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Rotten Research
Lesson 2:
From Unit Cool Kids Compost
Purpose:
Students become experts on composting through research and questioning. They compare and contrast dirt and compost samples and complete a comparison diagram. The learners brainstorm ideas for acting as environmental stewards by sharing their knowledge about composting in order to reduce the amount of landfill in the world.
Duration:
Two 45-Minute Class Periods, Plus Additional Time for Research Projects
Objectives:
The learner will:
- discuss a literature selection on composting.
- compare and contrast dirt and compost through observation.
- recall vocabulary related to composting.
- research information about composting.
- brainstorm ideas for a service-learning project.
Materials:
- a read-aloud copy of one of these literature books: A Handful of Dirt by Raymond Bial; Composting Nature's Recyclers by Robin Koontz; or Compost! Growing Gardens from Your Garbage by Linda Glaser
- access to research materials: books, Internet sites, teacher-made print copies from Internet sites, and/or videos
- samples of dirt and of compost (may have students bring in samples, if appropriate)
- hand-held magnifiers or microscopes and slides
- a copy of Attachment One: How Can We Learn about Composting? for each student
Instructional Procedure(s):
Teacher Note: The purpose of this class period is for students to make a further investigation of composting. According to resources available in your community, this day may include a fact-finding trip to a compost facility, guided student research by asking groups of students to find the answer to specific questions on the KWL chart (see Bibliographical References), a speaker from a compost facility or from a garden club, or a combination of these strategies. This research and discovery might extend to additional class periods. See Attachment One: How Can We Learn About Composting? for additional ideas for research activities.
Be sure that some form of the following questions, and the answers, appear on the KWL by the time students complete their investigation discussion: What is composting? How does composting work? Why should you compost? Where can composting be done? What can and cannot be composted? How long does it take before the composted material can be used? How can the material (by-product) from composting be used? How can a school, family, or community begin composting?
During this study of composting, it is highly recommended that students have the opportunity to observe decomposition in action. This could be done in several ways using the plans for "Building a Soda Bottle Bioreactor" found at http://compost.css.cornell.edu/soda.html: the teacher could construct a Soda Bottle Bioreactor as a class demonstration using food scrapes gathered by the students in the school lunch room; groups of students could construct bioreactors in class using donated materials; or the instructions could be distributed to each student with a request for volunteers to build the bioreactors at home and bring them to class to share.
Day One
Anticipatory Set:
Read one of the literature books (see Materials) on composting to the class. Ask the students to listen for answers to questions that are on the KWL chart from the previous lesson. Note on the chart any answers they discover from the reading. During the book discussion with the learners, infuse these words/phrases into the conversation, as appropriate, to help the learners understand the motivation for concern and action to reduce, reuse and recycle: environmental stewards; philanthropy; philanthropist; giving time, talent and treasure; common good.
- Ask students to keep the questions they have generated in mind as they further investigate compost through a field trip, viewing videos, and/or teacher-directed research activities.
- At the end of the class period, ask students to share their most interesting findings. Add to the “L” section of the KWL chart, as appropriate.
- When discussing the benefits of composting, remind the learners of the definition of environmental stewardship and help the students understand environmental stewardship as an act of philanthropy - giving time, talent and treasure for the common good.
Day Two
Anticipatory Set:
Tell the students that as they continue to learn about compost, they should also be thinking about how they can use this information in planning action for the common good related to food waste composting. Tell the students that the video they will be viewing is an example of how some restaurant owners are acting as environmental stewards by composting food waste.
- Show the students the video, "Reduce, Recycle, COMPOST!" about the efforts of a restaurant to compost food waste.
- Ask the students how a similar food-waste program might work in their school or community. Allow time for the students to brainstorm ideas of how they might take action to make this happen and to brainstorm other service projects they might do that use the information and skills they have learned. Record all ideas to save for a future discussion.
- Arrange the students in small groups. Give each group a sample of dirt and a sample of compost, magnifiers or a microscope and slides. Ask the students to examine the samples and especially note how they look the same and how they look different. Remind the students to keep in mind the vocabulary words (the icons from the previous lesson should still be posted in the classroom). Ask them to relate what they are seeing to those words.
- After the groups have had time to observe the samples, draw a large open (bubble letter) "H" on the display area to help the students compare and contrast their observations of the samples. Label one leg of the H "Dirt" and the other leg "Compost." List student descriptions of each on the legs of the H if it applies only to that sample. List the student descriptive words on the cross bar of the H if the description applies to both samples.
- Return to the brainstormed list of projects the students could do with their new knowledge about composting. If not suggested by the students, the teacher might suggest the following projects to add to the list:
- Develop a system to collect school food waste and create a school compost pile; include a plan for using or distributing the compost to someone who needs it.
- Create a demonstration of their knowledge (brochure, presentation, display) about food waste and composting. Determine an appropriate audience and venue to share the information.
- Write a letter to government official advocating for composting food waste; include facts learned.
- Create a school-wide challenge for students and their families to compost in their homes.
- Tell the students that their homework is to discuss the possible projects with family members and ask for their comments or additional ideas.
Assessment:
Evaluate student participation in research, discussions, and the compare/contrast activity.
School/Home Connection:
- Have the students ask their family members for suggestions for service projects they might be interested in helping with related to food waste and composting.
- Assign as homework an activity from Attachment One: How Can We Learn about Composting?
Cross-Curriculum Extensions:
- For more detailed information on observing compost see Discovering Compost Organisms.
