to the bin. I the oodscraps are uncovered, they could attractruit fies and get moldy and smelly.

LessonDevelopment

So, ALWAYS cover the ood scraps withtwo to three inches o bedding. As thebedding disappears (the worms andmicroorganisms eat it!), add new moistbedding so you always have enough tocover the ood.

Remind students that one species oearthworm, Eisenia etida, works bestor composting because these wormslive near the soil surace and are usedto digesting decaying plant matter andother types o organic matter. Explain thworms eat about hal o their weight infood each day. One pound of worms willconsist o 500 to 2,000 worms, dependinon the size o the worms that are used.

Do not buy worms rom a bait shop. Youneed at least a thousand worms, and baishops only sell about a dozen per cup. Buthem by the pound rom a worm grower.Worm growers can be ound in NorthCarolina Worm Resources at http://wwwbae.ncsu.edu/topic/vermicomposting/vermiculture/nc.html or in the Directoryo Vermiculture Resources by State in the

U.S. and by Country: Worms, Supplies,and Inormation at http://www.bae.ncsuedu/topic/vermicomposting/vermiculturedirectory-by-state.html.

Most worm growers will ship worms,so you dont have to live near them.You can also ask your county CooperativExtension oce i they are aware o locaworm growers.

Shredded paper to use as bedding. Do notuse glossy paper or magazine pages.

Worm menuAsk students to identiy the kinds and sizes o ood scraps that are acceptable to

place in the worm bin. This is in the PowerPoint presentation. Be sure to identiy oods

that are acceptable or the worm bin:

Vegetables

Fruits - especially melons or pumpkins

Coffee grounds

Worm bin. A plastic container with holes forproper air circulation. Holes are also added inthe bottom for drainage.


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Worm Bin TroubleshootingProblems Causes SolutionsBin Smells Bad Overfeeding Stop feeding for 2 weeks

Food scraps exposed Bury food completelyBin too wet Mix in dry bedding; leave lid off

Not enough air Fluff bedding; drill holes in bin

Bin Attract Flies Food scraps exposed Bury food completely

Too much food; especially citrus Dont overfeed worms

Worms Are Dying Bin too wet Mix in dry bedding; leave lid off

Bin too dry Thoroughly dampen bedding

Extreme temperatures Move bin where temperature is 55- 77

Not enough air Fluff bedding; drill holes in it

Not enough food Add more bedding and food scraps

Worms Crawling Away Bin conditions not right See solutions above

Shine bright light on bin

Mold Forming Conditions too acidic Cut back on citrus fruits

Bedding Drying Out Too much ventilation Dampen bedding; keep lid on

Water Collecting

In Bottom

Poor ventilation Leave lid off for a couple of days;add dry bedding

Feeding too many watery scraps Cut back on coffee grounds & foodscraps with high water content

Ask students why excess liquid rom oodmust be drained o beore adding it to

the bin. Explain that smaller pieces o oodscraps will be easier or the worms to breakdown than larger pieces, so all ood scraps

should be crushed, ground down, or brokenbeore being added to the worm bin. Coverthe ood scraps completely with bedding to

prevent ruit fies or mold.

Explain to students that since the wormswill eat the ood scraps in the ood bin,

they are serving in the role o consumersin the bin. The microorganisms that are also

in the soil will help to decompose the oodscraps over time.

Ask students to identiy examples ocertain oods that should not be added

to the worm bin. With each suggestion,explain why that ood type is or is not aproper ood to add to the worm bin. Meat,bone, sh, or dairy products have proteins

that cause odors as they decompose andwill attract pests to the worm bin. Greasy

or oily oods and at will coat wormsskin, preventing them rom being able to

breathe. Pet or human manure may containpathogens or viruses that are harmul to

humans. Adding more than our pounds oood scraps to a worm bin over the course

o a week will give the worms more

than they can eat, creating anaerobic(an area with no oxygen) conditions to

set in and cause odor.

At this point, ood is ready to be placed intothe worm bin. The students will need to

measure out up to pound o ood scrapsand place them in section 1 o the worm

bin. The ood scraps should be covered byseveral inches o bedding material so theywill not attract pests or develop mold.

Next, place the worms on top o thebedding. The worms will move away romthe light and burrow into the bedding. Besure to have students wash their handsthoroughly with warm water and soapater handling the worms.

