STEAM: INQUIRY BASED LEARNING Unit of Study Worms Joan Marie Tsiranides Concordia Learning Center

Jersey City Public Schools Early Childhood Department Tell me and I'll forget, show me and I may remember, involve me and I'll understand. STEAM: INQUIRY BASED LEARNING Unit of Study Worms Joan Marie Tsiranides Concordia Learning Center Index It all started when Teacher Preparation Resources Transitions Study Web KWL Activities AHA Moments Picture perfect Teacher s Helpful hints Documental Panel Parent Involvement

It all started when. It all started when Maxine arrived to school, after a rainy day. She walked into the room and exclaimed, Miss Joan there was a worm slimming on the ground! Her classmates listened in on her new discovery.

TEACHER PREPARATION Materials needed: Live worms Dirt Yard stick Ruler Cut plastic bottles Individual containers Magnifying glasses Chart paper Mirrors Base ten blocks Small colored cubes Cut up pieces of straws Bottle caps Block area rug Stereo Paper Crayons Paint Cooked spaghetti Chart paper Shovels Racks Large plastic container Smocks Computer Cameras Variety of pictures of worms Videos of worms A variety of books

RESOURCES Books The Worm Family An Earthworm s Life Earthworms Wiggling Worms at Work Garden Wigglers Diary of a Worm Wormy Worm Websites http://kids.nationalgeographic.com/animals/earthworm/#earthworm_1_closeup.jpg Songs Little Wiggle Worm (Tune of I m a Little Teapot ), Wiggle Worms Videos http://www.youtube.com/watch?v=l-zc_1vjlni&sns=em http://pbskids.org/dragonflytv/show/wormfarm.html https://www.youtube.com/watch?v=jzmico7x8ie Poems Worm, Worms, There s a Worm at the Bottom of the Garden Parents Fun Facts of Wiggling Worms Worm Food

Worm, Worms Worm, Worm Slippery Slide, I Smell a Bird and I Better Hide. Down, Down Under the Ground Wormy, Squirmy, Round and Round.

Little Wiggle Worm (Tune of I m a Little Teapot ) I m a little wiggle worm, Watch me go! I can wiggle fast, or very very slow. I wiggle all around, then back I go. Down into the ground, to the home I know.

Wiggle Worms (Tune of Row, Row, Row Your Boat ) Wiggle, wiggle, wiggle worms Wiggling all around. Wiggle here, wiggle there, Wiggle in the ground. Crawling, crawling, crawling worms Crawling all around. Crawling here, crawling there, Crawling in the ground.

There s a Worm at the Bottom of the Garden There s a worm at the bottom of garden And his name is Wiggly Woo There s a worm at the bottom of the garden And all that he can do Is wiggle all night And wiggle all day The people round here they all do say There s a worm at the bottom of the garden And his name is Wiggly Wig Wig Wiggly, Wig Wig Wiggly, Wooooooo

Worm Web Science Digging Up Worms, Worm Observations Worm KWL Chart Comparing and Contrasting Worms vs. People Technology Use cameras during observations and worm explorations throughout the investigations. Computers and/or tablet to look up information about worms. Engineering Building Worm Homes Worms Math Measuring Worms Comparing and Contrasting Worms vs. People, Art Painting Worms Moving Like Worms Transitions Worm, Worms, There s a Worm at the Bottom of the Garden,Little Wiggle Worm, Wiggle Worms

K What do you KNOW? Luciano- They ran away because dinosaur eats the worms. Charlotte- Their bodies go up and down. Nachiketa- Orange. They live in the pool. Anika- They sleep and live in a cage. Jasleen- Move up and down. They orange. Daniel- Live in the bed. Move like a snake. W What do you WANT to know? Do dinosaurs eat the worms? Who eats the worms? Where do they live? Do they have orange color? Do they sleep? How they walking? L What did you LEARN? Bird eats worms. Move like this (wiggles body). They are little. They have skin like us. Worms go underground. They red and brown. They wobble, wiggle. Worms do up and down. No smile. No legs. Kailyn- Live in a tunnel in the ground. They re red. Shikesh- Worms going home in the garbage. Anna- They live in a hole underground. That s where they sleep. Do they live in the dirt? Do they wake up? What do they eat? They live in the dirt. Worms eat the yucky apple. They live in the dark. Worms eat soil and leaves. Ninaad- I see a worms in the garden. I put it in the dirt. They live. In dirt eat soil.