- Students present information about composting to other classes, families, school board, or other community organizations. Students will determine their presentation format. Format may include posters, presentation slide shows, public service announcements, or skits.
Bibliographical References:
Literature Books about Compost
- Compost! Growing Gardens From Your Garbage by Linda Glaser: ISBN-10: 0761300309 ISBN-13: 978-0761300304
- Composting: Nature's Recyclersby Robin Koontz : ISBN-13: 978-1404822009 ISBN-10: 1404822003
- A Handful of Dirt by Raymond Bial : ISBN-10: 0802786987 ISBN-13: 978-0802786982
Information about Compost
- find information about regional and state composting programs.information and videos about composting http://www.epa.gov/epawaste/conserve/rrr/composting/live.htm
- the ingredients of compost http://www.ciwmb.ca.gov/Organics/HomeCompost/#Ingred
- a composting quiz http://www.planetgreen.discovery.com/games-quizzes/composting-quiz/
- the chemistry of compost http://www.digitalseed.com/composter/whatiscompost.html
- Why compost in Schools? http://compost.css.cornell.edu/why.html
- List of compost sites by state: http://vegweb.com/composting/demo.shtml
Videos about Compost:
Lesson Developed By:
Harriet OliverJackson Public Schools
Northeast Elementary
Jackson, MI 49202
Wesley Faulkner
Romulus Community Schools
Merriman Elementary School
Romulus, MI 48174
Jodi Gerrits
Zeeland Christian School
Zeeland Christian School
Zeeland, MI 49464
Handouts:
Handout 1Print Handout 1
How Can We Learn about Composting?
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Gardeners
Multiple
Intelligences
Blooms
Taxonomy
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Verbal
Linguistic
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Logical
Mathematical
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Spatial
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Bodily
Kinesthetic
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Musical
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Interpersonal
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Intrapersonal
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Naturalist
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Knowledge
Count, quote, recall, state, read tell, identify, list, describe, define, name, repeat
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List problems caused by not recycling food waste.
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Draw a graph to show differences in decomposing rates.
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Draw composting process in pictures, add labels.
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Volunteer to help collect classroom trash for the custodian.
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Create noises you think that compost creatures make.
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In groups, list all the places you can recycle items.
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Write a newspaper article about how to care for compost worms.
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List the things decomposers like and do not like to eat.
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Comprehension
Discuss, restate, explain, review, describe, locate, identify, summarixe, give examples
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Recall ways to reduce waste at the supermarket.
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Complete a cross-reference chart for compost creatures using the invertebrate classification system
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Write a story illustrating what the people of developing countries would say about our food waste.
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Design and play a charades game of "what compost creature am I?"
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Write a radio jingle about composting.
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In groups, discuss the environmental problems caused by landfill sites.
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Keep a waste diary for a week detailing all the waste you produce.
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Write a story about a day in the life of a decomposer.
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Application
Use, apply, interpret, calculate, demonstrate, illustrate, dramatize, construct
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Write a story on the life of a lettuce leaf.
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Design a key to classify compost creatures.
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Draw a map of your school and select sites suitable for a compost pile.
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Build a model of an efficient compost container.
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Make a musical instrument out of compostable items.
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Write from the perspective of the Earth, how the Earth feels about landfill sites.
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Design a ‘shop smart’ grocery list for a family of four.
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Construct a bottle compost and observe and report changes over a month.
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Analysis
Compare, contrast, analyse, group, order, sepazate, investigate, inspect
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Debate the topic, "garbage trucks should only pick up recyclable materials."
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Draw a timeline of how long different waste items stays in a landfill.
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Use a Venn diagram to compare composting and worm farming.
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Sort leftover lunch food into what can and cannot be composted.
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Write a rhythmic rhyme to help people remember how to sort compostable and non-compostable materials.
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Design a survey for the class on their attitude toward composting. Report on findings.
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Use a magnifying glass to study a worm and draw a diagram of the worm.
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List some common composting problems and report possible solutions.
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Synthesis
Plan, predict, develop, arrange, organise, devise, improve, imagine, change, construct
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Write a speech for teaching others about importance of composting.
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Develop a plan of how the school can compost lunch and yard waste.
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Plan and conduct an experiment to look at the properties of compostable and non-compostable materials.
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Organize and conduct a litter hunt.
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Write a rap or song about why it is important to compost.
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Discuss in groups and write how worms feel about their worm farm homes.
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Plan a ‘shop smart’ investigation into packaging of food.
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Design an advertisement promoting composted soil.
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Evaluation
Recommend, decide, evaluate, criticize, select, rate, judge, conclude, assess, debate
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Impromptu Speaking Task: Pick a waste-wise topic out of a hat and talk about it for 2 minutes.
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Make a chart to analyze school lunch garbage.
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Create a storyboard of an imaginary scenario in the year 2020. Show the state of the planet if we don’t reduce waste.
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Present a mime (silent skit) showing good and bad composting habits.
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Plan a school assembly to present a school recycling jingle played with homemade instruments.
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Write one side of a debate, taking the stand of "decomposers are superheroes."
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Design a poster illustrating how to make and maintain a compost pile.
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Create a presentation software detailing the issues that can come up for composters.
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12
Unit Contents:
Overview:Cool Kids Compost Summary
Lessons:
- 1.
- A Messy Survey
- 2.
- Rotten Research
- 3.
- Got Dirt?
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