Discuss the worm bin record with the class.Have students label the top o the worm binwith numbers to designate where to burythe ood each time.

The sample chart could be designed in this manner (also ound at the end o this lesson):

Garbage Record Set up Date

DATEOZ. OFFOOD

TEMPBURYING

LOCATIONCOMMENTS

9/1 8 68 #1Set up worm bin. Addedbedding and ood scraps.

IMPORTANT: Wait until the ood is completely consumed beore adding more this rst time.

Burying locations or the top o bin:

1 2 3

4 5 6

7 8 9

(cont.) LessonDevelopment

Shreddingpapertosoakforuseasbedding.

Sherman, R. 1994. Worms can recycle your garbage . AG-473-18. Raleigh: N.C. Cooperative Extension Service.


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Closure:

Review the dierent parts o a worm bin and explain how each part is

important in maintaining the health and well-being o the worms.

Explain how a properly constructed worm bin will let students

witness the vermicomposting process at work and apply it to the

way in which organic materials are processed back into the soil

in nature.

Evaluation:

On the day prior to this lesson, the instructor should provide

copies o a handout describing our dierent worm bin

scenarios. (The scenarios are listed on the next page.) Instruct

the students to assess each scenario at home and with other

students prior to this lesson to judge to which scenario would

be the healthiest or the worms.

To determine i the students truly understand the importance o the

dierent parts o a worm bin, engage them in a role-playing activitywhere our students will each represent a dierent worm bin, with

dierent eatures or each bin. The rest o the students will be worms that

are searching or a proper worm bin to call home. Each o the students playing

the worm will visit the representative o each individual bin and listen to their pitch

that explains why their worm bin is the best choice or them. The worms will be able

to ask the representatives questions about their worm bins and deend their worm

bin. At the end o the activity, the instructor will ask the students representing the

worms to move toward the student who represented the best choice or worm bin.

Hopeully, a majority o the students will choose the worm bin that eatured the most

optimal conditions.

Foodscrapsforcompostbininc

ludefru

itsan

d

vegetables,especiallymelons.

Reflection(ask students)

How would you set up aworm bin?

What might be the hardest

things to maintain?

How is a worms habitat the

same or different from yours? Food

wast

einawo

rmbin.


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#1 - Made o a large cardboard box used or moving trucks

- Bedding material made out o newspaper,

shredded plastic bags, and pine needles

- No soil added

- A bucket o water poured on top o bedding material

- Food scraps delivered twice a week

#2 - Worm bin made o a large plastic container that is kept

outside all year long

- Bedding material made out o toilet paper, napkins,

and pre-moistened hand wipes

- Two pounds o soil added

- One cup o water added or every pound o bedding

- Food scraps consist o pizza crusts, bee jerky,

and cottage cheese

#3 - Worm bin made rom a large reproo wooden box

- Bedding material made rom shredded classroom

handouts, tissue paper, and decayed leaves

- One handul o soil added- 3 pints o water added or every 3 pounds o bedding

- Food scraps consist o dry cereal, raisins, and vitamins

#4 - Worm bin made rom untreated, non-aromatic wood

- Bedding material made rom shredded black-and-white

newspaper, paper bags, white oce paper and cardboard

- One handul o soil added

- Bedding was soaked in water, squeezed, and fuedbeore put in the worm bin

- Food scraps consist o crushed pumpkin, cantaloupe,

and peaches; pound delivered each day during week

(not on weekends)

Descriptions for each

worm bin scenario:

Whichone is the

healthiest?


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DATEOZ. OFFOOD TEMP

BURYINGLOCATION COMMENTS

Garbage Record Date________________________

1 2 3

4 5 6

7 8 9

Burying locations or the top o bin.

Dont forget to

cover food scrapswith bedding.


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Lesson

Earthworm Anatomy

Identifying theAnatomy of an

Earthworm

Materials

PowerPointpresentation onearthworm anatomy

Worms

Moist paper towelsor Petri dishes

Magnifying glasses

White drawing paper

Crayons or colored pencils








Consumers


will be able to:

Identify parts of a worms external

anatomy

Identify the different parts of a worm

internal anatomy and their functions

Identify Eisenia fetidasegg capsules

Describe the texture, odor, and

appearance of a worm

Describe the movements of a worm


Teaching &Learning Sequence:Begin the lesson by reviewing the ingredients that go into a

worm bin and their importance. Review the types o ood that may

be added to the bin and the amount. Discuss what should not go into

a worm bin and why.

