MetaTopic:

Disposal/FoodWaste

Teachers
:AlyssaFrascone

TopicFocus:

Composting

GradeLevel:

Subject
:2ndGradeSustainabilityComposting

Content&Title
:Composting101:StudentswhoCompost
WayofThinkingFeatured:
FuturesThinking
Composting is essentially the "Futures Thinking" ofsustainability.Compostinglooksbacktothepasttocreateabetterfuture.Byusingthediscardedmatteroffruitsand
vegetables, we can make new, beautiful soil to grow new, beautiful plants. Futures Thinking asks people to think about the past and how it affects the future, which is
exactly what composting is. Without looking to the past and using what was leftbehind,compostingwouldn'texist.Whenpeoplecompost,theyrefrainfromputtingthe
wrong items in landfills, (such as fruit and vegetable waste) and leachate (a harmful, liquid chemical concoction that is made fromthemethanereleasedfromdecaying
plant matter) can be reduced because of it. Young students are this world's future leaders and changemakers. By teaching them subtopics of sustainability atayoung
age, we can allow them to come to their own conclusions and ideas about how to save this world. Composting isjustoneverysmallstepthatstudentscantakethatwill
lead them into a world of sustainable actions. By encouraging students to love the earth and to think aboutit'sfuture,wearenotonlyteachingthemclassroomlessons,
butweareteachingthemlessonsforlife.
Standards
:
AZCCRS
:
Concept1:Observations,Questions,andHypothesesObserve,askquestions,andmakepredictions.
PO1.Formulaterelevantquestionsaboutthepropertiesofobjects,organisms,andeventsintheenvironment.
(SeeM02S2C101)
PO2.Predicttheresultsofaninvestigation(e.g.,inanimallifecycles,phasesofmatter,thewatercycle).
Concept2:ScientificTesting(InvestigatingandModeling)Participateinplanningandconductinginvestigations,andrecordingdata.
PO1.Demonstratesafebehaviorandappropriateprocedures(e.g.,useofinstruments,materials,organisms)inallscienceinquiry.
PO2.Participateinguidedinvestigationsinlife,physical,andEarthandspacesciences.
PO3.Usesimpletoolssuchasrulers,thermometers,magnifiers,andbalancestocollectdata(U.S.customaryunits).
(SeeM02S4C405andM02S4C406)
PO4.Recorddatafromguidedinvestigationsinanorganizedandappropriateformat(e.g.,labbook,log,notebook,chartpaper).
(SeeW02S3C201andW02S3C301)

NGSS
:
KESS22.Constructanargumentsupportedbyevidenceforhowplantsandanimals(includinghumans)canchangetheenvironmenttomeettheirneeds.
[Clarification Statement: Examples of plants and animalschangingtheirenvironmentcouldinclude asquirreldigsintheground tohideitsfoodandtreerootscanbreak
concrete.]
http://www.nextgenscience.org/pe/kess22earthssystems

KESS3.C:Communicatesolutionsthatwillreducetheimpactofhumansontheland,water,air,and/orotherlivingthingsinthelocalenvironment.
[Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of
solutionscouldincludereusingpaperandrecyclingcansandbottles.]
http://www.nextgenscience.org/pe/kess33earthandhumanactivity
Objective(Explicit)
:
Students will be able to individually create a scientific notebook centralizing around facts and data about composting by creatingseparatepages ofinformation
anddrawingswhilealsoworkingonawholeclassartprojecttobedisplayedonaclassroombulletinboard.

