· Worm farming makes children aware of the environmental problem of waste and gives children practical experience in recycling.

· Worm farming not only reduces the amount of waste from the school but also converts the waste into a rich plant food called vermicast (castings).

· Children can see first hand the result of their recycling.

· Children are given the opportunity to learn through experience that they can make a difference and have a positive effect of the environment.

· Worm farming presents the opportunity for children to study issues involving scientific discovery and investigation.

· Worm castings make a good fundraiser, offering the opportunity for children to study financial issues.

ENGLISH

· Writing and reading stories/poems about worms and composting (inside the classroom or outside in a shaded area).

· Read and discuss environmental issues concerning their homes, school, town, country and the world.

· Create an environmental book corner.

· Worm and environmental puppet shows and felt stories.

· Language and vocabulary development.

· Class debates about relevant environmental issues.

· Library and Internet researching on worms, recycling and relevant environmental issues.

SCIENCE

· Study first hand the life cycle of worms.

· Scientifically classify the different species of worms.

· Scientifically name the body parts of worms.

· Study and classify other worm bin organisms (ants, millipedes, and snowbugs).

· Investigate the worms' feeding and reproductive behaviour.

· Testing the pH of soils and soil composition.

· Experimenting with plants to see if they grow better using worm castings.

· Become involved in the physical implications of the environment, via recycling.

· Learn about the impact humans have on the environment, both positive and negative.

MATHS

· Count the worms.

· Measuring and recording the amount of food/scraps fed to the worms.

· Recording the pH of the soil.

· Classify worms by length and colour.

· Measure and weight the worms.

· Graphing the reproductive rate of the worms.

· Calculate the volume of the worm bin.

· Estimate and determine the averages of how much food is required each day, week, month and year.

· Calculate the cost/saving of selling the worm castings.

HEALTH

· Develop a positive attitude and a sense of environmental stewardship.

· Learn responsibility for looking after the worms (making sure they were fed the correct food and the right amount).

· Unearth the negative factors (waste) humans have on the environment.

· Brainstorm for ways to compensate or rectify the negative factors.

· Form interpersonal relationships through environmental group interaction.

· Learn respect for the environment and the animals within it.

TECHNOLOGY

· Develop a technical understanding of waste management, recycling and conservation.

· Discover the positives to producing and using organic fertilisers opposed to chemical based fertilisers.

· Learn some of the effects of using dangerous chemicals, pesticides, herbicides and fungicides have on the environment.

· Investigate the usage of cleaning products within the school.

· Use the Internet to discover relevant information on worms, composting, recycling or other environmental issues.

ART

· Draw, sketch, and paint the worms and their environment.

· Find and use environmentally friendly drawing utensils (charcoal and recycled paper).

· Collect and recycle materials from the school and home to use in collage.

· Make worms and environmental posters out of recycled materials.

· Perform environmental stories (inside the classroom or outside in a shaded area) for classes, the school or parents.

· Sing songs and play music about worms, recycling and environmental issues.

LANGUAGES OTHER THAN ENGLISH

· Learn words about worms, recycling and environmental issues in another language.

· Environmental books written in another language could be placed in the environmental book corner.

· Write and send letters/signs on environmental issues to classes overseas.

· Use the Internet to communicate with people from other countries to discuss environmental issues.

· Design and make posters that are environmentally and multi-culturally friendly.

· Learn and recite a worm or environmental song/poem in another language.

· Students would be required to paint the metal bins so to distinguish them as the worm food scrap bins. A theme could be painted on the bins to make them more aesthetic looking (worm or environment theme). The bins would be positioned in the students eating areas of the school.

· Posters/signs may also pose as a good reminder of the purpose of the bins.

· During art students would make worm monitoring badges out of recycled materials.

· Students would be rostered on to empty the bins and make sure the right food scraps were fed to the worms. They would have to measure the food daily and record it in a book. Students and the teachers would need to monitor the pH of the soil, add the monthly dose of limestone dolomite (if necessary), remove the castings and sprinkle the worm mat and the contents of the vermicompost with water.

· Students will learn that they can make a positive difference to the environment. By doing so students will develop a positive attitude and a sense of environmental stewardship.

· Students and staff will learn life long positive habits about the environment that they will continue to utilise.

· Students can learn the advantages of reducing, reusing and recycling.

· Through a combination of recycling and composting the worm farm can aid the schools in severely reducing the amount of food scraps that are otherwise deposed of in landfills.

· Due to the fast reproduction of worms, in year a new vermicompost bin will be required. Thereby requiring more organic matter to feed them, which would otherwise be thrown out.

· If the school did not wish to purchase another vermicompost the school could sell the worms extra worms as a fundraiser.

· By reducing the amount of garbage, the costs for rubbish disposal can also be reduced.

· Students can sell the worm castings as a fundraiser and reap the financial benefits for their class/school.

· Students can use the worm castings on the school's gardens and reduce the usage of non-organic fertilisers used in the school.

· The vermicompost bin is made of treated pine. It is 75cm in height, length and width. The worms and the vermicompost bin need to be positioned in the shade.

· The worms in the package are of three varieties:

· These varieties of worms are prolific breeders, consumers of organic waste and producers of worm castings. In the right conditions the worms will double in number every 6 - 8 weeks.

· The worms can eat all food scraps (except for citrus fruit and garlic as they are too acidic), lawn clippings, garden trimmings, weeds, animal manure, vacuum cleaner dust, waste paper and cardboard (except for glossy paper).

· The vermicompost bin is environmentally friendly, odourless and produces free fertiliser.

· The worms convert the scraps into nutrient rich vermicastings, a totally organic soil conditioner for use on gardens, pot plants, vegetable gardens and lawns.

· 1000 worms consume 250 grams of organic waste a day. Therefore 9000 worms will require approximately 16 kilograms of waste/food per week.

· Worms work best in soil with a pH range between 5.5 and 8.5, with 6.0 and 7.0 being the most optimal.

· Limestone dolomite neutralises the build-up of acidity within the vermicompost bin. Two tablespoons a month helps neutralises the soil and eliminate odours from the bin. It is composed of blended calcium and magnesium.

The parents and friends would be asked to donate:

· A piece of shade cloth 80cm².

· A worm mat made out of hessian bags or old carpets 90cm².

Resources used:

· Department of education (1993). P -12 Environmental Education Curriculum Guide. Brisbane, Studies Directorate, Department of Education.

· Fong, J. and Hewitt, P. (1996). Potential Cross-Curricular Applications of a Worm Bin for the Elementary School Classroom.

Available: http://www.cfe.cornell.edu/compost/worms/curriculum.html

· Fong, J. and Hewitt, P. (1996). Why Composting?

Available: http://www.cfe.cornell.edu/compost/why.html

· Worms 'R' Us (1998). Worms 'R' Us: Vermiculture Specialist. Lutwyche, Worms 'R' Us Pty Ltd.

· Worms 'R' Us (1998). Worms 'R' Us: Worm Farming Booklet. Lutwyche, Worms 'R' Us Pty Ltd.

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