3


Using Information


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Outer Anatomy of the Earthworm

Internal Organs of the Earthworm

Worms Eat Our Garbage: Classroom Activities for a Better Environment. Mary Appelhof.1993. Published by Flower Press, Kalamazoo, MI.


Use the PowerPoint togo over the outer anatomyo the earthworm and the

unctions o each part,including:

LessonDevelopment

Anus1. where waste is excreted rom

the wormSegments2. the areas o the wormsouter body that bend and stretch andaid in movement

Setae3. sti hairs on the exterior

o the worm that serve as eelersor sensory aides

Clitellum4. located near the ronto the worm; the worms genitaliais located here

Mouth5. where the worm ingests oo

Next, use the PowerPoint slides to discussthe internal organs o earthworms. Worms

do not have teeth. Microorganisms andmoisture break down organic matterin the worm bin, and worms suck inmicroorganisms and bits o organic

matter. The worm coats its ood withsaliva and then pushes the ood down

its esophagus to the crop (a storagecompartment). Next, the ood goes to

the gizzard, where it is ground up bystrong muscles, and then on to the

intestine, where digestive juices breakdown the ood urther. The rest is

passed out o the anus as castings.

Be sure to mention that worms breathethrough their skin, instead o through

lungs or gills. They require a moistenvironment or the exchange o air to

take place, so that is why the worm binbedding needs to stay damp.


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WormCapsules-Anaverageo

f3baby

worms

willemergefromeachwormca

psule.

(cont.) Lesson DevelopmentShow students the PowerPoint slide on worm capsules so they will be

able to identiy them in the worm bin. Worms reach maturity in sixweeks. They can reproduce up to three times a week, and an averago three worms will emerge rom each egg capsule. About 10babies are produced per week or each mature worm. In optimumconditions, 10 mature worms could produce 2,600 ospring within

six months.

Activity #1:Assign students into groups o two each and give each group a

number. Provide each pair o students with a moist paper towelor Petri dish, a worm, a magniying glass, and a recording sheet

containing the ollowing questions:

How does the worm eel to the touch?

What does the worm do when you touch it?

Which end is the head or tail, and how can you tell?

Can you see the worms mouth?

Where are the worms eyes?

How does the worm move?

Does the worm have an odor?

What color is the worm? Does it have any markings?

Can you see through the skin? What do you see?

Does the worm have a clitellum (swollen band) around it?

*Note: The worms may release a yellowish fuid when handled. This smelly fuid serves as adeense mechanism to repel predators. The species name, Eisenia etida, is derived romthe root word fetid, which means smelly.

Ask the students to record their answers, and have them write their names and the groupnumber in the upper right hand corner. Give the students 20 minutes to answer thequestions.

Evaluation/Reflection:Ater students are nished answering questions on their recording sheet, ask individualsthese questions:

What were the most important observations that you made concerning

the movements o the worm that you examined?

How do your observations about worms compare to what you expectedthem to look like? Smell like? Feel like? I your observations weredierent rom your preconceptions about worms, describe why youbelieve they were dierent.

What skills were most useul in this activity? How might the skills youused in this activity apply to other parts o your lie?

Describe how observing and understanding a worms outer anatomywill be useul in maintaining a successul worm bin.


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Activity #2:Instruct each group o students to get a supply o white drawing paper and

some crayons or colored pencils to use in the next part o the activity.

For the next 7-minute period, each group will meet with another group

in the class and verbally describe their worm to the other group as

precisely as possible. The members o the other group will do their

best to draw the rst groups worm accurately. The members o the

group that is drawing can ask as many clariying questions as theylike. Ater 7 minutes have elapsed, ask each pair o students to

compare the drawing and the description. Ask members o the class

questions such as these ater one student has drawn a picture o his

or her partners description o the worm.

Evaluation/Reflection:What did you notice about the drawings

that were made?

What have you determined about the importance of

listening carefully to another persons descriptions?

What have you learned about providing clear

descriptions to others?

Once the students have had a chance to compare their drawings, have the partners in each

group switch tasks. Provide 7 minutes or the groups to complete the second round o

drawing their partners descriptions and see i the comparisons are closer now that students

have discussed the importance o providing clear instructions, as well as the value o listening

to others descriptions.

