SCIENCE SAMPLER
science content connections and helped students
translate their interests and life experiences into sci-
entific investigations. n
References
Barton, A.C. 1998. Feminist science education. New York:
Teachers College Press.
Fusco, D. 2001. Creating relevant science through urban
planning and gardening. Journal of Research in Science
Teaching 38 (8): 86077.
Indiana Department of Education. Indianas academic stan-
dards and resources (K12). www.indianastandards.org/
standard.asp?Subject=sci&Grade=6&Standard=3>
Kwan, T., and J. Texley. 2003. Inquiring safely: A Guide for
middle school teachers. Alexandria, VA: National Science
Teachers Association Press.
Moll, L.C. 1992. Bilingual classroom studies and community
analysis: Some recent trends. Educational Researcher 21
(2): 2024.
National Research Council (NRC). 1996. National science
education standards. Washington, DC: National Acad-
emies Press.
Texas Education Agency. 2009. Texas essential knowledge
and skills, science, grade 7. http://ritter.tea.state.tx.us/
teks/scienceTEKS.html.
Tomlinson, C. 1999. The differentiated classroom: Respond-
ing to the needs of all learners. Alexandria, VA: Associa-
tion for Supervision and Curriculum Development.
Upadhyay, B.R. 2006. Using students lived experiences in an
urban science classroom: An elementary school teachers
thinking. Science Education 90 (1): 94110.
Resources
Stream tableswww.enasco.com/science/Earth+Science/
Stream+Tables+&+Soil+Erosion
Nicole Beeman-Cadwallader (nbeeman@umail.
iu.edu) is a former middle school teacher and
currently a doctoral student, and Cassie Quigley is a
former middle school teacher and currently a doctoral
candidate, both in the Department of Curriculum
and Instruction and Science Education at Indiana
University in Bloomington, Indiana. Gayle Buck is an
associate professor in the Department of Curriculum
and Instruction and Science Education at Indiana
University in Bloomington, Indiana.
46 SCIENCE SCOPE
A suggested project-based
environmental unit for
middle school: Teaching
content through inquiry
by Kristin Cook and Ingrid Weiland
Recent science education reform efforts for adoles-
cents have attempted to engage students in science
by using project-based instruction (Rivet and Krajcik
2008). The features of project-based learning (PBL)
are consistent with the learning needs of many types
of students and hold promise as an effective tool for
teaching complex topics such as environmental is-
sues. The goal for this project-based waste manage-
ment unit is to help teachers improve students un-
derstanding of their local environment through a
relevant, inquiry-based approach.
Research has shown the benefits of using a PBL
approach to include deeper understanding of the
subject matter, increased self-direction and motiva-
tion, and improved problem-solving abilities (Blu-
menfeld et al. 1991). Active, social learning is central
to inquiry-based recommendations, and cooperative
interaction is at the foundation of the PBL strategy.
Furthermore, in the PBL approach, teachers act as
facilitators to student learning. Students have access
to technology in the classroom that allows them to
explore and guide their learning, organize their work,
and manage their time. This sort of learning environ-
ment, coupled with substantial teacher support, has
the potential to greatly enhance student participation
and engagement with environmental issues.
A project-based approach to teaching
waste management
Session 1 (one class session): The unit began
with a KWL (know, want to know, and learned) about
waste management. Students stated they wanted
to know how long certain materials take to break
down (e.g., plastic, Styrofoam). Several students had
moved to the United States from different countries
and shared what their home countries do with their
trash. The KWL elicited students prior knowledge
 SCIENCE SAMPLER

