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LSF's Building a Vermicomposter Action Toolkit for Elementary and Middle Years Students
Elementary, Middle
Description
Building a Vermicomposter is an action toolkit that engages teachers and students in community and school-based environmental action projects. This comprehensive resource provides teachers with a variety of hands-on learning activities which include building a vermicomposter that uses red wiggler worms to transform organic waste that would normally be sent to the dump, into a natural fertilizer.
This easy to use resource includes ideas for in-class activities, step-by-step directions of the action day, as well as follow-up and extension activities. Students engage in a variety of hands-on activities in the classroom allowing them to:
- learn about the advantages and disadvantages of composting
- learn how their city disposes of waste and identify ways to reduce solid wastes at school and at home
- evaluate their own waste by determining how much of their lunch waste is recyclable, organic and garbage
- build their own vermicomposter in order to reduce organic waste going to the landfill
- observe, draw, label and measure the worms
- create a mindmap about their vermicomposter
- explore the diverse reasons to care about worms
The resource also provides an activity allowing students to connect their learning to the SDGs and apply the knowledge they gained throughout this action toolkit to think critically about them. Through interactive activities and hands-on projects, teachers can help students understand the importance of the SDGs and how they can make a difference. By introducing students to the SDGs, they can better understand how their actions can help create a more sustainable world.
To access more LSF Action Projects click here
General Assessment
What skills does this resource explicitly teach?
- How to build a vermicomposter and maintain it.
- How to feed and care for the worms.
- Become aware of the waste you produce.
Strengths
- The resource allows teacher to meet curriculum expectations through highly engaging and environmentally-focused learning activities.
- The resource contains detailed background information for the teacher and students.
- The resource provides authentic action experiences, large and small.
- Each lesson in the resource clearly states its learning outcomes, description of the activity, materials needed, preparation and assessment options.
- Wide range of learning styles incorporated into the lessons.
- The resource is well organized and easy to use.
- A variety of assessment suggestions are provided
Weaknesses
- No modification for diverse learners is provided.
- Limited outdoor activites
Relevant Curriculum Units
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
- Step 1Select a province
- Alberta
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- Grade 3
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- Grade 4
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- Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interaction
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- Grade 3
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- Using language in creative and playful ways helps us understand how language works
- Math
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- The likelihood of possible outcomes can be examined, compared, and interpreted
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- Grade 4
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- Step 4Relevant matches
- Using language in creative and playful ways helps us understand how language works
- Math
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- Analyzing and interpreting experiments in data probability develops an understanding of chance
- Polygons are closed shapes with similar attributes that can be described, measured, and compared
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- Science 4: All living things sense and respond to their environment
- Grade 5
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- Using language in creative and playful ways helps us understand how language works
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- Data represented in graphs can be used to show many-to-one correspondence
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- Science 5: Multicellular organisms have organ systems that enable them to survive and interact within their environment.
- Grade 6
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- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
- Math
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- Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
- Linear relations can be identified and represented using expressions with variables and line graphs and can be used to form generalizations
- Properties of objects and shapes can be described, measured, and compared using volume, area, perimeter, and angles
- Science
- Step 4Relevant matches
- Science 6: Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment.
- Grade 7
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- Exploring and sharing multiple perspectives extends our thinking.
- Science
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- Science 7: Evolution by natural selection provides an explanation for the diversity and survival of living things.
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- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
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- Step 4Relevant matches
- Using language in creative and playful ways helps us understand how language works
- Math
- Step 4Relevant matches
- Analyzing and interpreting experiments in data probability develops an understanding of chance
- Polygons are closed shapes with similar attributes that can be described, measured, and compared
- Science
- Step 4Relevant matches
- Science 4: All living things sense and respond to their environment
- Grade 5
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Using language in creative and playful ways helps us understand how language works
- Math
- Step 4Relevant matches
- Data represented in graphs can be used to show many-to-one correspondence
- Science
- Step 4Relevant matches
- Science 5: Multicellular organisms have organ systems that enable them to survive and interact within their environment.