Activity 1: KWL Originating Idea: Maxine arrived to school, after a rainy day. She walked into the room and exclaimed, Miss Joan there was a worm slimming on the ground! Her classmates listened in on her new discovery. Standards / COR item: Technology 8.5.1.Use the internet to explore and investigate questions with teacher s support. Technology 8.2.6.Use a digital camera to take pictures. Science 5.1.1 Display curiosity about science objects and long term investigations Science 5.1.3 Investigate and compare physical characteristics. Science 5.2.1 Observe, manipulate and describe objects in the classroom and outdoors. Science 5.5.1 Identify and use basic tools to extend exploration. Language Arts SL.PK.1 alb Participate in conversations and interactions with peers and adults individually and in small and large groups. Language Arts SL.PK.2 Ask and answer questions about a text or other information read aloud or presented orally. Language Arts SL.PK.3 Ask and answer questions to seek help, get information, or follow directions. Materials: Live worms, soil, a variety of pictures of worms, videos of worms, books about worms, shovels, containers, dirt, tweezers, magnifying glasses, cameras, computer, and chart paper. Beginning: Students will be asked about their prior knowledge of worms in a small group discussion. Once they have discussed what they know about worms, introduce a variety of pictures of worms. Middle: Each child will be asked, What would you like to learn about worms? Allow each child the opportunity to explore and observe worms by digging up worms in an outdoor activity. They may bring those worms and dirt back to the class to further their investigation. After the children observe worms; allow them to further explore worms through the use of cameras, the computers, and/or books. End: Once they have gained the new information about worms, have another small group conversation about what they learned about worms.

Higher Order Questions/Scaffolding Technique: What is a worm? What does a worm look like? How does a worm move? Can you show me how a worm moves? What does a worm eat? Where can you find worms? ELL Students- If children have a language barrier, provide them with pictures of worms. Allow students to draw or act out what they know about worms. Child Anecdotes: They ran away because dinosaur eats the worm. Worms going house in the garbage. They eat and sleep in a cage. What do they eat? Do they wake up? Where do they live? They dig. They live in dirt. They wobble, wiggle. Worms do up, down. REFLECTION/SUGGESTIONS: Allow the children time to answer questions. If they have difficulty using their words, allow them to draw pictures of what their prior knowledge and what they want to know about worms. New vocabulary to introduce Burrow Soil Wiggle Underground

Activity 2: Digging Up Worms Originating Idea: Charlotte asked, Where do they live?, while we were doing our KWL Chart. Standards / COR item: Technology 8.2.6.Use a digital camera to take pictures. Science 5.1.1 Display curiosity about science objects and long term investigations. Science 5.2.1 Observe, manipulate and describe objects in the classroom and outdoors. Science 5.5.1 Identify and use basic tools to extend exploration Materials: Shovels, racks, large plastic container, smocks, and cameras Beginning: Students should all where a smock and be given the following materials: shovels, racks, and cameras. Take a walk outdoors to an area that has grass and/or dirt. Middle: Allow the children to explore by digging in the dirt. The children may take pictures of their exploration. Have students put the worms and dirt into the large plastic container. End: Bring the filled container back to the classroom for further exploration.

Higher Order Questions / Scaffolding Technique: Now that we are outside, where do you think we can find worms? How far down should we dig to find the worms? How many worms are we going to find today? How does the soil feel on your hands? What does the worm s home look like? Fine motor difficulty- Offer children larger shovels and/or racks. Provide hand over hand prompting for support when digging. Child Anecdotes: Ew! It s disgusting! I see it! I see it wiggles! Be careful it falling. Ew, it eat dirt! Watch it move. Shh it scared. REFLECTION/SUGGESTIONS: Bring back additional dirt from outside. You will need it to use for the individual observation containers. New vocabulary to introduce Soil Digging Wiggle Squirm

Activity 3: Worm Observation Originating Idea: After digging up worms, the children were surrounding the container during work time. A few children asked if they could hold the worms. Standards / COR item: Science 5.1.1 Display curiosity about science objects and long term investigations. Science 5.1.3Investigate and compare physical characteristics. Science 5.2.1 Observe, manipulate and describe objects in the classroom and outdoors. Science 5.5.1 Identify and use basic tools to extend exploration. Technology 8.2.6.Use a digital camera to take pictures. Materials: Live worms, dirt, camera, two individual containers, tweezers, camera, and magnifying glasses. Beginning: Students will explore the characteristics of worms that we dug up from the playground. Each child may be given a magnifying glass, tweezers, a container containing dirt with a worm and an empty container. Middle: Allow children the opportunity to observe and explore how the worm moves inside the dirt and alone. End: They may use the magnifying glass and tweezers to expand their exploration.

