“tell me and i'll forget, show me and i may remember ...€¦ · diary of a worm wormy worm...

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

http://kids.nationalgeographic.com/animals/earthworm/#earthworm_1_closeup.jpg

http://www.youtube.com/watch?v=l-zc_1vjLnI&sns=em

http://pbskids.org/dragonflytv/show/wormfarm.html

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

Digging Up Worms,

Worm Observations

Worm KWL Chart

Comparing and

Contrasting

Worms vs. People

Use cameras during

observations and worm

explorations throughout

the investigations.

Computers and/or tablet

to look up information

about worms.

Building Worm Homes

Technology

Engineering

Message Boa

Painting Worms

Moving Like Worms

Measuring Worms

Comparing and

Contrasting

Worms vs. People,

Science

Math

Art

Wormss

Worm, Worms,

There’s a Worm at

the Bottom of the

Garden ,Little

Wiggle Worm,

Wiggle Worms

Transitions

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.”

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.”

Ninaad-“I see a worms in the

garden. I put it in the dirt. They

live.”

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?”

“Do they live in the dirt?”

“Do they wake up?”

“What do they eat?”

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.”

“They live in the dirt.”

“Worms eat the yucky apple.”

“They live in the dark. Worms eat

soil and leaves.”

“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.”

“It goes like this (wiggling their upper body).”


Bring back additional dirt from

outside. You will need it to use

for the individual observation

containers.


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.



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 safely-

small 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.”


Please go over safety rules on

how to handle the worms prior to

the exploration.


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.


Science 5.1.1 Display curiosity about science objects and long term investigations.




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.”


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.


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.


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.”


Use large hula hoops to

demonstrate a Venn Diagram.


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 non-

measurable 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.”


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.


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.


outdoors.




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!”


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.”


Use varying lengths and thickness of

spaghetti.


Smooth

Thick

Thin

Wide

Length

Width

“Aha” Moments!

Moments of sudden insight, discovery, or realization!

Students First Name Students Response

1.Maxine “Miss Joan there was a worm slimming on the ground!”

2.Luciano 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 “They wobble, wiggle.”

6.Swara “Live in tunnels in the ground.”

7. Taha “I feel it squiggle in my hand.”

8.Max “Ewe, yucky. Worm slimy.”

9.Shikesh “Worms eat the yucky apple.”

10.Ninad ‘’In dirt. Eat dirt, soil.”

11.Daniel Not snake, no legs.”

12.Jasleen “Worms do up and down.”

13.Kailyn “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!

“tell me and i'll forget, show me and i may remember ...€¦ · diary of a worm wormy worm...

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