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.”
