Module IIB: Human Impact on the NJ Meadowlands Marsh
Session 3: Worms, Composting and how to “Reduce,
Reuse, & Recycle”
This lesson is based upon work supported by the National Science Foundation under
Cooperative Agreement Number HRD 0638793.
Any opinions, findings, and
conclusions or recommendations expressed in this material are those of the
author(s) and do not necessarily reflect the views of the National Science
Foundation.
Permission is granted to copy these materials for educational, non-commercial
purposes provided the source is acknowledged.
Meadowlands Environment Center - MarshAccess © Copyright 2009
A New Jersey Meadowlands Commission Facility operated by
Ramapo College of New Jersey
Module IIB: Human Impact on the NJ Meadowlands Marsh
Session 3: Worms, Composting and how to “Reduce, Reuse, and Recycle”
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Science Content
Anatomy of Eisenia fetida (red
worm)
Process of Decomposition
Worms as composting machines
Waste stream
Importance of worms to the
environment
Science Tools
Microscopes
Forceps
Low tech magnification devices
Ken-a-Vision
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Meadowlands Content
Human Impact mitigated through
composting
Reducing landfills through
composting can also change the
region
Documentation
Journal sheets
- Label Worm Anatomy
Worm drawings
Instructional Objectives:
Participants will learn / be able to:
 Understand the waste stream and the percentage of common materials within it
 Describe the process of decomposition;
 Define and name common decomposers;
 Describe the benefits of composting (reduction of waste stream, production of
fertilizer, nutrient recycling).
 Identify common parts of worm anatomy using real worms and soft worm model
 Recognize how the worm anatomy creates compost
Introduction (20 minutes)
Hold the containers over students’ heads and ask them to feel the contents. Ask
them what it feels like.
Pouring both tub contents onto the large tray for visibility, explain that the
contents of tub 2 are the same as that of tub 1, except they have been through the
“world’s smallest recycling center.”
Introduce the students to a solid waste cycle, using a tree as the focus. Draw a
tree, a fallen log, and soil with small things living in the soil; connect the pictures
with arrows (creating a “recycle” triangle of the drawings).
Show the laminated pie chart, emphasizing how much waste is “food” and “yard”
(combined about 25%).
Introduce the concept of humans as stewards or caretakers of the planet, and how
we need to reduce how much waste we generate.
Introduce the “world’s smallest recycling center,” a.k.a. the worm and a working compost
bin! Explain that our composting worms are called ‘red worms’ and are different than
the earthworms that they may find in a garden or park. It will slowly dawn on the
students what their hands were just in! If they think it’s disgusting, explain that soil is
made up mostly of this compost and that, if it weren’t for worms, there would be no soil,
no plants, etc. Some worm facts: In a healthy pasture, the worms can add two inches of
healthy, nutrient-rich soil every year.
Materials:
-Solid Waste pie chart
-2 containers, one to hold natural waste and the other to hold worm castings.
-2 trays one to display each material within the containers.
-Active worm compost bin
- Worm models
Universal Instructional Design (UID) – Educator will review, through a PowerPoint, how
worms are important to the waste stream and to the environment. Educator reads and
describes images on slides. PowerPoint color contrast, font and size meet accessibility
standards; white space, no more than 6 lines of text, no more than 6 words per line,
images have alternate text tags.
Worm models (soft fabric and hard resin) used to enhance verbal instruction.
A copy of PowerPoint is available in color (1 or 2 slides per page) in a 3-ring binder. A
sound field system/assistive listening devices for those with hearing impairments or
attention difficulties will be provided.
Activity- Worm Anatomy and Composting (45 minutes)
 Give each participant a spoonful of compost and worms in a Petri dish. Ask
students to examine the worms using the hand lenses and the microscopes. Warn
students to be gentle to the worms and not to leave them in the heat or light too
long.
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Fill in the Worms Eat My Garbage page in the journal. Have a drawing of the
worm’s anatomy on the board and label it as each part is discussed. Discuss how
the worm “sees”, breathes, and eats. Ask the students who has a male worm?
Who has a female? How can you tell? Tell them nobody has a male worm, and
nobody has a female worm; all of these worms are hermaphrodites (from the
Greek gods Hermes and Aphrodite).
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Review the journal. Return the discussion to the topic of recycling, and how
much waste can be removed from the waste stream if everyone composted (about
25-30%) and the value of returning nutrients to the soil instead of entombing them
in a landfill.
Materials (1/participant):
-Microscopes
-Forceps
-Petri dishes and covers
-Pencils and journal pages
Universal Instructional Design – Educator elicits responses. Educator verbally explains
and physically demonstrates how to use a microscope and the appropriate way to handle
the worms without causing harm.
Worm models (soft fabric and hard resin) used to enhance verbal instruction.
A sound field system/assistive listening devices for those with hearing impairments or
attention difficulties will be used.