EvidenceofMastery(Measurable)
:
Attheendofthislesson,studentwill:
Completeacompostingthemedscientificnotebook.
(Example:Article1)
Contributeapieceofarttothewholeclasscompostartproject.
(ExampleofIndividualContribution:Article2)
(ExampleofWholeClassCompostArtProject:Article3)
Havevisitedacompostingfacility(detailsinArticle5)
Finishwith90%accuracy
Subobjectives,SWBAT(Sequencedfrombasictocomplex)
:
Students will be able to create an individual Final Project intheformofamultimedia(drawings,pictures,data,charts,text,etc.)scientificjournalthatincludes
informationaboutcomposting,aswellasparticipatinginawholeclasscompostingartproject.
Iwillusethislessontohelpmystudentlearnaboutcomposting.
To master thislesson,mystudentswillparticipateinactivities overthecourseof5daysthat revolvearoundcompostingandcomplete aFinal Projectonthetopic
ofcomposting.
Lesson Summary and Justification
: Composting is fun and easy, and can be used to grow beautiful,strongandhealthygardens.Naturerecyclesleavesandplants,
but so can we! We can recycle leaves and other plant materials at home or school by setting up a compost bin, trench, or pocket. Composting helps gardeners and
nongardenersalikereplaceharmfulsyntheticfertilizerswiththeearthsnaturalnutrients.
BackgroundKnowledge
:(whatdostudentsneedtoknowpriortothislesson?)
Conceptofbeinggreen
Theideaofreduce,reuse,recycle
Whatfoodwasteis
Thedifferencebetweenfoodwasteandgarbage
Misconception
:(whatmisleadinginformationmightstudentsalreadybethinkingabout?)
Thatallwastegoestoonefacility
Thatfoodwasteisthesameastrashorrecyclables
Thatonceyoupeelafruitoravegetable,itsskinorpeelbecomescompletelyuseless
ProcessSkills
:(whatskillsarebeingintroduced/reinforced)
Comparingandcontrasting
Researchingandinvestigating
FourWaysofThinkingConnection
:(System,Strategic,Futures,ValuesThinking)
1. System
Systems Thinking is something that everyone should be slightly aware of. To do Systems Thinking, we need to be aware of the goods our local
communities sell, to help our communities grow and prosper, instead of shelling out BIG bucks togetgoodsfromacrosstheworldbecausetheyrenotavailable
somewhere near you. Everyone should be aware of Systems Thinking, at least on a small scale. Its useful in conceptualizing sustainability challenges and
potential solutions because if there arepeopleouttheretryingtosourcegoodslocally, wecanmakeabigchangeinouroverallgoodssystem oftheworld.Itsnot
totally idealistic to make big changes, butiflocallysourcedcommunitiesstarttospread,wecouldmakea smallimpactfuldifference.ToteachSystemsThinking,
have the students gather into groups of four. Give them each amenufrom adifferentchainrestaurant.Iwouldhavethempickonedishoffthemenu pergroup.
Each group would then make a listof ingredients that it would take to make the dish, and find out where those ingredients usually originate. Ifthisisanolder
class, have the students look into specifically who the restaurants suppliers are, and have them really get some real information about the dishs ingredients.
Youngergrades can stick to a provided origin chart of ingredientstocountries. Giveeachgroupamap,havethem pickarestaurantlocation,andhavethem pin
strings across the map to each countrywheretheingredients originatedtoshowthemhowfarfood hasto traveljusttomakeonedish.Dependingongradelevel,

askfor somekindofjournal/personal reflectiononthe lesson,andhowitmadethem feel toknowthatsomeoftheirfavoritefoodsandmealstakesomucheffort

