SOLE

Sciences of Life Explorations:

Through Agriculture
Grades 4 and 5

Teacher Guide
Unit: Composting for Better Soil
UNIT PLAN

UNIT TITLE
Composting for Better Soil

MONTH
January

GOAL
In this lesson, students will learn about composting: its definition, its effect on soil, how to make
it, and what lives in it.

OBJECTIVES

Students will:
1. Demonstrate understanding of relationships between decision making and the attainment of
goals (NYS Learning Standard 1: Career Development, Elementary 1).
2. Listen to the ideas of others and express themselves orally and in writingin planning a school
composting project (NYS Learning Standard 3a: Universal Foundation Skills, Elementary 1).
3. Gather and interpret information from reference materials on composting (NYS Learning
Standard 1: Language for information and Understanding, Elementary 1).
4. Use traditional structures for conveying information, such as the chronological order of the
lasagna method of composting (NYS Learning Standard 1: Language for Information and
Understanding, Elementary 2).
5. Explore and solve problems generated from a compost project using concrete building
objects (NYS Learning Standard 1: Analysis, Inquiry, and Design: Elementary 3).
6. Understand the attributes of temperature relevant to the composting process (NYS Learning
Standard 3: Mathematics: Elementary 5).
7. Collect and display data from plant germination comparisons (NYS Learning Standard 3:
Mathematics: Elementary 5).
8. Identify ways in which humans change their environment, and the effects of those changes, by
adding compost to the school garden (NYS Learning Standard 4: Science, Elementary 7).
9. Brainstorm ideas and plan a bin model for a compost receptacle (NYS Learning Standard 5:
Technology, Elementary 5).
10. Explore and use a variety of materials to construct a compost bin (NYS Learning Standard 5:
Technology, Elementary 2).
11. Describe components of an ecosystem, illustrating specific components (Food and Fiber
Systems Literacy: Science, Technology, and the Environment, A. 2-3).
12. Describe renewable and non-renewable natural resources, classifying resources used in the
production of food, clothing, and shelter as renewable or non-renewable (Food and Fiber
Systems Literacy: Science, Technology, and the Environment, B. 2-3).
13. Discover how ecosystems regenerate, and analyze the interaction of food and fiber systems
with natural cycles (Food and Fiber Systems Literacy: Science, Technology, and the
Environment, A. 4-5).
14. Identify natural resource management practices that limit pollution, and cite agricultural
practices used to manage and conserve soil, water, and air (Food and Fiber Systems Literacy:
Science, Technology, and the Environment, C. 2-3).
TERMS

The terms are highlighted in Bold throughout the lesson pages

Compost - a nutrient-rich mixture of decaying plants and manure used to fertilize soil. This
word also describes the process of making compost.
Decompose - to break down, rot, or decay
Humus - a dark soil-like material made up of broken-down vegetable and animal matter
Inorganic - composed of matter that is not plant or animal, something that is not and has neveb
been living
Microorganism - tiny organism, such as bacteria, that breaks down organic matter and
cannot be seen without magnification
Mineral - an inorganic substance found in soil that is used by plants and needed for a healthy
diet
Nutrient - a material that provides nourishment (food) and gives organisms energy and helps
them grow
Organic matter - something that comes from living organisms, such as plants and animals

Integrated Pest Management is a specialized form of environmental management wherein

scientific research and real world application work together to reduce pests such as insects,
diseases or weeds.
1. Properly identify pests
2. Learn the pest/ host biology
3. Sample the environment for pests
4. Determine an action threshold
5. Choose the best tactic
6. Evaluate results

SAFETY
General school safety practices.
Safe handling of tools for compost bin construction.
Standards Matrix for this Lesson:

Standards:

English Language
Math/Science/and

Other Languages
Social Studies

Food & Fiber

Technology
Month

HEALTH

Literacy
Unit

CDOS
ARTS
Arts
1 Composting For Better Soil 1: 7,e3 1: 1,e1 III A 2-3

3: 9,e5 3a: 2,e1 III B 2-3

4: 10,e7 1: 3,e1 III A 4-5

5: 11,e5 1: 3,e2 III C 2-3

5: 11,e2

Matrix Key:
NYS Learning Standards arranged by Standard: Category, Level (e=elementary, i=intermediate)
Categories:
1 Career Development 11 Technology
2 Universal Foundation Skills 12 Interconnectedness: Common Themes
3 Language for Information and Understanding 13 Interdisciplinary Problem Solving
4 Language for Literary Response and Expression 14 History of the U.S. and New York
5 Language for Social Interaction 15 World History
6 Communication Skills 16 Geography
7 Analysis, Inquiry, and Design 17 Economics
8 Information Systems
9 Mathematics
10 Science
ADDITIONAL RESOURCES
Compost Critters by Bianca Lavies ISBN: 0-525-44763-6
www.sustainable.tamu.edu/slidesets/kidscompost/cover.html (an online slide show)
www.compost.css.cornell.edu/composting_Homepage.html (go to “composting in
schools”)
www.kidsrecycle.org/composting.php (for teachers)