Program Modifications/ Adaptations
Following are specific accommodations/adaptations and strategies found effective, and
currently in use or being tested for use by specific disability groups in this program
module.
Cognitive Disabilities
Content –To simplify content and place emphasis on the worm observation activity,
participants will answer less journal questions.
Learning Environment – Extra staff assistance. More time to learn how to use the scopes;
shortened program
Materials –Participants have the option of using a tongue depressor or forceps to
manipulate the worm. Communication boards with text and images serving as memory
prompts, or for use in non-verbal response.
Equipment/Assistive Technologies – Binocular microscopes are easier to use than other
models. Low-tech magnification devices. Ken-a-Vision, CCTV, and ProScope for group
viewing. Large screen monitor.
Teaching Strategies – Use simple vocabulary; frequently repeat concepts; speak slowly;
ask multiple choice questions (only giving them two options); verbal or kinesthetic
participation in activities. Physically demonstrate how to do activities. Break down
information into small pieces. When necessary, demonstrate, hand-over-hand, how to do
an activity. Have participants work with a partner. Group subdivided into smaller groups
(4 at a table, one educator per table). If possible, train partner staff first to enable them to
better assist their participants.
Mobility Disabilities
Learning Environment – more time to learn how to use the scopes; shortened program.
Extra staff assistance.
Materials - Larger chart page size attached to large clip board; large print and peel off
labels with corresponding words and pictures. Large worms for viewing (bait worms).
Equipment/Assistive Technologies – Educator / assistant aids in journal completion. Lap
trays or height adjustable tables can be used for wheelchair users or those with physical
access issues. Laptop computer for recording observations using alternative input
devices. Communication boards with text and images serving as memory prompts, or for
use in non-verbal response.
Teaching Strategies – open-ended questions, some multiple choice questions, extra time
to respond either verbally or with personal communication device; additional time to
execute activities. Participants subdivided into small groups (4 at a table) with one
educator and an assistant. Flexible approach to all activities (e.g. eliminating activities or
re-calculating time spent on each portion of the program; developing new methods for
accomplishing physical tasks based on trial and error, participant or chaperone
suggestion)
Blind and Low Vision
Content – High level, age appropriate content.
Learning Environment – Shorter walking route to field sites; more time to move from site
to site; lengthened program; alternate indoor classroom. Models of worms.
Materials - Journal and other documents enlarged to Verdana 20 pt.; documents
converted to Braille; PowerPoint offered in a binder, with one slide per page; PowerPoint
available in electronic, accessible formats for personal viewing following the scheduled
program.
Equipment/Assistive Technologies - Tape recorders to verbally record data. Braille
embosser and Braille translation software for converting text documents into Braille.
Laptop computer for recording observations using alternative input devices.
Teaching Strategies - Educator reads what is on each PowerPoint slide, and verbally
describes relevant pictures in detail. Hand-on-hand assistance with activities. Verbal
description of items being used, including color, shape, physical characteristics, etc.
Deafness and Hearing Loss
Content – High level, age appropriate content.
Learning Environment – Seating and activities arranged to accommodate need for lip
reading and sign language presentation.
Materials/equipment – Sound field and assistive listening devices. Written and visual step
by step instructions for all procedures and activities. Journals with peel off picture and/or
text labels for recording information. Text and visual instructions for all activities
displayed at each work station. Communication boards with text and images serving as
memory prompts, or for use in non-verbal response.
Teaching Strategies – Use of interpreter(s) that have been provided with key vocabulary
beforehand. Educator speaks slowly and clearly, to accommodate interpreters and those
who lip read; educator stands in a central, front of room location so all participants who
lip-read can clearly see the face of the educator. Educator physically demonstrates how to
use various tools/equipment, waiting between steps for interpreter to complete
translation, and to wait for any questions. Participants break up into small groups (4 or
less) during activity, with assistant working with each group, and interpreters moving
from group to group as needed. Educator refers to simplified and standard text and visual
step-by-step instructions.
Age-Related Limitations
Note: All materials, equipment, assistive technologies, and teaching strategies described
above would be implemented based on the functional ability /disability (cognition,
mobility, hearing, vision) of the participant.
Content: High level, age appropriate content, closely related to expected life experiences
of participants.
Learning Environment – Shorter walking route to field site; more time to move from site
to site; shortened program.
Materials - High level, high interest journals with large font, visually organized with a
great deal of white space separating text, images, answer boxes. Communication boards
with text and images serving as memory prompts, or for use in non-verbal response.
Equipment/Assistive Technologies – Sound field and assistive listening devices.
Teaching Strategies – slower pace of instruction (especially with those individuals with
aphasia), allowing extended time to ask and answer questions. Use of whiteboard to write
down key concepts during lecture/discussion phase of program. Relate science content to
life experiences. Participants break up into small groups (4 or less) during activity to
encourage interaction and participation.