to make, and notjustinthekitchen.AskthestudentswhattheythinkTHEYcoulddotochangethewaywe eatinAmerica,or howtheyfeltabout locallysourcing
their foods. Another fun idea for younger grades would be to have them bring in fruit and vegetable stickers, and place their locations on amap, dependingon
wherethefruitcamefrom.
2. StrategicStrategicThinkingisanideathatincorporatesnotjustameanstoanendphilosophy,butmoreof aitsnotaboutwhereyoure going,itsaboutthe
road you take to get there kind of thing. Strategies involve creativethinkingandproblemsolvingtoreach agoal.Whensomeoneisapplyingastrategy,theyare
thinking about the process and components that go into solving a problem or creating a final product. Strategic Thinking is useful in conceptualizing
sustainability challenges and potential solutions because by taking a moment to think about what steps need to be taken along the way of making aproductor
constructing a building, one can carefully place all of the piecesto thepuzzlewithoutmakingmistakes.Theideaofamagnetwallisagreatideaforstudentsto
get thinking about Strategic Thinking while also doing a lesson on cause and effect. A magnet wall is a biggiantboardthat isamagnetthatchildrencanstick
tubes, tiles, ropes, and loops for balls to roll through. Rube Goldberg machines are another great way for studentstoseehowsimpleactionscangreatlyaffecta
wholeoperation,whichwouldbeagreatlessononStrategicThinking.
3. Futures Futures Thinking is a term that incorporates humans and their environment into one,discussingtherelationshipbetweenthetwoand howtheyrely
on one another. It is the relationship between the past and the future, and howtheyinfluencethefuture.FuturesThinkingcanbedoneinmanyways.We could
have students talk about their ideal future home or environment,ordrawpicturesandcreatemodels.Givingstudentsthetoolsandinformationaboutcreatinga
sustainable home and community will help them get a more practical and economical sense of a perfect future.Futures Thinking is useful inconceptualizing
sustainability challenges and potential solutions because it allows studentstothinkcriticallyandcreativelyproblemsolvethingsthathaventevenhappenedyet.
Even though we cant always predict the future,withknowledgefrom thepast,futurestudentscanonedayhelpmaketheworldabetterplacebycomingupwith
practical solutions. In science, students can demonstrate Futures Thinking by creating models of their ideal city, explaining what goes where and why,
incorporatingthingslikesolar panelsorgreenroofs.Byhavingstudentsimagine theirperfectfuture,wecanthengointo arealconversationabouthowtomakeit
happen. To teach Futures Thinking in a 2nd grade classroom, introduce the topic with a fun book such as Dr. Seuss The Lorax or another somewhat
environmental book. Ask students critical questions about the topic of sustainability and thinking about how the world would look like if certain scenarios
happened, and then moveinto a lesson about creating a model or map about a sustainable city. Find a fewotherchildrensbooksabout sustainabilityandhave
students break into groups throughout the week to read about the topic, andattheendoftheweek,havestudentsdiscusswhattheylearned andhowtheythink
they can make the world a better place with something in a writing lesson. There are many possibilities for the broad topic of Futures Thinking that could be
incorporatedinanygradelevelfromkindergartentotwelfthyear.
4. Values Thinking
Values Thinking simply means to understand that other people may think differently than you. Just because youvaluesomething,doesnt
mean someoneelsewillespeciallywhenitcomestobignametopicssuchasreligion,money,orculture.Inordertodo ValuesThinking,weneedtobeawareof
our own values and how we practice them, and how it may differ from someone elses practices. Values Thinking is useful in conceptualizing sustainability
challenges and potential solutions in many ways. For one, bigname topics such as religion, money, and culture play a HUGE role in how ourtowns, cities,
countries, and continents work. Big issues affect large amounts of people at once, but smallissuescanaffectjustas many,andcanbejustasserious.Something
that seems insignificant to oneperson can cause another to get wildly upset. When thinking aboutsustainabilitysolutions,we havetokeepinmindhowcertain
people feel about their land and their culture. What one person thinks is right may be very different to someone who actually lives in an affected area. A great
lesson on Values Thinking could be done in language arts. Languageartsoffersaverywide arrayofpossibilitiestothinkaboutanddiscussbignametopicssuch
as religion, money and culture. Students can journalaboutacontroversial topicandshareitwiththeclassorapartner.Studentscanwritetoacommunityabout
a project, keeping in mind that communities culture and what their project will be affecting. Students can get in groups and role play opposing sides of an
argument. This idea of Values Thinking could stretch farther than just one lesson or activity Values Thinking could be taught over a week, with minilessons
about understanding different points of view, perspective, and respect for other culturescouldcomeintoplay.Havingstudentsthinkabout howtheyimpactthe
world and how their beliefs impact others is an important theme to keep going for a while, to really get the idea into studentsheads.Weneedtobemindfulof
ourselvesandthephysicalandpsychologicalimpactwemakeonthisearth,andlessonscenteredaroundValuesThinkingareagreatwaytostartthatlifestyle.
InquiryQuestions
:(testableinthehereandnow)
1. (toexplore)Whatiscomposting?
a. Whatcanbecomposted?
b. Whatcantbecomposted?
i.
Why?
2. (toelaborate)Iscompostinggood(orbad)fortheearth?/Whatarethebenefitsordrawbacksofcomposting?

Keyvocabulary
:
Compost
Organism
Organic/OrganicMatter
MicroOrganism
Chemical
Waste/FoodWaste
Decompose
Mulch/Soil
Nutrients
Carbon
Nitrogen

Materials
:
FieldTripform
ScientificNotebook(1perstudent)
Madefromcomputerpaper
WholeClassArtProject(eachstudentcontributes)
worksheet/outlineofcompostableitem
VocabularyWorksheet
SpellingWorksheet
BrownandGreenWorksheet
LayeringWorksheet