Ater completing the activities, collect the worms, paper towels or Petri dishes, magniying

glasses, recording sheets, drawing papers, and coloring utensils and return to theirappropriate areas.

This activity combines students growing understanding o a worms anatomy with their

listening skills, as well as the ability to verbally describe an object eectively.

Closure:At the end o the activity, collect all o the recording sheets and worm drawings. Explain that

the drawings that show the greatest amount o attention to detail will be available to display,

i the student wishes. Review the importance in identiying the dierent areas o a worms

exterior anatomy as well as the way it moves, its texture, and its smell.

Unlikethepictureabove,wormsh

aveno

eyesa

nd

aresensitivetolight.Wormshave

nolun

gsor

gills

andbreathethroughtheirskin.


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LessonOther Critters in aWorms Neighborhood

Identifyingdifferent

decomposers in

a worm bin

Materials

Gummy worms(optional)

Worm bin

Decomposersrecording sheet

Magnifying glass

Library booksconcerning decomposers

(look or books in theschool or local library)

PowerPoint presentationon other critters in the

worms neighborhood










of organisms within the population

of the ecosystem:

Consumers

1.03 Explain why an ecosystem can

support a variety of organisms.

1.05 Determine the interaction of

organisms within an ecosystem.Length of Lesson:4550 minutes

Teaching &

Learning Sequence:On a series of cards, write the following anatomical terms for a wormsouter body (mouth, anus, segment, clitellum, and setae - also attachedat the end o this lesson), put them in a hat or other receptacle, and havestudents draw out the terms one at a time. Each student who draws out aterm must identiy the purpose o that eature on a worms body. Studentswho are correct may have their choice o a gummy worm. You may alsocall on students to describe their observations o the worms rom theprevious lesson. At the end o the review, you may want to provide agummy worm to each student who did not get called on, i they choose.

4

Thesecreatu

resarec

onsume

rs,like


Using Information


will be able to:

Identify the presence of an enchytrae

and determine what it feeds on

Identify

the presence of an acarinaand how it is grouped

Identify the presence of drosophilidae

and what it feeds on

Identify the presence of a collembola

Identify the presence of an isopod

and describe its appearance

theworms,b

ecauset

heyeat

theor

ganicmatter

inthebin.


19/31

Eye detail of the fruit fly.


In this lesson, students willlearn that worms are most

likely not the only decomposingorganisms in the worm bin. Eventhough they were not purposely

placed there, other creaturesexist in the worm bin that are

present in decaying leaves, soil,or decomposing food. Students

will learn that these organisms areconsumers because they eat the

organic matter in the bin.

LessonDevelopment

These are the creatures that willbe discussed in this lesson:

White worms (enchytraeids):

These thin, segmented, whiteworms are so small (one-ourthto one inch) that they are otenmistaken or baby redworms(which are actually pinkish andsomewhat see-through).

Mites (acarina):

These round, eight-leggedcreatures are so tiny that theyare hard to see. They are usuallywhite, brown, or bright red, andappear in clusters.

Fruit flies (drosophilidae):

These tiny fies eed onripening or ermenting ruit.

Springtail (collembola):

These tiny (one-sixteenth inch) whitecreatures will spring away in dierentdirections i you try to touch them.Youll oten see several hundred inthe worm bin, appearing as asprinkling o salt.

Sow bugs (isopod):

These gray or brown hal-inch-long creatures resemble tinyarmadillos with their series ofattened plates on their bodies.

Go through the PowerPointpresentation with your studentsto review previous lessonsand learn about thedecomposers inthis lesson.


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Closure:Ater all o the students have had the chance to investigate the contents o

the worm bin or possible decomposers, review the probability that there

are numerous examples o decomposers in the contents o the worm

bin, just as there are in nature. You could encourage the students to

investigate the contents o a small portion o their yard or a garden

to see i they can identiy any other possible decomposers, as well.

Students can also investigate compost piles at arms, greenhouses,

or the residences o neighbors or relatives to see i these types o

creatures live in the compost.