Higher Order Questions / Scaffolding Technique: How do the worms move? How can they move around? How do the worms move in the soil? How does the worm feel? What does the worm look like? ELL Students- Show the children how to handle the worms. Offer students who are afraid of worms or difficulty handling worms safelysmall clear containers to view worms. This will allow them to hold the worm without touching them. Child Anecdotes: It squiggles around. They squiggle all over, Miss Joan. Their bodies go up and down. I feel it squiggle in my hand. It wiggly. Some worm red. REFLECTION/SUGGESTIONS: Please go over safety rules on how to handle the worms prior to the exploration. New vocabulary to introduce Observe

Activity 4: Worm Homes Originating Idea: The class observed the worms in a large container and outside the dirt. We decided as a class to make worm homes. Standards / COR item: Technology 8.5.1.Use the internet to explore and investigate questions with teacher s support. Technology 8.2.6.Use a digital camera to take pictures. Science 5.1.1 Display curiosity about science objects and long term investigations. Science 5.5.1 Identify and use basic tools to extend exploration. Language Arts SL.PK.1 alb Participate in conversations and interactions with peers and adults individually and in small and large groups. Language Arts SL.PK.2 Ask and answer questions about a text or other information read aloud or presented orally. Language Arts SL.PK.3 Ask and answer questions to seek help, get information, or follow directions. COR: DD. Natural and physical world Level 4 Child talks about where different types of wildlife live or found. X. Art Level 5 Child makes a complex representation with many details. Materials: Cut water bottles, tulle, rubber bands, small shovels, dirt (from playground), sand, live worms, food scraps (core of an apple, coffee grounds) Beginning: Students will be given a smock, cut water bottle, small shovels, dirt, and sand. The teacher will say, Yesterday we talked about building homes for our worms. Today let s see if we can make worm habitats. The children may use the small shovels to make layers of soil, sand, soil inside the water bottles. Middle: Allow the children to use their hands or spoons to scoop the dirt and sand into the containers. The children may pick two of the worms from the large container on the table and place them in their new home. Talk to the children about what worms eat and put worm food on top before closing the container. End: Place the tulle on top of the container and wrap it with a rubber band. The children may place the container anywhere around the room for further investigation.

Higher Order Questions / Scaffolding Technique: Where did we find worms? What do worms need to live? How can we make them a new home with all of these materials? What do worms eat? How are the worms going to move? ELL Students- Show students pictures of their homes and a worms habitat. Fine Motor Difficulty- If a child has difficulty; do hand over hand prompting when putting the rubber band on the water bottle. Offer larger spoons to scoop dirt and/or sand. Child Anecdotes: The wiggle in dirt. They sleep under the ground. I sleep in my bed. It feels yucky. Dirt home. Worms eat paper dirt. Birds eat worms like this (pretends to peak at the worm). Worms live in dirt. They out near slide. REFLECTION/SUGGESTIONS: Make sure the dirt is moist and the worm food (apples, peels of fruit and vegetables, and coffee grinds) are small. Small pieces allow the worms to digest it easier. New vocabulary to introduce Habitat Burrow Tunnels Dig Compost

Activity 5: Observing, Comparing, and Contrasting Worms vs. People Originating Idea: They sleep under the ground. I sleep in my bed. Standards / COR item: Mathematics 4.3.1 Sort, order pattern and classify objects by non-measurable and measurable attributes. Mathematics 4.3.2 Begin to use appropriate vocabulary to demonstrate awareness of measurable attributes. Technology 8.4.1 Use basic technology terms in conversations. Science 5.2.1 Observe, manipulate and describe objects in the classroom and outdoors. Materials: Live worms, magnifying glasses, individual containers, dirt, yard stick, ruler, small cubes, chart paper, computer, tablet, cameras, mirrors and pictures of: teeth, people walking, worms wiggling, eyes, a bed, and dirt. Beginning: Students will explore the characteristics of both worms and people. Compare and contrast live worms and people. Each child should be given a magnifying glass, a small container containing a worm and dirt. Allow the children time to observe the worms both in the dirt container and alone. Middle: Listen to the children discuss what they are observing about the worms. Place the mirrors on the table and have children discuss the characteristics of them. End: The children can draw a picture of their observation and place it in either the worm circle, people circle, or in the center for items that are the same.