Opening (state objectives, connect to previous learning, and make relevant to real life): Second grade is a time when students are learning all of the fundamentals of
science, and the activityandlifestylethatrevolvesaroundgardeningandcompostingisagreatway tomaterializewhatstudentsarelearningin theclassroom. Thisentire
website will not only focus on teaching students how to compost, but will also allude to the overall topic of sustainability. Sustainability is sucha broad topic, and is
difficult to define.Throughtheuseofthiswebsiteandit'slessons/activities,studentswilllearnthatsustainabilityisconnectedtothe environment,oureconomy,politics
and culture. Sustainability is a priority interestnotonlyforpeoplewhogetpaidtotalkaboutit,butitisalsoimportantforstudents tobeawareof,aswell.Everythingwe
need to live depends on the earth around us, and if we destroyit,wedestroyour livelihoodaswell.Weneedtotakecareof theearthnotjustforourselves,butforfuture
generationstocome.This iswhycompostingcanbe so important,yetsuchaneasythingforyoungstudentstodoandtounderstand.Compostingisntjustatrendorhip
thingtodoithelpsourearthssoilbecomemorebeautiful,healthyandstrong.Ifwehavetowastefood,wemightaswelldoitinasustainableway.
5DayUnitOverview
:(TuesdayMondaysostudentshaveaweekendtofinishtheirWholeClassartcontribution)
(LGsareBloomsTaxonomyrelated)
1. Day1,TuesdayQuestion,introduction,lecture
LG (Learning Goal):
Today is all about lecture! Sounds like a boring time, but when it comestocomposting,there's nowaythatcouldbepossible.Bytheendof
thisunit,studentswillhaveaplethoraofinformation on composting.Theywillknowit'sbenefitsandtriumphs, andwillbeable toexecutethem.Thislessonplan
below outlines a 5 day unit that teaches second grade students about composting. Below that lesson, there is another lesson titled "Do the RotThing,"thatcan
and should be used as a supplementary unit, asmanyof thetopicscoveredinthelessonplanmatchwithwhat iswrittenbelow.Overall,studentsshouldexit this
unit with knowledge onUNDERSTANDINGcompostinformation,wheretocompost,andwhyit'sdone.Ultimately,studentswillhavetowriteasimplenarrative
aboutwheretheycancompostintheirlivesandhow.
2. Day2,WednesdayActivity&FieldTriptocompostingfacility
LG:
At the endoftoday,studentsshouldbeable toparticipateinadiscussionaboutwhat theysawatthecompostingfacility.Bydiscussingwhatthe studentsjust
saw earlier intheday,theywillbetterremember itforthedays tocome.ByEVALUATING theresources infrontofthematthefacility,studentsshouldbe ableto
justifytheiranswerwhenasked,"Whatgoesintoacompostbin?"
3. Day3,ThursdayBrownsandGreensActivity
LG: By the end of today'slesson,students willhaveCREATEDaposterasawholeclassthatdetailswhat goesinacompostbin.Bytheendofthe lesson,students
shouldbeabletoansweranyandallquestionsontheingredientsofacompostbinwithease.
4. Day4,FridayLayeringActivity&workfrom...Rotlessonplan
LG: By the end of today's lesson, students will be able to ANALYZE why layers are important in composting, and will be able to connect their previous
understandingofgardeningintocomposting.
5. Day5,MondayWholeClassArtProjectFinalization
LG:
It's finally the end ofcomposting week! By now, students have gathered so muchinformationaboutcomposting,haveannotatedarticlesabout composting,
and have even seen composting for their very eyes. They know what it is, why it's done, and how to do it. Today is all about celebrating the student's art. To
complete this lesson, each student must contributeapieceofartthatwillbeincludedintheclasscompostbin.Tohavesuccessfullycompletedthisunit,students
should be able to participate/ REMEMBER facts in a discussion about compost. Plus, this is the day they get to build a compostbinwiththeirwholeclass!Not
onlyaretheymakingart,theyarereallymakingacompostbin.

Day5LessonPlanDescription/Introduction/Project/Assignment
OrderofEvents:
Sendhomefieldtripforms
Makearrangementsforfieldtrip@facility&forbusses,chaperones
CenterthisweeksvocabularyoncompostingkeywordstobesenthometoparentsTuesday,dueonMonday
GathersuppliesforWholeClassArtProjectonbulletinboard
Gathersupplies,materials,informationforstudentsindividualcompostthemedScienceNotebooks
VocabularyWorksheetforTuesday/Day1
BrownsandGreensWorksheetforWednesday/Day3
LayeringWorksheetforThursday/Day4
PrepareCompostingPowerpoint
Engage
Day1
Tuesday

TeacherWill
:
Setgoalsandstateobjectives
Poseaquestiontotheclass
Whoknowsanythingaboutcomposting?
Does anyone know what composting is and share
theirinformationwiththeclass?
ShowCompostPP
Inclassvocabreview,spellingpractice
Introduce5dayproject

StudentWill
:
Listentogoalsandobjectives
Answerwhenasked,
Whoknowsanythingaboutcomposting?
Does anyone know what composting is and share their
informationwiththeclass?
ViewcompostPP
Participateinclassreview,spellingpractice
Listento5dayproject