on the topic and provided a framework to refer to

throughout the unit. Waste collection for each garbage
Students were shown slides of U.S. landfills and bag based upon national
were asked to list in a journal what kinds of waste FIGURE 1 EPA percentages for average
they saw; students used the journals throughout the household waste (U.S. EPA 2006).
unit. Students shared their observations with their
group (six groups of five are recommended)) and Total MSW generation2005
brainstormed possible ways to reduce waste. Students (before recycling = 246 million tons)
listened to each others ideas and proposed a variety
of solutions to the problem. One student asserted, If Other
people throw away stuff like scrap metal, just give it Yard Food 3.4%
away so that people turn it into useful things, or give trimmings scraps
13.1% 11.9%
it to artists that can turn it into sculptures. A second
student said, Another solution is to not only reuse, Wood
5.7%
you can bring your own container to McDonalds, you
can save money, but you also save your environment.
It is important that teachers take time to discuss the
feasibility of the proposed solutions. Teachers should Paper and
elicit from students obstacles such as resource limita- paperboard
Plastics
tions and sanitation standards so as to explicate the 11.8% 34.2%
complexity of managing waste.
Session 2 (one or two class sessions): Using
Rubber, Metals
the KWL as a guide for inquiries, students began to
leather, and 7.6%
explore what people discard in their trash. During textiles
the second week, students classified, weighed, and 7.3%
compiled data on an average households weekly Glass
waste. The instructor collected one garbage bag of 5.2%
personal garbage for one week and sterilized plastic, In each bag:
metal, and glass items in the dishwasher to remove Plastic: 6 items
remnants of organic material. Personalized labels Glass: 3 items
were removed from mailings as well. For safety rea- Paper: 15 items
sons, the items used should not have any sharp edges Aluminum and steel cans4 items
or glass. Teachers should have five bags (one for each Rubber, leather, textiles4 items
group of six students) for a class size of 30; the bags Food scrapsthese were not included for sanita-
can be reused for each class period. See the materials tion/safety purposes, however teachers should
list in Figure 1. Students were provided sterile gloves note that organic material (wood, yard trimmings,
(check with students beforehand regarding latex and food waste) account for 31% of municipal
allergies), chemical splash goggles, spring scales, solid waste.
and bin containers or paper bags to sort waste into
categories (plastic, glass, paper, and aluminum and
steel cans). It is recommended that teachers bring techniques. Students stated the need to weigh the
in enough materials (one bag per group) to ensure entire bag of garbage, and to then weigh each pile of
that each student plays a role in data collection. The classified materials separately so they could calculate
instructor elicited from students the procedures percentages. They determined that it was necessary
for weighing the classified waste on spring scales to make repeated measurements to verify and cali-
and discussed proper measurements, and students brate the data by weighing the empty containers and
formulated hypotheses about what would account subtracting that weight from the total. Students are
for the biggest percentages of weight, accounted for attempting to find a total weight so that they can see
potential sources of error, and agreed upon recording how much each type of material is contributing to the

A p r i l / M a y 2010 47
 SCIENCE SAMPLER
FIGURE 2 Making a vermicompost bin
Materials for six compost bins
One compost bin can be made per class or one bin
per group. It is recommended that one bin be con-
structed by each class and inquiry activities (e.g.,
decomposition rates, casting production, pH) are
conducted throughout the semester.
2 whole newspapers
1 spray bottle filled with water
6 plastic colored bins (any brand), 15.8 x 10.3 x
7 in.
1 pair of scissors to make holes
1 lb. red worms (available for $24/lb. at www.
wormwoman.com). Worms can also be pur-
chased at a local bait shop.
Instructions
1. Put small holes (about half the size of a paper
hole punch) in the sides of the bin.
2. Shred newspapers into thin strips. Spread a
three-inch layer of fluffed newspaper strips in the
bottom of the bin.
3. Dampen newspapers with spray bottle (do not
soak).
4. Add worms with some organic food (see below
for recommended food). For every pound of
worms, half a pound of food should be added.
Worms should be spread evenly among bins for
each group.
5. Put another three inches of fluffed newspapers
on top.
6. Dampen with spray bottle.
7. The bin should be stored with lid securely at-
tached, preferably in a dark area such as a
closet.
Tips and hints
Do add the following to your worm bin:
Vegetable matter and peels
Vegetables too rotten to eat
Fruit, rinds, and peels
Grains and grain products
Breads
Beans
Coffee grounds and filters
Tea leaves and tea bags
48 SCIENCE SCOPE
Unbleached paper products
Egg shells (well ground)
Do not add the following to your worm bin:
Leftovers heavy in oils, milk products, or any
meats
Meat products and bones
Dairy products
Eggs
Oily foods
Salty foods
Vinegar
Add the following in moderation to your worm bin:
Banana peels (they can be a source of fruit flies)
Pineapple rinds and skins (very acidic)
Citrus fruits in large quantities (acidic)
Small amounts of eggs or cheese (leftovers with
very small amounts of either of these are OK)
Troubleshooting
Make sure you check on your worms regularly. They
are live animals and need to be taken care of. If your
worms are escaping or dying:
1. You bin may be too dry. Spray the bedding (news-
papers) with water or add moist foods (fruits that
have lots of juices).
2. Your bin may be too wet. Add more bedding
(shredded newspaper or any shredded paper).
3. Your worms may need more oxygen. Poke more
holes in the bin or lift the lid once or twice daily.
If your bin starts to smell:
1. You may be overfeeding your worms; stop feed-
ing them for a period of time and aerate the bin
by stirring it with a rake or your hand.
If you notice fruit flies:
1. You are adding too much fruit. Make sure that
the newspaper is covering the food completely. If
necessary, place a sheet of cardboard over the
bedding to reduce insects.
For more information, visit www.wormwoman.com.
 SCIENCE SAMPLER