- Grade 6
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
- Math
- Step 4Relevant matches
- Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
- Linear relations can be identified and represented using expressions with variables and line graphs and can be used to form generalizations
- Properties of objects and shapes can be described, measured, and compared using volume, area, perimeter, and angles
- Grade 7
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- Celebrate and Build Community
- Research, interpret and analyze
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- Grade 8
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- Patterns & Relations
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- Nova Scotia
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- Grade 3
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- Science
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- Science 6: Diversity of Life
- Grade 7
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- Math
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- Grade 8
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- Math
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- Patterns and Relations
- Statistics & Probability
- Nunavut
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- Grade 3
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- Develop and Celebrate Community
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- Statistics & Probability
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- Earth & Space Systems: Soils in the Environment
- Grade 4
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- Develop and Celebrate Community
- Science
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- Life Systems: Habitats & Communities
- Grade 5
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- Celebrate and Build Community
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- Shape & Space
- Statistics & Probability
- Grade 6
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- English/Language Arts
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- Explore Thoughts, Ideas, Feelings and Experiences
- Math
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- Statistics and Probability
- Science
- Step 4Relevant matches
- Life Systems: Diversity of Living Things
- Grade 7
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- English/Language Arts
- Step 4Relevant matches
- Celebrate and Build Community
- Research, interpret and analyze
- Math
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- Statistics and Probability
- Science
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- Interactions and Ecosystems
- Grade 8
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- English/Language Arts
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- Celebrate and Build Community
- Math
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- Statistics & Probability
- Science
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- Interactions in Our Environment
- Ontario
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- Grade 3
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- Language: Composition: Expressing Ideas and Creating Texts
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- Earth and Space Systems: Soils in the Environment
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- Grade 3
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- Exploring Soils
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- Writing and Other Ways of Representing
- Math
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- Patterns and Relations
- Shape and Space
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- Habitats
- Grade 5
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- Writing and Other Ways of Representing
- Math
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- Patterns and Relations
- Grade 6
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- Writing and Other Ways of Representing
- Math
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- Patterns and Relationships
- Statistics and Probability
- Science
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- Diversity of Life
- Grade 7
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- Writing and Other Ways of Representing
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- Patterns & Relations
- Statistics & Probability
- Science
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- Interactions Within Ecosystems
- Grade 8
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- Patterns & Relations
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- Quebec
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- Grade 3
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- English/Language Arts
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- To use Language to communicate and learn
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- Statistics & Probability
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- Living Things
- Grade 4
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- To write self - expressive narrative and information -
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- Measurement: Estimating and Measuring
- Statistics & Probability
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- Living Things
- Grade 5
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- English/Language Arts
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- To represent her/his literacy in different media
- To write self - expressive narrative and information -
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- Measurement: Estimating and Measuring
- Statistics and Probability
- Science & Technology
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- Living Things
- Grade 6
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- English/Language Arts
- Step 4Relevant matches
- To represent her/his literacy in different media
- To write self - expressive narrative and information -
- Math
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- Statistics and Probability
- Science & Technology
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- Living Things
- Grade 7
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- English/Language Arts
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- Represents her/his literacy in different media
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- Statistics and probability
- Science & Technology
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- The Living World
- Grade 8
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- Math
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- Statistics and probability
- Science & Technology
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- The Living World
- Saskatchewan
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- Grade 3
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- Exploring Soils
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- Compose and Create
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- Patterns & Relations
- Science
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- Habitats and Communities
- Grade 5
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- Step 4Relevant matches
- Assess and Reflect
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- Mathematics 5: Number
- Mathematics 5: Statistics and Probability
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- Grade 6
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- Math
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- Mathematics 6 : Patterns and Relationships
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- Science
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- Grade 7
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Compose and Create
- Math
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- Mathematics 7: Patterns and Relations
- Mathematics 7: Statistics and Probability
- Science
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- Science 7: Life Science: Interactions within Ecosystems
- Grade 8
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Compose and Create
- Math
- Step 4Relevant matches
- Mathematics 8 : Patterns and Relations
- Mathematics 8: Statistics and Probability
- Yukon Territory
- Step 2Select a grade level
- Grade 3
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Using language in creative and playful ways helps us understand how language works
- Math
- Step 4Relevant matches
- The likelihood of possible outcomes can be examined, compared, and interpreted
- Science
- Step 4Relevant matches
- Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
- Grade 4
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Using language in creative and playful ways helps us understand how language works
- Math
- Step 4Relevant matches
- Analyzing and interpreting experiments in data probability develops an understanding of chance
- Polygons are closed shapes with similar attributes that can be described, measured, and compared
- Science
- Step 4Relevant matches
- Science 4: All living things sense and respond to their environment
- Grade 5
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Using language in creative and playful ways helps us understand how language works
- Math
- Step 4Relevant matches
- Data represented in graphs can be used to show many-to-one correspondence
- Science
- Step 4Relevant matches
- Science 5: Multicellular organisms have organ systems that enable them to survive and interact within their environment.