Higher Order Questions / Scaffolding Technique: What do worms look like? What do you look like? How do worms move? How do worms move? Do worms walk? Do worms and people need air to breath? Do worms have legs? What do worms and people eat? Do worms have hair? ELL Students- Provide a visual to ELL Students. Print out pictures of characteristics that the children may say. For example pictures of teeth, people walking, worms wiggling, eyes, a bed, and dirt. Child Anecdotes: My home not dirty, worm home dirty. Worm so little. Look! Look! This worm long. I have legs and hair. (People) Talk (Worms) Eat soil (Both) Feel soft. (People) Walk with feet. People have teeth. REFLECTION/SUGGESTIONS: Use large hula hoops to demonstrate a Venn Diagram. New vocabulary to introduce Venn diagram Compare Contrast

Activity 6: Measuring Worms Originating Idea: The class was observing the worms and said, Worm so little. Look! Look! This worm is long. Standards / COR item: Mathematics 4.2.1 Understand the relationship between numbers and quantities. Mathematics 4.3.1 Sort, order pattern and classify objects by nonmeasurable and measurable attributes. Mathematics 4.3.2 Begin to use appropriate vocabulary to demonstrate awareness of measurable attributes. Materials: Live worms, cameras, individual container, base ten blocks, small colored cubes, cut up pieces of straws, and bottle caps. Beginning: Students will measure the length of their worms. Each child should be given a basket of the following materials: base ten blocks, cut up pieces of straws, bottle caps, and a container with a worm in it. Middle: Allow the opportunity for the children to measure their worms using the materials in the basket. Listen for measurement terms. Offer the children yarn or other items for them to measure with. End: They may compare the size of their worm with their peers at the table.

Higher Order Questions / Scaffolding Technique: How big do you think your worms are? How many bottle caps, straws, and/or blocks long? Are the worms as big as you? Who has the biggest /smallest worm? How do you know it s the biggest/ smallest worm? How did this worm get so big? How can this worm grow bigger? Fine Motor Difficulty- When measuring the worms, have the child mark the top and bottom of the worm on a piece of paper. Sometimes the worm wiggles quickly. Child Anecdotes: Slow down wormy! This worm is the biggest. He eats lots of chips (Puffs out his cheeks). Baby worm. Awe so small. Miss Joan, look baby. I see mommy worm, no daddy worm. REFLECTION/SUGGESTIONS: When measuring the worms, have the child mark the top and bottom of the worm on a piece of paper. Sometimes the worm wiggles quickly. New vocabulary to introduce Big Bigger Biggest Small Smaller Smallest

Activity 7: Large Group Activity Moving Like Worms Originating Idea: During work time at the table, Anna and Charlotte were moving their arms on the table. Anna called out, Miss Joan, my arms like a worm. Standards / COR item: Science 5.1.1 Display curiosity about science objects and long term investigations. Science 5.1.3 Investigate and compare physical characteristics. Science 5.2.1 Observe, manipulate and describe objects in the classroom and outdoors. Science 5.5.1 Identify and use basic tools to extend exploration. Language Arts SL.PK.1 alb Participate in conversations and interactions with peers and adults individually and in small and large groups. COR Z. Movement Level 2 Child moves actively to music. AA. Pretend play Level 3 Child pretends by using words and actions to take on the role of a character or animate a figure. Materials: Block area rug, computer, stereo Beginning: Students will gather on the rug. The whole class will have a discussion on how worms move throughout the dirt and above the ground. They will watch a video on the movement of worms (https://www.youtube.com/watch?v=jzmico7x8ie). Middle: Give each child the opportunity to demonstrate how they move like a worm. Allow the entire class to move like worms to a variety of popular children s music. End: Have the children wiggle their way to get their snack.

Higher Order Questions / Scaffolding Technique: How do worms move? How can we move our bodies like worms? Do worms have legs to move with? Do worms have arms to use? Do worms move fast or slow? Can you describe how you are moving? Gross Motor Difficulty Students- Provide additional space for movement. Allow children to move their arms like a worm. Child Anecdotes: Move like this (moves their hips from left to right). Their bodies go up and down, Miss Joan, I m wiggling like worm. Wiggly woggle. In my tunnel. No leg wiggle! REFLECTION/SUGGESTIONS: New vocabulary to introduce Use a variety of music, make sure to use slow and fast songs.

