Wiggle Worms

Designed by: Helen McGough, Arden Elementary Helen McGough, Arden Elementary

1) Core Curriculum Objective(s):

Statistics: 1) Collect data by counting, measuring, or surveying. 2) Formulate questions based on data 3) Organize record, and communicate data 4) Read and interpret information from tables and graphs to make comparisons and answer questions.

Grade Level: First     Subject(s): Math

2) Overview:

After reading Chick and Duckling in the Macmillan/McGraw-Hill reading series, students will explore worms. Students will work within groups to discover what environmental condition worms like best. They will collect the data from each group and analyze the results. They will formulate questions to ask each other about what their worms did in the experiments.

3) Focus/Essential Questions:

How do you collect data? How do you organize your data? How do you tell others what you've found? Can you ask others questions about what you've learned?

4) Time Frame:

Approximately one sixty minute math period

5) RESOURCES/MATERIALS:

Chick and Duckling in the Macmillan/McGraw-Hill reading series
Tub of worms from the bait store - worm cutouts (enough for each student to have at least four)
Magnifying glasses

For Each Group:

6X6 piece of sandpaper and smooth paper
3X5 card
flashlight
wet paper towel and dry paper towel
cold paper towel and hot paper towel
four 12X18 sheets divided in half for charts
label
- one rough /smooth
- one light / dark
- one wet/dry
- one cold/hot

6) CULMINATING ASSESSMENT:

Students will correctly create a graph showing how worms choose environmental conditions. Students will record and analyze the graphs correctly. Students will correctly formulate and answer questions about their results. Teacher will use attached rubric.

7) INSTRUCTIONAL ACTIVITIES:

Teacher will read Chick and Duckling from the Macmillan/McGraw-Hill reading series. Students will discuss the story. Teacher will ask them to notice the worm in the story. Go back through the story and identify what the worm is doing in each illustration.

Explain that today we are going to find out what worms like, chart that information, and ask questions about what we find out about worms. Ask them to remember how they collected and reported the information about the watermelons. Review.

Since I use this lesson during the second week of First Grade, I assign the group roles. If I were using this later in the year, they would decide this within the group. I assign each child to a day of the week. On that day they are in charge of their group, they handout and retrieve materials, etc. It also provides an easy way to assign group roles. Tuesday's student will collect materials for the group. Wednesday's student will be in charge of giving out materials. Thursday's student will make sure everyone posts his or her findings on the correct chart. Friday's student will be in charge of the experiments. Monday's student will be in charge of cleanup.

Teacher will explain that they are going to use real worms today. Give each student a chance to hold one of the worms. Let them have time to observe the worms with a magnifying glass. Explain how they are going to watch their worms make choices and report that information to the class.

First they are to put the smooth paper and the sandpaper side by side. Set the worm in the middle and watch. Discuss with the group what they see happening. When they make a decision, ask them to write their name on their worm cut out and place it on the correct side of the chart Smooth /Rough.

Next give each group a 3X5 card to fold in half to make a dark tent, and a flashlight. Explain that they are going to see if their worm chooses the light side or the dark side. Teacher will demonstrate how they are going to use the flashlight. The students will set the worm in the middle and watch what happens. Discuss with the group what they see. When they are sure, ask them to put their worm cut out on the correct side of the Dark/Light chart.

Continue in the same way for the next two experiments. Monitor and remind them to watch and let the worm make his choice. Remind them to chart their information correctly.

After all the planned experiments are completed, ask them if there are other things that they would like to see their worm make a choice about. Try any good suggestions.

When the experiments are completed ask them to look at the charts and discuss what they see. What do the charts tell them? What choices were made? Ask them to formulate and ask questions about what they see on the charts. Encourage others in the class to answer the questions.

After the groups have discussed the results, post the charts in the hall. Compare them to the other first grade classes. Did they get the same results? Discuss any differences or similarities.

Guided Questions:

What does your worm look like?
How does your worm move?
Do you think the worm will like the smooth or rough side?
Why do you think he chose that side?
Do you think he will like the light or the dark better?
Which would you like?
Which do you think the worm will like the wet or dry side?
Do you think the worm will like the hot or cold side?
Did everyone's worm make the same choice as yours?
What did you learn about worms today?
Do you think this will change the way you look at a worm the next time you see one?

Extensions:
Make the recipe for mud pie and eat gummy worms. Discuss the sequence. Copy the recipe to take home.

Visit the web site Worms: http://www.nj.com/yucky/worm/ go to Teaching with Worms

Invite a gardener that uses worms in his compost pile to visit.

Videos:

The Magic School Bus Meets the Rot Squad by Joanna Cole

The Puzzle of the Rotting Log - MBG Learning Network; color 12 minutes. (K-3)

Earthworms: Nature's Soil Builders - Stanton Films; color 11 minutes (K-6)

District Film:

MP4-0651 the Life Story of the Earthworm

Books:

Wonderful Worms by Linda Glaser
Exploring Earthworms with Me: Simple and Fun Experiments to do With Earthworms by Jane Hoffman
It Could Still be a Worm by Alan Fowler
Squirmy, Wormy Composters by Bobbie Kalman & Janine Schaub
Worms Eat My Garbage by Mary Appelhof
Worms, Wonderful Worms by Kathie Arkinson

Put vocabulary on worm cutouts and place them in the writing center.

Sort, count, and measure gummy worms. Graph the results.

Create math problems with plastic fishing worms.