The Adventures of Herman
www.urbanext.uiuc.edu/worms
Northern Plains Agricultural Research Laboratory
www.sidney.ars.usda.gov
Soil by Karen Bryant-Mole
It’s Easy to Have a Worm Visit With You by Caroline O’Hagar
Squirmy Wormy Composters by Bobbie Kalman and Janine Schaub
Earthworms by Terry Jennings
Compost Critters by Bianca Laries
Soil Conservation by Norman Hudson
McGraw Hill Science Textbook
Soils Science Kit distributed by National Science Resources Center
April 3, 2008
I Am Soil
I am soil. I am important.
I wonder why I am made out of so many things.
I hear the sound of water sprinkling on me.
I see plants growing on me.
I want more plants planted on me.
I am soil. I am important.
I pretend to be a soil hero.
I feel the gentle touch of hands lifting me up.
I touch roots of plants.
I worry that their might not be enough of me to go around.
I cry because I am not a home to many earthworms.
I am soil. I am important.
I understand I help plants grow.
I say I am good at my job.
I dream of saving the world.
I try to help my community.
I hope I can really make a difference.
I am soil. I am important.
April 3, 2008
I Am an Earthworm
I am an earthworm. I’m slimy.
I wonder if I’m a boy or girl.
I hear the crumbling of dirt.
I see soil all around me.
I want to take over the world.
I am an earthworm. I’m slimy.
I pretend to be a diamond incrusted necklace.
I feel squashy like a slug.
I touch the minerals in the soil.
I worry that I might get eaten.
I cry that I might get stepped on.
I am an earthworm. I’m slimy.
I understand that I’m dirty.
I say that I help the environment.
I dream to be a parent.
I try not to get trampled on.
I hope to president of the worm world.
I am an earthworm. I’m slimy.
April 3, 2008
I Am Soil
I am soil. I am not edible.
I wonder how many kinds of me there are.
I hear earthworms digging all around me.
I see roots using me.
I want to know what roots connect to.
I am soil. I am not edible.
I pretend to rule the world.
I feel crumbly sometimes.
I touch the green grass above me.
I worry that third grade boys will smash me.
I cry that people look down to me and think that I am not important.
I am soil. I am not edible.
I understand I am a thick layer of ground.
I say some creatures eat me.
I dream I could be a human.
I try to help roots live.
I hope I can help as many plants as possible.
I am soil. I am not edible.
April 3, 2008
I Am an Earthworm
I am an earthworm. I’m pink.
I wonder if I am important to earth.
I hear myself searching through soil.
I see other worms around me.
I want to be proud of myself.
I am an earthworm. I’m pink.
I pretend I am not just an earthworm.
I feel ticklish.
I touch soil when I travel.
I worry that I will get hurt by a human.
I cry because I am scared.
I am an earthworm. I’m pink.
I understand that I am important.
I say I’m small on the outside but big on the inside.
I dream that I won’t get hurt.
I try to be careful in a big world.
I hope I can make friends.
I am an earthworm. I’m pink.
Part of the third grade SCOS in third grade science is on soil. We explored sand, humus, clay and how they contribute to various soil types. As part of the project, we place garden soil, some shredded newspaper in a plastic bin and dump in a bunch of earthworms. After a tending them for a few days, each pair of students are given two earthworms and a small amount of soil in a plastic bag (with air holes of course). Students add small bits of fruit, vegetables, and plant material to the bag and then seal it up. We call these our “worm nurseries.” As students observe the bags for 5 weeks, they notice that the plant material and other tidbits begin to disappear. When the bags are opened, there are usually at least two or additional worms. They name their worms, gently examine them, and write down their observations (length, color, activity). At the end of the unit, we have a “worm release” party in the woods behind our school. Students have learned so much that they know how to scout out a patch of loose soil, cover them with leaves (have to watch for hungry birds), and offer warning to stay underground the best they can when it rains. They also learn a lot about soil and how much animals (and that includes us) and plants are dependent on good healthy soil to sustain life.
PLAN: As part of my daily read aloud, I read Atlantic byBrian Karas. We discussed the language used and charted descriptive words and phrases. After this activity, I asked whose voice was telling the story. At first, they were confused and just said it was a narrator. I went back to some of the “I” passages and read them again. They were instructed to talk further about these passage with their negihbor for 1 minute. When discussion resumed, most of the students had determined that the ocean was the voice of the story.