Evaluation:Upon the conclusion o the lesson, students should be asked to

role-play as one o the examples o the decomposers discussed in

this lesson. They should be asked to write a minimum o a paragraph

providing a rst-person narrative o their existence inside the worm

bin and what their lie is like, in terms o what they look like, what they

eat, where they live, or other creatures they encounter. You can choose

whether to include creativity in the students writing as a actor regarding

their evaluation.

Reflection:How did it feel to play the role of a microorganism?

Where else are microorganisms present,

and how do they influence our lives?

GlossaryEnchytraeid: Enchytraeid worms are smallerthan earthworms. The highest populationsare ound in acid soils, but the numbers arenot uniormly distributed. They are sensitiveto drought and do not tolerate desiccation.Enchytraeid eed on bacteria and ungi.They have no enzymes or digesting complexpolysaccharides and thus do not digest theorganic matter they ingest.

Acarina: subclass o the arthropod classArachnida that includes the mite and tick

Drosophilidac: a diverse, cosmopolitanamily o fies, including ruit fies, vinegar fies,wine fies, pomace fies, and grape fies

Isopod: Isopods are omnivores or scavengerseeding on dead or decaying plants or animals.Some may eat live plants. Isopods breathe withgills, so they are restricted to areas with highhumidity, under rocks or logs, in lea litter, orin crevices. Some species are nocturnal. Somespecies roll up into a ball when disturbed. Theyare commonly known as sowbugs or pillbugs.

Armadillos are not ound in compost bins.

Somecreatureshavegrayorbrow

nhalf-i

nch-lo

ng

seriesofflattenedplatesontheir

bodies

.bodiesthatresembletimyarmadi

lloswit

hthe

ir

These tiny flies feed on ripening or fermenting fruit.


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Anatomical terms

for a worms

outer body MOUTH

ANUS

SEGMENT

CLITELLUM

SETAE


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Recording Sheet

Recording Sheet

Decomposers Description Tally Sheet

White worms (enchytraeids)Thin, white, segmented worms; -inch to

1 inch

Mites (acarina)

Round, eight-legged;

usually white, brown,

or bright-red; appear in clusters

Fruit fies (drosophilidae) Tiny fies

Springtail (collembola)Tiny (1/16-inch); jump away i you try totouch them; look like grains o salt

Sow bugs (isopod)Gray or brown -inch long; look liketiny armadillos; bodies have a series o

fattened plates on them

Other inhabitants

(i present)

Decomposers Description Tally Sheet

White worms (enchytraeids)Thin, white, segmented worms; -inch to1 inch

Mites (acarina)

Round, eight-legged;

usually white, brown,

or bright-red; appear in clusters

Fruit fies (drosophilidae) Tiny fies

Springtail (collembola)Tiny (1/16-inch); jump away i you try totouch them; look like grains o salt

Sow bugs (isopod)Gray or brown -inch long; look liketiny armadillos; bodies have a series o

fattened plates on them

Other inhabitants

(i present)

I


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Lesson

Recycle, Reuse, Re-Imagine!

Identifying waysto reduce the

amount of waste

in our lives

Materials

Metal food cansoutftted with ropelengths or metal canstilt race (optional)

Plastic cup

Polystyrene cup

Plastic fork, knife, spoon

Oatmeal box

Tin or aluminum can

Cereal box

Plastic bag (quart size or less)

1 sheet of notebook paper

Table scraps (letover ood rom lunch orsnack inside a bag or container)

Bread wrapper

Milk jug

10 different cardboard boxes (such as those used in grocery stores)

PowerPoint presentation on recycle, reuse, re-Imagine

Alternate Lesson Materials:

Recycling Journal Weight Scale (such as a bathroom scale)





1.05 Explain and evaluate some ways

that humans affect ecosystems.

Pollutants

1.07 Determine how materials are

recycled in nature.


Teaching &Learning Sequence:IntroductionTo introduce the lesson to the students, ask these questions or similar questions:

How do worms break organic material into smaller pieces?

How does this process aid in enriching the soil or plants?

What is the concept o recycling?

Why is recycling an important component in maintainingthe quality o the environment?

What are some ways that people can recycle or reuse previously existingitems so they wont take up as much space in landlls?