CoTeaching Strategy/Differentiation Videos such as the Peppa Pig video listedon the resources page of the Weebly may help students get the idea of
composting if they have no background knowledge. Be sure to center around Futures Thinking today.Compostingisallabout FuturesThinkingwithout
it,studentswouldnotbeabletolookbacktotheirdiscardeditemsto useascomposttomakebeautifulsoilinthefuture.Todayis allaboutlecture!Sounds
like a boring time, but when it comes to composting, there's no way that could be possible. By the end of this unit, students will have a plethora of
information on composting. They will know it's benefits and triumphs, and will be able to executethem.Thislesson plan belowoutlines a5dayunitthat
teaches second grade students about composting. Below that lesson, there is another lesson titled "Do the Rot Thing," that can and should be used as a
supplementary unit, as many of the topics covered in the lesson plan match with what is written below. Overall, students should exit this unit with
knowledge on UNDERSTANDING compost information, where to compost, and why it's done. Ultimately,students will have to write asimplenarrative
aboutwheretheycancompostintheirlivesandhow.
Explore
Day2
Wednesda
y

TeacherWill
:
Takestudentsonafieldtriptoalocalcompostingfacility

StudentWill
:
Participateinafieldtripatalocalcompostingfacility

Explain
Day3
Thursday

TeacherWill
:
StudentWill
:
Make a compostable/ noncompostable inclass poster
Participateintheclassactivities.
(example:Article8)
BrownsandGreensActivity
Passout1worksheettoeverystudent

CoTeaching Strategy/Differentiation At the end of today, students should be able to participateina discussionaboutwhat theysawat thecomposting
facility. By discussing what the students just saw earlier in the day, they will better remember it for the days tocome.ByEVALUATINGtheresourcesin
frontofthematthefacility,studentsshouldbeabletojustifytheiranswerwhenasked,"Whatgoesintoacompostbin?"

CoTeaching Strategy/DifferentiationBesuretoprovidestudentswith informationfromthemanyresourceslistedontheresourcespageoftheWeebly.

There are many videos and articles for them to view! By theendoftoday'slesson,studentswillhave CREATEDaposterasawholeclassthatdetailswhat
goesinacompostbin.Bytheendofthelesson,studentsshouldbeabletoansweranyandallquestionsontheingredientsofacompostbinwithease.
Elaborate
Day4
Friday

TeacherWill
:
LayeringActivity
Passout1worksheettoeverystudent
Now students know what materialscanbeputintoacompost
(becauseoftheBrownsandGreensactivity)
In this activity, students learn what goes where and why,
elaborating on the factsaboutcompostingmaterialsthatthey
learnedaboutthedaybefore

StudentWill
:
ParticipateintheLayeringActivity
ReadandannotateanarticlelistedontheresourcespageoftheWeebly

CoTeaching Strategy/Differentiation Todays lesson is all about layering! There are many layers to compost, and this is where students can really
understand what goes into a compost and why. Provide them with videos about composting and let them read and annotate the articles listed on the
resources page of the Weebly. By the end of today's lesson, students will beabletoANALYZEwhylayers areimportantincomposting,andwill beableto
connecttheirpreviousunderstandingofgardeningintocomposting.
Evaluate
Day5
Monday

TeacherWill
:
FinalProjectSharing
WholeClassArtProjectfinalization
Unitexitticketcomposingthroughtheeyesofastudent

StudentWill
:
Sharetheirfinalartproject
Takehomeexitticket

CoTeaching Strategy/Differentiation One ofthe mostfundaysofthelesson,besides thefieldtrip!Allowthestudentstosharetheirthreeitemstoaddto

the class compost andpinthemtoaboarddecoratedtolook likea compostbin. It'sfinallytheendofcompostingweek!Bynow,studentshavegatheredso
much information about composting, have annotated articles about composting, andhave evenseencompostingfortheirveryeyes.Theyknowwhatitis,
why it's done, and how to do it. Today is all about celebrating the student's art. To complete this lesson, each student must contributeapieceofart that
will be included in the class compost bin. To have successfully completed this unit, students should be able to participate/ REMEMBER facts in a
discussion about compost. Plus, this is the day they gettobuildacompost binwiththeirwholeclass!Notonlyaretheymakingart, theyare reallymaking
acompostbin.
Closing/Student Reflection/Reallife connections: Food waste is a huge sustainability topic that students and adults should be equally aware of, and this 5day lesson
plan/ unit will help students realize how to live sustainably through composting. Composting is a great way to give back to the earth. Ask students tothinkaboutways
they can compost in their school,athomeor intheircommunities.Usethisasaunitexitticket,andaskstudentstomake both roughdraftsandtoturn infinalcopiesthe
next class period.Allowing them to take the assignment home can open them up toconversationsaboutcompostingwith parents,whichcouldinturnactuallygetsome
parentstorequestfreecompostbinsfromthefacilitythatthestudentsvisited.Compostingiseasyandfunandcanbesuchahelptotheenvironment.