Alaska Indoor Gardening Curriculum

The Rotten TruthAuthor/Source: Debra Spielmaker, Utah Agriculture in the Classroom

This lesson is from the National Agriculture in the Classroom Teacher’s Matrix. We have added it because it is a great lesson, but have reformatted it slightly for our curriculum. Click HERE for the original.

Suggested Grade Levels: 3 – 5

Time: 1.5 hrs

Teaching Goal: Students will observe and explain the decomposition process and learn the methods and ingredients for making compost.

Learning Objectives: To build a mini-compost system in a bag, predict the outcome of each item placed in the bag, observe and write findings in a journal for the duration of the project, compare and contrast the beginning products to the end products, and define decomposition in their own words.

Alaska Science Standards: SA1.1, SA1.2, SA1.3, SB3.1, SC2.1, SC3.1, SC3.2, SD1.1

NGSS Standards:Ecosystems: Interactions, Energy, and Dynamics 5-LS2-1 MS-LS2-1 MS-LS2-2 Engineering Design 3-5-ETS1

Vocabulary:1. Biodegradable: capable of being broken down by living microorganisms into simpler

compounds

2. Compost: decomposed organic matter (plant and animal waste) prepared by people to be used as a soil amendment

3. Decomposer: an organism that digests organic waste and dead organisms by breaking them down into simpler compounds and absorbing soluble nutrients

4. Decomposition: the process of breaking down dead plants, animals, and animal waste into simpler nutrients

5. Nutrient: any element an organism needs to maintain health, grow, and reproduce

6. Soil amendment: a material added to the soil to improve its physical, chemical, and/or biological properties

Background for Teachers: See Extensions section below for background for teachers and students to prepare them for this lesson.

Materials Needed: Activity 1: Decay and Decomposition 1-quart Ziplock bags, 1 or 2 per student pair Masking tape Decay buffet: fruit and vegetable peelings, leaves, small twigs, plastic bags, paper

bags, plastic utensils, hay, straw, grass, lawn clippings, paper cups, paper napkins, drinking straws, etc.

Scissors Soil, ½ to 1 cup per student pair Spray bottles or bowls of water Gloves (food handlers gloves will work)

Activity 2 Compost Containers handout My Compost Pile activity sheet, 1 per student

Procedure: Activity 1: Decay and Decomposition Divide the class into pairs. Give each pair a quart-sized Ziploc. Ask them to write

their names on a piece of masking tape and stick it on the bag. Set up a "Decay Buffet" of items like those noted in the list of materials. Instruct students to place one small piece of each item from the Decay Buffet into

their bags. If necessary, have them cut or break the items into small pieces that will fit into the bags. Stress that they not add any meat or dairy to their bags because potentially harmful bacteria could grow.

Ask one student to place the items in the bag and the other student to record the exact contents. The recorder should also note predictions about what will happen to each item over time. Will the item rot? Smell yucky? Remain the same? You may

want to have students switch roles and create a second compost bag with a list of contents and predictions.

Next, ask students to add about 1/2 cup of soil to their bags and to lightly mist the contents with a plant mister (adding a teaspoon of water and mixing the contents will work the same way).

Have the students blow into the bags to inflate them slightly and carefully seal them. Once the bags are sealed, leave them for 2-8 weeks. You may decide to keep the bags together or place them in various locations with differing conditions (light, temperature, etc.).

Note: If students choose their compost bag's location, ask everyone to register their locations on a master list, or you may be unpleasantly surprised when a missing bag finally makes its presence known.

Have students create compost bag journals. Ask them to observe their bags periodically and record what they see happening inside. Remind students that they are not to open the bags untilthe designated date.

On the designated date, have the students take their bags outside. Distribute plastic gloves to the students to wear while sorting through the contents of their bags with their partners. Caution: Students with known allergies to fungus and fungal spores should not participate.

Record any items still identifiable and in their present state. Provide spray bottles or water bowls so items can be cleaned off for closer observation and identification. Have students compare their findings to the original list of items and note anything that is missing.

How did the results compare with the predictions? Did location of the bags make a difference? Define and discuss the process of decomposition.

Activity 2: Containers and Layers for Composting Provide each student with a My Compost Pile activity sheet. Using the video Dirt, Secrets of the Soil and the Background information, review the

methods for making a compost pile. Use the Compost Containers handout to discuss different types of containers for

composting .Optional: Create your own school compost pile.

Discuss the following questions: Think of some things you've thrown away recently. What happens to these things? Do they disappear? Decompose? Remain unchanged?

What effect do you think light and temperature have on decomposition? Can you think of any other suitable types of compost containers?

Worksheets: also included at the end of this Lesson Plan Compost Containers Handout

[https://naitc-api.usu.edu/media/uploads/2015/11/03/Compost_Containers.pdf]

My Compost Pile Activity Sheet

[https://naitc-api.usu.edu/media/uploads/2015/11/03/My_Compost_Pile.pdf]

Extensions: Introduce the vocabulary words to the students. Assess their prior knowledge by asking a series of questions such as:

What is compost? Does anyone have a compost pile at home?

What is a decomposer? What does the word biodegradable mean? (Find

examples of everyday products at home or around your classroom that are labeled as "biodegradable" or "non biodegradable." Ask students to identify the difference between the two classifications.)

As a class read the book Magic School Bus Meets the Rot Squadby Joanna Cole. You may also watch the movie.

Read the article How ‘Ugly’ Fruits and Vegetables Can Help Solve World Hunger from National Geographichttp://www.nationalgeographic.com/magazine/2016/03/global-food-waste-statistics/

View Dirt, Secrets of the Soil on YouTube: https://www.youtube.com/playlist?list=PL5V9GXQlS0_v-GNP3Ck8h-VBHeIyo3dPv

all 6 videos or just the ones most relavent to the course

Assessment: After conducting these activities, review and summarize the following key concepts:

We rely on soil to grow the food we eat. Soil must have nutrients to grow healthy plants. One method of supplying the

soil with nutrients is through composting organic matter. Compost is decomposed organic matter such as plant and animal waste that

can be added to soil for nutrients.

References: Make Your Own Worm Bin (Activity)[https://www.agclassroom.org/teacher/matrix/resources.cfm?rid=762]

Soil! Get the Inside Scoop (Book)[https://www.agclassroom.org/teacher/matrix/resources.cfm?rid=510]

Dirt: The Scoop on Soil (Book)[https://www.agclassroom.org/teacher/matrix/resources.cfm?rid=181]

Compost by Gosh! (Book)[https://www.agclassroom.org/teacher/matrix/resources.cfm?rid=188]

A Handful of Dirt (Book)[https://www.agclassroom.org/teacher/matrix/resources.cfm?rid=116]

Dirt: Secrets i n the Soil (DVD) (Multimedia)[https://www.agclassroom.org/teacher/matrix/resources.cf m?rid=379]

Soil, Not Dirt (Multimedia)[https://www.agclassroom.org/teacher/matrix/resources.cfm?rid=261]

Soil Center (Website)[https://www.agclassroom.org/teacher/matrix/resources.cfm?rid=738]

Rocks and Soils (UEN Sci-ber Text for 4th Grade) (Website)[https://www.agclassroom.org/teacher/matrix/resources.cfm?rid=439]

Learn How T o Compost (Website)[https://www.agclassroom.org/teacher/matrix/resources.cfm?rid=249]