5


Using Information


will be able to:

Identify methods to decrease

the amount of materials that are

thrown away

Identify proper methods of

reusing materials for other purposes

Develop ways to improve

the amount of recycling in

their community


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Toreduc

eand

reuse

-Use

both

side

sofp

aper


Vermicomposting is a method ofwaste reduction. In this lesson,

you will demonstrate or providedescriptions o how items that

typically are thrown in the trash

can be reduced, reused, recycledor composted. These practices willdecrease the amount o materialsbeing dumped in landflls, whichwill in turn reduce pollution and

conserve valuable resources.

Introduce a series o items that aretypically thrown away, including plasticcups, polystyrene cups, plastic utensils

(such as orks, knives, or spoons),oatmeal boxes, tin or aluminum cans,

cereal boxes, plastic bags, notebook

paper, table scraps, bread wrappers,and milk jugs. Place them all in anempty trashcan to demonstrate how

quickly these items ll the space. Ask thestudents to think about dierent waysto reduce the number o items that are

thrown away. (In the meantime, a serieso medium-sized cardboard boxes can

be placed next to each other rom let toright on top o a series o tables or desks.

These boxes should be underneath ablackboard or whiteboard or

the boxes to be labeled.)

Once the students have identifiedseveral ways in which items can be

reused or recycled, and several o theboxes have been labeled with these

methods, it is time to see how quickly thestudents can determine a proper method

or disposing o these items. Divide thestudents into two equal groups i possible.

(Have a student go twice in a group inecessary.) Provide each student with a

small sticker labeled either 1 or 2to represent the group number.

Have each group o students race againstthe other to try to place the items in theull trashcan into an appropriate reuse/recycle container. Each group will haveone member at a time grab an item

rom the central trashcan and place thatitem in the reuse/recycle box that is themost appropriate or that item. Studentswill place their stickers on the item theygrab rom the trashcan placing it in thereuse/recycle container. (At this point, astudent should be selected to serve as ascorekeeper.)

The team that nishes the race rst willbe awarded two points or every membero the team, and the team that nishessecond will be awarded one point or

every member o the team. The teacherwill then examine the items that wereplaced in each reuse/recycle box, as wellas the numbers on the stickers. For eachitem that is placed in an appropriate box,that team is awarded 2 additionalpoints. The group that winswill ultimately have themost points.

LessonDevelopment

Be sure to emphasize the importanceo observing the rules in the classroom,such as walking quickly, but notrunning, during the race.

Ten possible methods include:send to recycling center

use ceramic coffee mugs & wash

wash and reuse

use other side of paper

buy in larger quantities

buy in bulk and repackage in usedcontainers such as bags and bottle

send to landfill

make into craft projects

use plastic cups and wash

add to compost pile or worm bin

Of course, it isnt necessary for all of thesstrategies to be identied; in act, othermethods may be determined instead.

Craft project made with recycled material


26/31

Toreduc

eand

reuse

-Use

ceram

icmug

sand

washthe

m.


Encourage students to continue tolook around their schools, classrooms,homes, and communities, and think oways to increase recycling and reusing

materials and reducing waste.

Another way o demonstratinghow previously used items can be usedin new ways is to use the materials in a

game. Allow students to work in groupso three or our and have them discover

creative classroom uses or items thatwould have been thrown away.

There are other ways in whichmaterials are reused or new purposes.

Many artists reuse discarded objectsto create recycled art, such as the

examples on this Web site:

http://www.wastereelunches.org/art.html

I time permits, allow 10 to 15minutes or students to break intogroups o three or our and write

down a list o ideas to increase theuse o recycling and reduce the amount

o waste in their daily lives. (They canwrite on both sides o the paper i

needed!) Be prepared to share withthe group i called upon. Have

students in each group writetheir names on their list and

turn in the lists or theteacher to review.

(cont.) LessonDevelopment

For an alternate activity that would take place over the course o a week, have students

use a recycling journal and list all o the items that the members o the class throw away

every day or a week. At the end o each day, weigh the amount o trash that is thrown

away. Have students determine whether or not each type o item that is thrown away

could be recycled, and record their answers.

Below is an example o how the recycle journal could appear:

Day Item Total Pounds orthe Day

Could berecycled?

Monday Paper 2 lbs. Yes

Monday Snack items 10 lbs. Yes/No

Following the end o the week, display the recycling journal data to students (by using

an overhead projector or making photocopies or each student or another method) and

have them answer the ollowing questions in their own personal science journal.

Which o the materials that you threw away took up the most space?