The soil/earthworm investigations served as multiple MINI LESSONS. I began the poem project as a literature connection. I inivited my students to give a voice to either soil or earthworms. It was a big deal that the correct term “soil” was used rather than dirt. Since students had learned about how vital soil and earthworms are to the environment, we talked about what they might say to humans so that their importance would be better understood. Other than playing with the earthworms, this was the most engaged I had seen them all year!
To introduce the idea of an I Poem, I shared my writing about wolves. Then we talked about which science topic we could use as a class writing project. We chose the sun (from a previous science unit) and then began brainstorming everything we knew about this huge star. Students worked in groups with a blank copy of an I Poem as a reference. We then came back together and shared ideas. One group’s line might be chosen, or two groups put their ideas together. After two days of working and reworking the poem, the class felt like the sun hand something to say! They paired up to read their poem, line by line, to the kindergarten class they partner with for reading buddies.
For the next step, I asked each student to choose either soil or earthworms as their inspiration for their own personal I Poem. Students used both the sun model and a blank model to help them with their writing. As part of the project, they had to read their poem to at least one other class member for revision. I assisted with editing (mainly spelling), then they had to read the poem aloud to me. The final draft was word processed in our computer lab.
Each student read their published draft to the class. They are proudly posted on a bulletin board titled “Earth Voices.”
Looking at the projects that were presented, I think the first thing that really caught my attention was how personal they were to the women that created them. While I was working on my own project, I can’t believe how involved I became with my subject, but my approach was strictly from the standpoint of creating a good working model for future classroom use. The projects,on the other hand, went WAY beyond anything I could have imagined creating because they were so personal. These projects had heart! They were created with a sense of passion and/or conviction. The multigenre pieces were creative, informed and so well thought out.
I loved the box of documents that were created for learning about Abraham Lincoln. But to go to the trouble of finding a box from the same time period – unbelievable!
The butterfly project was a lot of fun. I was trying to figure out how I could use it in my own room, but butterflies are not in my grade level’s SCOS. But then I figured out that it would be a great way to research poetry about butterflies – that would put it in my Language Arts strand.
Those that created projects based on family members were especially memorable because of the love and attention that can only be given to something so personal. Beyond a multi genre project, pieces of history were archived – that is powerful.
What really caught me up was the Elvis project. I looked at this from such a scholarly point of view (I am feeling so fuddy duddy about my approach), that I forgot how whimsical and fun the subject matter could be. Kids love music and anybody wearing a gold lame’ suite is going to get their attention. This gave me the idea of having my students research different musical artists associated with time periods or events in my social studies strand.
I came away from the presentations feeling inspired. I couldn’t have learned more had I been at an all-day workshop on the topic of multigenre projects. This was a ton of fun, but mostly, it was an incredible teacher resource.
I am a wolf
A beast, an evil enemy
Killer of children
Frightening, dangerous
Fear me
Tame me if you can, I’ll be your pet
This wolf, I am not.
I am a wolf
My long lanky legs spirit me away for endless miles
Wide webbed feet paddle against the current of the river
I rest, balanced atop sharp claws on the frozen tundra
My ears hear the snap of a twig and the breath of a field mouse
My eyes see into the pitch night what yours cannot.
I am a wolf
Humankind is not my prey
For you I fear
Elk, moose, deer, rabbits, rodents
Of these, the frail and infirm I track
My prey is not for the strong, but for the weak.
I am a wolf
I howl and my howl is my song
Listen closely
Hear it’s music and the innuendos of your own language
My howl is my song, my conversation.
I am a wolf
I have a family—a pack to which I belong
We hunt together
Eat together
Raise our pups together
The stronger, powerful ones are our leaders
They help protect this family that I love.
I am a wolf
My family and your family once were friends
We are alike, you and me
See my footprints in the soft mud
Hear the psalm of the lone wolf
We mean you no harm
This wolf, I am.
Inspired by Kingdom of the Wolves by Scott Barry
There was so much information, that frankly, I am just stinking overwhelmed. I have a thousand ideas on how I could incorporate this into my content areas, but realize it will not happen this year given the time left in this school year and the preparation required. But, I am really excited about using this project because it allows students to use different forms/mediums of genres to interpret their research on a topic of their choice (this being a critical point of multigenre projects).