Activity 8: Worm Painting Originating Idea: During work time in the table, Anthony and a peer were observing the worms on a white piece of paper. Anthony said to his peer, His bodies painting like Maxine. Standards / COR item: Science 5.1.5 Represent Observations and work through drawings. Writing W.PK.1 Use a combination of drawings, diction, invented writing and scribble writing to share preferences during play or other activities. Visual Arts 1.4.2 create two and three dimensional works of art. Materials: Paper, crayons, paint, paper, crayons, cooked spaghetti. Beginning: Allow the children to choose a piece of paper from the art area, they will paint a picture. Each child will be given a variety of colors of paint, some pieces of spaghetti, paper, and crayons. Middle: The children may use the spaghetti to dip it in the paint. Ask them to move the spaghetti (with paint on it) in the same way a worm moves their bodies End: Have the children explain their picture, in detail.

Higher Order Questions / Scaffolding Technique: How do worms move? During large group yesterday, you were wiggling your body on the rug. How are you going to move your spaghetti like a worm? Fine Motor Difficulty- Tape paper down to the table and offer thicker noodles for easier grasp. Child Anecdotes: My worms red like worm. Wiggle wiggle all around. Smooth. REFLECTION/SUGGESTIONS: Use varying lengths and thickness of spaghetti. New vocabulary to introduce Smooth Thick Thin Wide Length Width

Aha Moments! Moments of sudden insight, discovery, or realization! Students First Name 1.Maxine 2.Luciano Students Response Miss Joan there was a worm slimming on the ground! Birds eat worms. They move like this, wiggle wiggle. 3. Charlotte They are so small. Worms have babies like mommy. 4. Anna Worms live in the dirt. They eat leaves and dirt. 5.Anika 6.Swara They wobble, wiggle. Live in tunnels in the ground. 7. Taha I feel it squiggle in my hand. 8.Max 9.Shikesh 10.Ninad 11.Daniel 12.Jasleen 13.Kailyn Ewe, yucky. Worm slimy. Worms eat the yucky apple. In dirt. Eat dirt, soil. Not snake, no legs. Worms do up and down. They live in dirt. 14. Munn Big worms! They live in dirt. 15.Nachiketa Worms goes under dirt. They red and brown.

Picture Perfect This worms biggest! They go up and down. Just like this! Wiggle,wiggle.

Do they eat lettuce? Yuck! It s dirty.

It s wiggling in the dirt! Look, Miss Joan a baby!

Teacher s Helpful Hints During Work Time, at the tables and in the computer area, I would leave on worm videos, pictures of worms (habitats of worms and different types of worms), a large tray with live worms, and songs about worms. I would daily go over safety rules on handling worms. Some children would squeeze the worms or drop them when they would move. We made a small chart with Worm Rules and put it on the wall near our large habitat. During outdoor time, bring tools to the playground. Allow the children to find more worms. They enjoyed adding to our worm family. **** Get Dirty!!! The children loved seeing my assistant and me working with the worms and digging in the dirt alongside them. Have fun! ****

Documentation Panel

Parent Involvement Fun Facts of Wiggling Worms Our class is learning all about WORMS! Worms play an important role in creating rich soil that plants feed on to help them grow strong and bear lots of fruit. Here are some facts to talk to your children about. 1. Do worms have teeth? No but they do have a mouth. Although they don t have teeth they eat their food by the use of their powerful pharynx. 2. What s the ring in the middle of the worm? This is called clitellum and is actually located closer to the moth or anterior end of the worm. The clitellum is responsible for reproducing. 3. How many hearts does a worm have? Amazingly worms have 5 hearts! 4. Do worms have eyes? Worms do not have eyes but they do possess what s called receptor cells. This lets them know that they are in or too close to the light. Worms do not like the light or the sunlight. 5. Do worms have lungs? Worms do not have lungs. They breathe through their skin, through the transfer of oxygen absorbed by their skin.

Our worm friends are getting hungry and could use your help. There is no need to run to the pet shop. Look no further than your kitchen scraps! Listed below are some foods worms like and don t. Please come in and check out our worms, they would love to meet you! Worms like: Avocados. Tea bags. Coffee grinds. Crushed egg shells. Banana skins. Fruit (not citrus) Vegetable waste from kitchen and garden Vegetable peelings. Chopping food and other waste into smaller pieces helps to speed up the decomposition process. Worms don t like: Fresh grass clippings produce too much heat and will cook your worms. Bread & pasta Dairy products. Flour products. Kiwi fruit (in excess) Meat and fish. Spicy or acidic foods. Garlic, chili & onions. Large amounts of cooked food. Processed food that may have salt and other additives. Glossy paper or cardboard.

Thank you!