whole; thus, they will find out that plastics made up

a certain percentage of the whole, as did glass. After FIGURE 3 Samples of student work
sorting the trash and replacing all items in the bag
for the next class, students washed their hands. The
My inspirational lunch box!
instructor disposed of the materials in local recycling
Inside my lunch box I have a carrot, and I am going to
bins after all of the classes had finished.
put it in a compost bin. I am going to put the carrot in
After all groups collected their data, the class as a
a compost bin because it is biodegradable, and so it
whole shared data sets and averaged measurements.
reduces trash. I also have a colorful sandwich, which
When asked how to compile the data in their journals,
is in a reusable plastic container. My spaghetti and
students suggested averaging the data from each trial
meatballs are sitting in another reasonable container,
to obtain more accurate data. When discrepancies were
while being heated by the Sun. I also have a com-
noted, they listed possible sources of error and remea-
pletely reasonable fork, and a completely reasonable
sured if necessary. Students were asked to explain in
knife. They are reasonable because they are metal
writing why the collection techniques were important.
and, once I am done with my metal fork and knife, I
Instructors collected all journals so that responses
will be keeping them. You see, I would probably throw
could be used to gauge if students understood proper
away a plastic fork and knife. It is bad to throw plastic
measurement techniques.
things away because they are not biodegradable.
Session 3 (one to three class sessions): After
discussing household waste disposal averages, the
What is Saturday Science?
discussion turned to how to reduce food waste. Alterna-
Saturday Science is an exciting extracurricular that
tives to throwing away food waste include composting.
teaches you about how to create and raise your own
In this session, students created their own classroom
compost bin where you care for actual worms! In this
vermicompost bins, in which worms break down or-
hands-on program you will learn about waste and
ganic waste into soil. Teachers should provide enough
how it effects the environment. In Saturday Science,
materials for one bin per class and assign students to
you will also learn about the kinds of soil and how
rotate the soil each day. First, students hypothesized
they affect the environment.
about the ability of worms to break down food waste.
They suggested that worm castings could be useful
What is composting, and why should we do it?
for the production of future crops grown in the com-
Compost is created from the breakdown of yard and
posted soil.
food wastes. In a finished product, it is a dark, crum-
Before adding the worms to the bin, students
bly, and earthy-smelling material that appears similar
examined worms in a petri dish using a magnifying
to soil. Composting provides a method to dispose of
glass. Students were asked to make observations of
a large portion of waste in a way that benefits the en-
the anatomy and behavior of the worms. Open-ended
vironment. The Earth is our only life-giving planet. We
inquiry allowed students to hypothesize worm be-
need to save it, not kill it. Trash is one of the biggest
havior and conduct short investigations to test their
problem on Earth. How can we save our only planet?
hypotheses (e.g., students observed worms in the light
Every problem has a solution. We should recycle, re-
versus dark, in moist versus dry environments). It is
use, reduce, and compost.
suggested that teachers talk with students about ap-
propriate care and treatment of the worms (see Figure
Why compost?
2). Also, roles were created for each team member,
Yard waste and food scraps make up 20% to 30%
as some students did not want to handle the worms.
of garbage! Many landfills are filling up and closing.
All students washed their hands after observing and
Finding places to put garbage is a big problem. By
handling of the worms.
composting yard and kitchen waste, you send less
In addition to worm-habitat needs, students re-
garbage to landfills.
searched online to come up with a list of appropriate
items to place in the bin (see Figure 2). It is impor-
tant that teachers guide this inquiry to ensure the
success of the worm bin (e.g., excessive acidic foods