Describe ways in which you and your class can recycle some o your trash.

Describe ways that you and your class can avoid producing some o the trash.

Have students discuss the answers to these questions in class and brainstorm methods

or recycling or reducing the amount o trash that is disposed o.

As an extension activity, the students could use the data rom this week and project how

many pounds o trash the class would generate in one school year. They could also use

that data to project how many pounds o trash the entire school could generate.


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Closure:As the lesson ends, review the concept o recycling and reusing materials

or other purposes.

Evaluation:To evaluate students understanding o this lesson, ask them to

select three to six items rom their home, school, or elsewhere

that will most likely end up in a landll and identiy how eachitem can either be recycled or reused. Have the student submit

a list containing the items they have brought, how each item can

be recycled or reused, and why the item was most likely thrown

away. The students items should be in a bag with their name on

it and brought to the instructor in the next class meeting so the

student can demonstrate where to place the items i necessary.


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Day ItemTotal Poundsfor the Day

Could berecycled?

Which o the materials that you threw away took up the most space?

Describe ways in which you and your class can recycle some o your trash.

Describe ways that you and your class can avoid producing some o the trash.

Recycle Journal


29/31


Lesson

To Harvest Castings

Harvesting Wormsand Vermicompostfrom Worm Bins

Materials

Worm bin

Plastic sheet or usedshower curtain (dry)

Scoops or small handshovels or harvesting

Natural or artificiallight source

PowerPoint presentationon harvesting castings












Producers

1.03 Explain why an ecosystem can

support a variety of organisms

1.04 Discuss and determine the role of

light, temperature, and soil

composition in an ecosystems

capacity to support life. (This

objective will not apply to the

lesson if Method #2 is not utilized.)

Learning Objectives:Students will be able to:

Identify the presence of worm casting

Harvest castings and replenish beddin

materials using one of two methods

Length of Lesson:60 + minutes

6


Using Information

Teaching &Learning Sequence:In this lesson, it is important or studentsto remember the proper composition oa worm bin. Explain how the castingsthat are excreted by worms ollowingdigestion contain nutrients that enrichthe soil that plants grow in. In thismanner, the worms are serving inthe role o producers, since they areproducing useul material or growingplants and enriching soil. Ater our to

six months, castings accumulate to acouple o inches deep in the bin andneed to be harvested. I castings arelet in the bin too long, they becomeuncomortable or the worms.

Divide students into our or ve smallergroups and have them discuss thesequestions and report the results o thediscussion once the class regroups.

Be sure to monitor each group orthe participation o each student.

What are castings made of?

Why are castings helpful for plant

Why is it important to harvest,or remove, the castings rom theworm bin on a regular basis?


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The method by which youwill harvest the castings will

depend on whether you wantto completely remove all o thecontents o the worm bin all at

once. To remove castingsall at once, use Method #2.Method #2 will probably be

more useul i you are using theworm bin or only a portion o

the year and will needto share the materials

with another class.

I you wish to harvest thevermicompost in stages, use Method#1. Method #1 requires more time tocomplete, and will probably be better

or classes that will be hosting the

worm bin throughout the school year.

Method #1:I you choose Method #1, place ood

scraps on only one side o the worm binor several weeks, causing most, i not

all, o the worms to move to that side othe bin. Then students may remove the

castings from the side that is vacant. Onceone side o the bin has been harvested,add resh bedding. Then students may

begin placing ood scraps on this side othe bin or several weeks, prompting theworms to migrate over there. Ater mosto the worms have migrated, harvest the

opposite side o the bin and replenish thebedding. Once both sides of the bin have

been harvested, ood scraps can be addedto both sides o the bin once again.

Although this method is less messy, itwill require greater long-term planningto make sure both sides o the bin arereplenished adequately.

Method #2:Careully have your students empty thecontents o the worm bin onto a plasticsheet or used shower curtain wherethere is strong sunlight or articial light.While the students are waiting to beginharvesting the castings, clean the wormbin adequately and replenish the bedding.Wait at least 20 minutes, and then havethe students scrape o the top layer ocastings. The worms will continue tomove away rom the light, which allows

students to scrape o an additional layero castings every 15 minutes or so. Aterseveral rounds o scrapings, you will ndthe worms in a cluster as they continue toavoid the light. Scoop up the worms andgently return them to the bin with reshbedding.