SUPPLIES AND EQUIPMENT

Students will need access to the Internet, reference books, or other sources.
Materials for compost bin construction (to be determined by class)

BACKGROUND FOR TEACHERS

Composting is a method of recycling as old as time. The Earth composts as a matter of course.
Compost releases its nutrients slowly, over several months or years. As students complete the
activities, they should begin to understand more about the relationship of healthy soil to healthy
plants. For instance, the nutrients humans get from vegetables are a result of the fact that plants
need many of the same minerals, and derive them from the soil.
Composting is also a way to reduce the amount of trash going to the landfill. It is amazing to think
of the amount of food waste that goes into trash bags; it is free fertilizer when used properly. Soil
retains fertilizers better when enriched with compost. Less fertilizer runs off to pollute waterways.
Students will be taught how to compost food scraps and garden waste, producing a product
they can use to enhance garden and potting soil. Compost balances both acid and alkaline soils,
bringing pH levels into the optimum range for nutrient availability. Compost is also a natural
topdressing for lawns.
Tiny organisms, especially microorganisms, do much of the work of composting. Time and
weather are factors, but good microorganism activity speeds up the process. Students will learn
about these organisms.
Compost helps bind clusters of soil particles (aggregates). Soil rich in aggregates is full of tiny
channels and pores that hold air, moisture, and nutrients like a sponge. Compost helps sandy
soil retain water and nutrients that would normally wash right out. Compost particles attract and
hold nutrients strongly enough to prevent them from washing out, but loosely enough so that plant
roots can take them up as needed. Compost also breaks up tightly bound particles in clay or silt
soil, allowing roots to spread, water to drain, and air to penetrate. It alters the texture and structure
of all soils, increasing their resistance to erosion and making them easier to work with and cultivate
(“A Green Guide to Yard Care,” Texas Natural Resource Conservation Commission).
The key to composting is adding a balance of materials. An easy way to do that is to include
‘“greens,” or food and yard wastes such as fruit skins, rotting vegetables, and grass clippings.
This adds active nitrogen. To avoid animal pests and odors, do not add meats, bones, dairy
products, or fats. For best results, add an equal portion of “browns” to provide carbon. Browns
are similar kitchen and yard wastes that have dried out such dead flower stalks, dried leaves, and
shredded paper. Adding paper from your shredder is an excellent way to balance out the amount of
kitchen scraps you use.
Keep the compost moist and always add some garden soil when you begin. Soil contains the
organisms you will want to help the composting process.
Some classrooms may be able to start a composting project at their schools, especially if they are
including an outdoor garden in the year’s activities. Some people have concerns that composting
will attract pests and produce odors. An overabundance of decomposing fruits and vegetables
can cause odor. But when the compost has a good balance of wet to dry, and is turned so that it
is not compacted (greens to browns), odors do not occur or are minimal. For that reason, it is best
to locate a compost pile close enough to your building or home to be usable, but far enough away
to not cause concerns about odors and pests.
Many classrooms that cannot use an outdoor compost pile will try indoor composting, called
vermiposting. Our unit includes a vermiposting lesson. Many Cooperative Extensions and nurseries
offer composting.classes or directions. We hope both students and teachers will consider the
benefits of this ancient method of recycling for themselves.

QUESTIONS FOR STUDENTS

What do you know about composting?

What is going on in the compost pile or bin?
What are microorganisms?
What does healthy soil have to do with me?
Why is compost good for plants?
How can I make compost?
What lives in a compost pile?
INTEREST APPROACH ACTIVITIES

Beginning a Composting Program

A. Preliminary Step:
Discuss with your principal the objectives of a school-wide compost program. State that
teacher involvement will be optional. At an appropriate staff meeting, let teachers know about the
composting unit you will be completing, and that their participation could be as limited or as
involved as each decides.
Read the poem, “Sara Sylvia Cynthia Stout” from Shel Silverstein’s Where the Sidewalk Ends.
This humorous poem is about a little girl who lived with her father and would do anything except
throw the garbage out. As a result, it piled as high as the sky. Your class will love it, and it can be a
springboard for discussion on what else she might have done with the garbage. In the poem, there
is a long litany of items Sara piled high. Students can decide which items would be appropriate for
composting.