This approach to research has the flexibility to allow students to choose a topic of interest, conduct research using a variety of genres (fiction, newspaper articles, internet, reference materials, interviews, etc) and then present their findings through the use of their own self-selected genres. It makes so much sense because they are referencing a model (whether it is a newspaper article or interview) which then allows them to write in that genre themselves.
This approach also fits perfectly with the “higher level thinking” that is expected from our students. Multigenre projects must first allow students some time to brainstorm and then reflectively choose a topic. The goal is that the project will be student-oriented rather than teacher-oriented so it is process based – children working at different ability levels at different paces. Students will need notebooks with pockets for organizing research notes, clippings, pictures, sketches, and all sorts of odds and ends. The teacher needs to have a timeline/schedule of how she will help guide students in their research efforts, provide mini lessons, and conference with them individually. Though process is important, there is the practicality of having a point where students are finished with the project. Both students and parents should have an advance copy of a rubric so that expectations are clearly understood. Also in terms of parent involvement, they need to know what the project is and why it is important. There might be areas in which they can participate (provide an interview, share family memorbilia or expertise in an area). Teacher conferencing, peer conferencing, writing, editing and publishing can culminate in an oral presentation to the class or some other audience. Students need to know in advance who their audience will be such as a class, publishing over the internet, or a parent program.
I had this really great idea of what I wanted to do for my multi-genre project, but I realized that I would need to use this as a model for my own class, and well, the subject would have been more suitable for high school and I doubt I will be doing that. At a complete loss of what to do, I fell back on a tried-and-true idea that has never failed to work for me. I choose a subject or topic that I really don’t like. I started doing this during an art course where I was assigned a research project on an artist of my choice. I didn’t know where to start, but in looking over a list of possible choices I came across a work entitled, “How to Explain Pictures to a Dead Hare” by Joseph Beuys. Well, being the animal lover that I am, I was appalled and creeped out. Beuys was a performance artist in the 1960s and did some really bizarre stuff in the name of art. When I finished the paper, I still didn’t like his art, but I was completely fascinated with the man and his story. All of this to say, when reevaluating where I needed to go with the project, I decided to go the route of mathematics (yuk). Since we know that girls need to be more involved in science and math, I went in search of a woman who made an impact in the field of mathematics. I have found the coolest topic for my multigenre project – Countess Ada Byron (as in the poet) Lovelace who is considered to be the founder of scientific computing, or in other words, she understood the logic of what would come to be known as a general use computer and even included notes on computer generated music. All of this way back in 1842! My biggest concern is finding enough genres, but I am so hooked, I will figure it out. I hope this provide an interesting and inspiring model of a multigenre unit to work with my students on next year. And, depending on the grade I am teaching, part of our brainstorming might include topics, events, or people that students might feel are worthy of research. If they do choose this route, I think it could really great learning experience. I have come to understand that just because I might not like or agree with something, does not mean there isn’t room for understanding, and just maybe, coming to at least appreciate it to some degree.
In thinking about the types of genres that I have taught, I can’t help but realize how many there are that I have not even considered. We have done several visual ones (collages, illustrations, comic strips, different forms of art) and a good amount of narrative (haiku, cinquain, letters, diaries, scientific writing, etc). But, I do a pretty sizeable unit on traditional literature (legends, myths, fairy tales, fables). We are just coming up on fairy tales and I think it would be fun to try the CD cover and advice column as part of this unit. I am thinking about giving students the choice of CD of DVD cover. For the CD cover, they could make up titles of songs that might be included in a movie or play based on a fairy tale of their choice. For the DVD cover, they could illustrate a movie inset. I was also thinking that they could make movie posters with posted showing times and use these to help talk about elapsed time. As for the advice columns, I think we can come up with a list of problems that characters in the fairy tales experience (nasty step-mothers, too many chores, huffing-puffing wolves). Students would work in pairs – one could write a letter seeking advice for the problem and the other could give the advice. I am trying to figure out how to incorporate this idea into a classroom newspaper (lots of great ideas for headlines – “Three Pigs Forced to Relocate,” social column “The Prince is Giving a Ball, and real estate – “Darling Gingerbread/Candy cottage for Sale – Must See to Believe.” Lots of good ideas from these sites/articles.
