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Do worms really eat dirt?
Web of Life Unit | Lesson 4 of 7

Do worms really eat dirt?

Web of Life Unit | Lesson 4 of 7
Lesson narration:
Scroll for prep

DISCUSS:

How would you figure out whether worms were pests or helpful? What evidence would you need?

DISCUSS (1 of 2):

Not everyone was convinced by Darwin. What additional evidence would make Darwin’s claim more convincing?

DISCUSS (2 of 2):

Can you think of any other ways that worms could be helpful besides mixing and loosening up the soil?

DISCUSS:

Do earthworms really just eat dirt, or do they eat other things as well?

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soil


1 of 15

covers the Earth's surface; made of tiny rocks and material from dead plants and animals
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nutrient


2 of 15

a substance that living things need to grow and stay healthy
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fertilizer


3 of 15

a material that contains nutrients to help plants grow
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organism


4 of 15

any living thing
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decomposer


5 of 15

a living thing that can break down dead living things
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castings


6 of 15

worm waste (worm poop)

carbon dioxide


7 of 15

a type of gas that plants sometimes take in and that animals release when they breathe
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system


8 of 15

a group of things that affect each other and function as a whole
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observe


9 of 15

to pay close attention to something
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claim


10 of 15

to say or write an idea
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experiment


11 of 15

a test used to discover new information about a question
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control


12 of 15

something in an experiment that you do not change
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variable


13 of 15

something that you can change in an experiment in order to test an idea
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fair test


14 of 15

an experiment where only one thing is changed, and everything else stays the same
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evidence


15 of 15

information that can be used to support or reject an idea
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Exploration
Agriculture Helpers - earthworms on the ground by Image used under license from Shutterstock.com: DAMIAN Films
Peasant Woman Digging, the Jardin de Maubuisson, Pontiose by Camille Pissarro
Rainy Sidewalk by Vince Mig
Watering Can by Momentmal , used under CC0
caterpillar green tree by Image used under license from Shutterstock.com: Ikpro
common earthworm, Lumbricus terrestris, pulling leaves into tunnel in soil, ground, earth, UK by Image used under license from alamy.com: Papilio
drawing of woman and children in garden by Ernest Walbourn
earthworm in water on sidewalk by Carl Barrentine
football field by JSN Young , used under CC0
hands holding earthworms in soil by Image used under license from alamy.com: Rachel Husband
large green caterpillar eating leaf by Luke Gilliam , used under CC BY
person in running shoes walking, rear shot by Image used under license from Shutterstock.com: Kekyalyaynen
portrait of Charles Darwin by George Richmond
close earthworm photo by Image used under license from Shutterstock.com: kzww

Featured Reviews

“The students were so engaged with the worms and planning their own investigations. Our favorite was if the temperature of the water made a difference.”
“We learned that worms are not pests, about what they eat and that their poop provides micro-nutrients for the soil. Some of us overcame our fears of touching worms. Thank you for teaching us something new about worms. ”
“Students loved to look at the live worms! I also liked the "design your own experiment" aspect.”
“From the students...the best part was when we got to actually have worm bins in our classroom and have hands on lessons and observations. When students named their worms. Another part was when we got to wash and handle the worms and conduct investigations on them to see what their preferences were. ”
“This lesson was very well done, and the kids LOVED it. Here's a quote from one of my kids. I overheard it as I was walking from group to group. "If we love our worms this much, imagine how we'll feel about our kids." I had no idea that they'd be practicing parenting skills as they completed their worm observations. (:”
“I loved that the students were able to easy and quickly plan and conduct an experiment of their own. ”
“Students were fascinated with observing the worms and were enlightened to know they are helpful creatures.”
“I enjoyed my students' understanding of worms in nature. Although they seem insignificant, they have a profound effect!”
“The best part was working with the worms and allowing the kids to formulate their own experiments. It was a hit!”
“The students really enjoyed the hands on with a worm. I thought the lesson was excellent in the reinforcement of experimental design concepts. ”
“My students loved playing with the worms. I think they could have watched/experimented and planned experiments for days. ”
“The students absolutely loved observing the worms and watching how they responded in the different circumstances. ”
“Students love the hands on with the worms. Some of my students looked for worms while on the playground and made connections with what they have learned and the real world.”
“I wasn't going to do this lesson because the thought of worms creeped me out!! But, I gathered my courage, got some worms and I think we learned some good stuff”
“They LOVED the worms and really learned a lot about how to conduct a fair experiment!”
“Love the hands on activities and clearly presented video presentation. Also utilized the Spanish forms!”
“Students were very engaged. They learned about decomposers in a hands-on activity. They will remember this lesson for a long time! I like how the mystery is presented with a balance of video, delivery of information, thinking/discussion questions, procedural explanations, and hands-on experiments.”
“Well designed and engaging lesson. The Mystery Video was informative and my students enjoyed observing the worms.”
“My students were OBSESSED with the worms. They thought it was the most interesting mystery yet!”
“All of the experiments are so interesting and easy to do!! The students love them, and so do I!! I have always feared teaching science, and now I look forward to it. I am enjoying it immensely! ”
“Designing an experiment in the second half was really great for the students. They of course loved playing with live worms. I was a little worried about where to get worms, but it turns out the local plant nursery carries them. Super easy.”
“The class loved interacting with living things. At first they were worried about worms. By the end they all had names and were friendly with them! Haha”
“Making predictions and then confirming our predictions based on observations. Using guided questions for this gave my kids serious confidence in their scientific abilities.”
“I had my kids help make the worm bin. We talked a lot about what they already know about what the worms needed as we tore paper, added peat moss, and chopped up food, before we watched the lesson. It was then great to connect prior knowledge and new knowledge.”
Lesson narration:

Grade 5

Ecosystems & The Food Web

Decomposers, Nutrients, & Matter Cycle

5-LS2-1

Activity Prep

Print Prep
In this lesson, students discover the critical role earthworms play in decomposing dead material and releasing nutrients into the soil. During a two-part activity, Ask a Worm, students observe earthworms and then design their own “fair test” investigations of earthworm behavior. Students first make close observations of worms. Then, students conduct a simple experiment with multiple trials to figure out if worms prefer dry or wet areas. They consider what a “fair test” is and design an experiment to answer other questions about worms.
Preview activity

Exploration

16 mins

Wrap-Up

4 mins

Grade 5

Ecosystems & The Food Web

Decomposers, Nutrients, & Matter Cycle

5-LS2-1

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Ecosystems Lesson 4: Do worms really eat dirt?

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