B. Beginning a Composting Program:

Guide your students in beginning a school compost program by making posters to educate the
rest of the school.
1. Students make posters:
a. Hold class discussions on what goes into and what stays out of compost
b. Students create posters by either drawing items or cutting out magazine photos.
2. Students teach other classes about:
a. The benefits of composting
b. What goes in and what stays out of compost
c. Opportunities they can be involved in later
3. Place posters in school hallways and classrooms

(For related activities refer to student worksheets #1 & #2)

 Building a Compost Bin

A. Background
1. Applied Science: Building a holding unit.
a. Use any container that will hold organic items as
they break down.
b. Examples: pallets, cinder blocks

B. Brainstorm for ideas with the class

1. Selecting a Composting Unit
a. Describe compost bins you have used or seen.
b. What should our school compost unit look like?
c. What materials and tools would be needed?
d. Can you draw it on the board?
e. Explain which unit best fits our needs.
2. Locating the bin
a. Criteria for placement
i. Aesthetics
ii. Near a water source
iii. Allows for good drainage to avoid standing water
iv. Avoid a place with high winds that may dry out the bin.
b. Student discussion
i. What safeguards can we install to keep out unwanted pests?
ii. Why should we avoid location in a high wind area?
iii. Why is it beneficial to locate the bin near the school, but not in a high visability zone?
iv. Which school personnel should we approach about location?
c. Prior to placement, discuss the bin with the principal and maintenance personnel to avoid
possible conflicts.
d. Other considerations
i. Avoid attracting pests by not adding garbage during winter months.
ii. Assure the school community that the compost bin will be well-maintained so it
won’t be an eyesore.

C. Building the Composting Bin

1. Gather materials with help from students, parents, and school staff.
2. Have students help build the compost bin, with adult supervision and lessons on safety
and tool handling.
3. Demonstrate how to put tools away.
D. Composting Maintenance
1. Collect food waste
a. Participating compost classes will enourage other classes to support the project by
getting a plastic-lined pail with a lid (can be purchased for less than $5).
b. Once or twice a week, their pail will be picked up by the Composting Class and
brought to the compost pile. A layer of green weeds from the school flower or
vegetable garden will be placed on top and then a layer of brown leaves from last
autumn’s raking. If the weather has been dry with little sign of a coming rain, students
should spray it down with water.
 c. Participating classes will:
i. Need a pail with a lid
ii.. Need plastic liners to collect garbage
iii.. Be encouraged to eat fruit for snacks
iv.. If classes not directly involved in composting want to be more involved, allow them
the option of taking their pail to the compost bin themselves.
v. Get the class involved in the solution of smell, for their input and ownership.

E. Additional Information
One of the most important considerations for successful composting is the moisture
content of the ingredients. In general, you want to have a balance between materials with a lot of
moisture such as food scraps (apple cores) and dry materials (leaves, fine wood chips). If the pile
starts to smell like rotten eggs or some other objectionable odor, it may be too wet or compacted
and not getting enough air. Turn the pile with a spading fork or shovel. Still have a problem?
Add some sawdust or straw to provide better drainage. (p51, Monitoring Composting, from
Composting in the Classroom, Trautmann and Krasny, 1998 National Science Foundation).

Composting Concepts: Moisture

A. Since moisture content is one of the key ingredients for composting, we want students to
discover its importance.

B. Materials:
1. Leaves
2. Magnifying glass
3. Zippered sandwich bags
4. Spray bottle of water

C. Leaf experiment
1. Each student should bring 2 green leaves to school
2. Observe leaves with a magnifying glass
3. Insert each leaf into a plastic bag with a student name tag.
4. Seal one bag and leave the other one open
5. Twice a week, mist the leaf that was sealed in the bag, and leave the other one dry.
6. Have students predict what changes they expect to see.
7. Observe and make journal entries of changes in order to compare to initial
hypothesis.
 Making Compost Lasagna

A. Definition: The “Lasagna Method” is a way of structuring a compost system so that maintenance is
minimized and pests are deterred. This method can be used in any bin.
B. Layering technique
1. Alternate green and brown layers, starting and ending with a brown layer.
a. Brown layers should be 2-3 times as thick as green layers. Green layers should be no more than
1-2 inches thick.
b. Brown layers should be shaped like saucers: lower in the center and higher around the edges.
This allows the green layers to be kept to the interior of the pile with no food showing on the
edges.
2. Initial layer: The first layer in the bin should be a loose layer of twigs and branches (stalky material)
that will not compress as the bin fills. The purpose of this layer is to allow air to reach the center of
the pile, which helps with preventing unpleasant odors.
3. “Brown” layers: Made of straw, dried leaves, wood chips, sawdust, or torn up paper. These are
carbon-rich, supplying a critical food source for the decomposing organisms.
a. Helps to balance the moisture in a pile, since the brown materials are much drier than the green
layers.
b. Creates a porous structure that allows air into the center of the pile and allows excess water to
escape.
c. Serves as a visual and physical barrier to pests, by filtering food smells and putting food scraps
out of reach of insect pests.
4. “Green” Layers: These are nitrogen-rich materials, supplying another food source for the organisms.
a. Acceptable greens: food scraps from meal preparation, inedible leftovers, grass clippings that are
too long to be left on the lawn, garden weeds, manure, etc.
b. DO NOT include meat, oily materials, dairy products, or bones. These attract pests to the
compost.
5. Investigative questions for students (answers are in the text above)
a. Why do twigs and other stalky materials go in the bin as the initial layer?
b. What are some of the materials in the carbon-rich brown layer?
c. What is the purpose of the brown layer?
d. What are some nitrogen-rich green materials?
e. Why is it important not to include meats, dairy, oily materials, or bones?
C. Students begin composting using the guide above
D. Routine maintenance
1. Spread the food scraps from the class pails on top of the pile in thin
2. layers, keeping them away from the edges.
3. Cover them with a generous layer of browns.
4. Wash out the class pail and return it to its spot.
5. NOTE: It is not necessary to turn the compost with this layering style, but if you want the
compost finished sooner, you may turn it with forks or other digging tools.
C. Information on the Lasagna Layering technique is taken from Cornell Cooperative Extension of
Tompkins County: Compost Education.
 Composting Concept: Effect of Compost on Plant Germination