A p r i l / M a y 2010 49
 SCIENCE SAMPLER

would hamper the productivity of the bin). Teachers ers focused on how composting enhances soils (see
should note that if bins become moldy, they should Figure 3). Students produced PowerPoint presenta-
be discarded. Also, misting water rather than pouring tions, brochures, hand-written posters, and creative
in water will help to control the amount of moisture. displays of information.
Hands-on experiences with the compost bins gener-
ated additional questions that were then added to the Conclusion
KWL, and students looked up and discussed vocabu-
The unit can be extended to include a variety of re-
lary words such as biodegradable and organic. At the
quired language arts and science curricula. Some
end of each session, students were also asked to pose
suggestions include writing persuasive letters to ap-
questions in their journals for the next session and
propriate parties regarding students findings and
respond to formative assessment prompts such as
proposing solutions, maintaining journals regarding
the following to demonstrate their understanding of
their experiences with the compost bins, and con-
the topics: How does composting reduce the amount
ducting experiments using the nitrogen-rich worm
of waste going to the landfill? How does composting
castings as fertilizer for plants.
work? Students can then share their responses aloud,
It is imperative that PBL units provide students
allowing teachers to hear from them without reading
with meaningful activities that relate to their personal
each individual entr y. This formative-assessment
experiences. Waste management is relevant to all and
strategy made a continual written conversation pos-
can be adapted for appropriateness of grade level. At
sible between the students and the instructors, which
the middle school level, students can pose questions
formed the basis of curricular modifications.
that are of interest to them, collect and analyze data,
Session 4 (two to three class sessions): As the
engage in lively discussion and debate, and propose
completion of the unit neared and students began to
possible solutions to the problem presented. The
consider their final culminating projects, instructors
engagement level and interdisciplinary nature of this
visited each team individually to discuss which topics
PBL unit make it a worthwhile endeavor for teachers
needed further explanation. Examples of questions
interested in embedding environmental education into
for this formative assessment include the following:
their science curriculum. n
What do your data tell you about how worms can help
process waste? Based on the data you collected, do
you think your worms will be successful in the bin?
References
Blumenfeld, P.C., E. Soloway, R.W. Marx, J.S. Krajcik, M. Guz-
Why or why not? and What data could you collect
dial, and A. Palincsar. 1991. Motivating project-based
to help answer this question? Instructors recorded
learning: Sustaining the doing, supporting the learning.
difficult questions on the board and addressed these
Educational Psychologist 26 (3 and 4): 36998.
as a class. Question investigation was reflected on
Rivet, A.E., and J.S. Krajcik. 2008. Contextualizing instruction:
the continuing KWL chart, and another column was
Leveraging students prior knowledge and experiences to
added (H for how I will learn) to encourage students
foster understanding in middle school science. Journal of
to think about how they will continue to monitor their
Research in Science Teaching 45 (1): 70100.
composting bins in the future.
U.S. Environmental Protection Agency (EPA). 2006. Munici-
In the culminating project, students were offered
pal solid waste generation, recycling, and disposal in the
a variety of materials and chose their own presenta-
United States: Facts and figures for 2005. EPA document
tion media to demonstrate what they learned. An
number-530-F-06-039.
open-ended rubric was offered to allow students to
showcase their preferred learning style. Each student
chose topics related to waste management that inter-
ested them and investigated the topics further via the
internet. Those with similar interests worked together Kristin Cook (kshockey@indiana.edu) and
(groups should have no more than three students), Ingrid Weiland (iweiland@indiana.edu) are both
doctoral candidates/students in the Department of
and proposals for projects were listed on the board to
Curriculum and Instruction at Indiana University in
ensure no repetition of projects. For example, some
Bloomington, Indiana.
students created an eco-friendly lunch box, while oth-

50 SCIENCE SCOPE