While students are harvesting thecastings, ask them to look or worm eggcapsules. Worm egg capsules are lemon-shaped and about the size o a matchhead. They have a shiny appearance andare light brown in color. Each worm eggcapsule will normally produce about threebaby worms. Once the egg capsules havebeen located and examined, place themback inside the bin so they can hatch andthrive in the worm bin.

LessonDevelopment

Worm castings

Closure:When concluding this lesson, havestudents recount what they learnedabout the appearance o the castingsthey harvested, as well as the worm eggcapsules they might have ound. Havestudents describe their observations abouthow the worms behaved in the presenceo bright light, and how this might aecttheir presence in dierent environments,

such as in a rain orest, in a cold climate,or in a desert.

Evaluation:During the time that students areharvesting the castings, ask them thesequestions:

What do you like about this castingsharvesting activity?

What part of this activity is thehardest to do?

What are you learning from thisactivity that you didnt know beforeor did not expect to learn?

How are the observations that youare making during this activitysimilar to or different from yourprevious experience with worms?

How does observing the behavior ofworms help you better understandthe behavior of other animals?

Worm

sin

lay

erso

facompostbin


31/31

Acarina: subclass o the arthropod classArachnida that includes the mite and tick

Anecic (an-EE-sik): an earthworm knownor burying lea litter in the soil and pulling itinto underground burrows or consumption

Anus: where waste is excreted romthe worm

Castings: excreted end product o organicmatter passing through the digestive system

o the worm

Clitellum: located near the ronto the worm; the worms genitaliais located here

Decompose: to rot; putrey

Drosophilidac: a diverse, cosmopolitanamily o fies, including ruit fies, vinegarfies, wine fies, pomace fies, and grape fies

Enchytraeid: Enchytraeid worms are

smaller than earthworms. The highestpopulations are ound in acid soils, but thenumbers are not uniormly distributed. Theyare sensitive to drought and do not toleratedesiccation. Enchytraeid eed on bacteria andungi. They have no enzymes or digestingcomplex polysaccharides and thus do notdigest the organic matter they ingest.

Endogeic (en-do-JEE-ik): an earthwormthat primarily eeds on soil and plant roots

Epigeic (ep-i-JEE-ik): an earthwormthat lives primarily in lea litter on the soilssurace and eeds on surrounding plant debris

Isopod: Isopods are omnivores orscavengers eeding on dead or decayingplants or animals. Some may eat live plants.Isopods breathe with gills, so they arerestricted to areas with high humidity, underrocks or logs, in lea litter, or in crevices.Some species are nocturnal. Some speciesroll up into a ball when disturbed. They arecommonly known as sowbugs or pillbugs.

Mouth: where the worm ingests ood

Nutrients: Substances that providenourishment or growth or metabolism.Plants absorb nutrients mainly rom thesoil in the orm o minerals and other

inorganic compounds, and animalsobtain nutrients rom ingested oods.

Organic: characteristic o, pertainingto, or derived rom living organisms

Segments: the areas o the wormsouter body that bend and stretch andaid in movement

Setae: sti hairs on the exterioro the worm that serve as eelersor sensory aids

Soil structure: Determined by howindividual soil granules clump or bindtogether

Species: A class o individuals havingsome common characteristics or qualities;distinct sort or kind

Vermicomposting Glossary

Distributed in furtherance of the acts of Congress of May 8 and June 30, 1914. North Carolina State University and North

Carolina A&T State University commit themselves to positive action to secure equal opportunity regardless of race, color

creed, national origin, religion, sex, age, veterans status, or disability. In addition, the two Universities welcome all personswithout regard to sexual orientation. North Carolina State University, North Carolina A&T State University, U.S. Department o

A i lt d l l t ti

CreditsPrepared by:Rhonda Sherman, Extension Solid Waste Specialist, Biological & Agricultural Engineering, North Carolina State University

Rebecca Liverman, Extension 4-H Agent, Washington County, North CarolinaDr. Ed Maxa, Associate Proessor and Extension Curriculum Specialist, 4-H Youth Development and Family & Consumer Sciences,North Carolina State University

Graphic Layout:Imp Designs, Raleigh, North Carolina

Ag 464 Vermi Curriculum

Documents

Transcript of Ag 464 Vermi Curriculum