- Grade 6
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
- Math
- Step 4Relevant matches
- Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
- Linear relations can be identified and represented using expressions with variables and line graphs and can be used to form generalizations
- Properties of objects and shapes can be described, measured, and compared using volume, area, perimeter, and angles
- Science
- Step 4Relevant matches
- Science 6: Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment.
- Grade 7
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Exploring and sharing multiple perspectives extends our thinking.
- Science
- Step 4Relevant matches
- Science 7: Evolution by natural selection provides an explanation for the diversity and survival of living things.
- Grade 8
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
Themes Addressed
Waste Management (3)
- Composting
- Solid Waste Disposal
- Source Reduction
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | The resource objectively presents the environmental, social and economical impacts of vermicomposters. The resource provides a positive bias with well researched background information from many sources to support the importance vermicomposting. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Very Good | The resource addresses many issues including the environmental, social and economical dimensions of reducing organic waste going to the landfill. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | The resource promotes dialogue and exploration of waste issues through a problem-solving approach. The resource informs students about the environmental and social advantages associated with reducing organic waste by vermicomposting. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Very Good | The resource provides an authentic action experience as well as suggesting extension activities to extend the learning. |
| Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
| ||
| Values Education | Very Good | Through the creation of a mindmap students explore the diverse reasons to care about worms and share their beliefs about organic waste going to the landfill. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Poor/Not considered | Not considered in this resource |
| Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
| Personal Affinity with Earth | Good | The resource encourages students to get to know their worms through discussion and hands-on activities. Encourages students to donate their compost. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Very Good | The resource encourages students to make a personal commitment to reducing the amount of waste that they send to the landfill. Students brainstorm personal commitment options. Find a suitable location for their compost, i.e. donate their compost to a community garden or start your own garden with the class |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | The resource takes a look at our present landfill sites and how vermicomposting is one of many options towards reducing waste in the future. |
| Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | ||
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction | Good | The resource includes a variety of different hands-on activities, which encourages students to find as many answers or solutions as possible. Brainstorming, questioning, discussion, designing, and reflection opportunities are included throughout the resource. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good | Language Arts, Mathematics, Science, Social Studies, and the Arts are integrated into this resource. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
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| Inquiry Learning | Good | The activities are structured to allow students to discover and build knowledge for themselves. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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| Differentiated Instruction | Good | The resource provides a variety of differentiated instruction activities such as:
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| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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| Experiential Learning | Very Good | Students transform classroom learning into community action by building their own vermicomposter. |
| Experiential Learning: Authentic learning experiences are provided
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| Cooperative Learning | Good | Students participate in a cooperative trivia game and work in groups to build a vermicomposter |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
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| Assessment & Evaluation | Good | Assessment strategies, journal responses and reflection activities and other strategies are suggested. |
| Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
| Peer Teaching | Very Good | Students create and present a short educational presentation for each class that receives a vermicomposter. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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| Case Studies | Good | Through a waste audit students take a look at the waste their class creates. |
| Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
| Locus of Control | Good | Extending the learning activities are suggested |
| Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. | ||