A. Teacher Information
1. Students conduct an experiment to discover the effect of compost on plant germination.
2. Materials:
a. Fiber packs or plastic planting trays
b. Compost
c. Garden soil
d. Seeds (Marigold seeds will work well for this project.)
e. Light source (a window or grow lights)
3. Use the suggestions given to set up your own experiment. Use variations to fit your own
needs.
B. Student Plant Germination Experiment
1. Fill fiber packs with each of 3 kinds of soil:
a. Natural garden soil
b. Compost
c. 50/50 mixture of compost and garden soil
2. Label the fiber packs and place them near a light source. Keep them moist.
3. Each student should make his own hypothesis to predict which treatment will have the best
results and why.
4. Track results by keeping a journal.
5. Create a cluster map on the board similar to the one shown on the next page.

(For related activities refer to student worksheet #4)

Composting Concept: Macro- and Microorganisms

A. Teacher Information
1. Expected outcome: Students will understand how microorganisms break down food
particles. This is a key concept in composting.
2. Materials:
a. Orange
b. 1-quart zippered freezer bag
c. Magnifying glass

B. Student Experiment: Macro- and Microorganisms

1. Using a plastic knife, cut several grooves in the peel of an orange.
2. Seal the orange in a plastic bag.
3. Place the bag in an area where it may be observed.
4. Make a hypothesis about what might happen to the orange.
5. Students will take journal notes including date, description, and when the mold begins to
grow.
6. Observe the mold with a magnifying glass.
7. What is going on with the orange?
8. How is this phenomenon similar to composting?

(For related activities refer to student worksheet #6)

A. Benefits of Composting:
Improves drainage
in clay soil
Attracts
earthworms
Benefits of
Composting Contains plant
nutrients and
essential trace
Improves soil elements
structure Suppresses
several soil-borne
diseases

B. Composting Unit Overview

Compost Enriches Garden

Pile

Classroom Pails
Plant
Growing
Weeding Health and Nutrition
Units: Apple Snacks,
etc. Layer Methods
School Garden versus Worm
Method
Compost
Unit
Celebration
Poster Campaign:
Teaching Staff and
Students Classroom
Building Simple
Song or Play
Composting
Units
What to put into Kids dress up
compost and as compost
what not to put in ingredients
 SUMMARY OF CONTENT TEACHING-LEARNING ACTIVITIES

I. What is compost? I. What is compost?

A. Refer to background for teachers in A. Students to discuss the terms Compost
this unit for additional information on and Decompose and answer questions
compost. on this page with peers.

II. What do you know about composting? II. What do you know about composting?
A. This page may be read individually or as A. Students will review what goes into and
a class. Student should complete the what stays out of compost, and complete
activity individually. the activity.

III. What is going on in the compost pile? III. What is going on in the compost pile?
A. This page may be read individually or as A. Students will learn about the terms
a class. Student should complete the Microorganism, Organic matter,
activity individually. Humus, and Inorganic, and complete an
B. An optional compost-in-a-jar activity to identify items that can and cannot
decomposition lesson may be be composted.
included.
IV. What does healthy soil have to do with me?
IV. What does healthy soil have to do with me? A. Students will learn about the terms
A. This activity helps students understand Nutrients and Mineral, and complete an
why vegetables are good for them and activity to identify which are needed by both
why healthy soil (compost) is good for plants and people.
plants and people.
V. Granny’s Compost Recipe
V. Granny’s Compost Recipe A. Students to read and discuss Granny’s
A. Reminds students that composting composting method. They will be
can be a fun way to recycle things that reminded to use layers of greens and
they already have into something good browns, water, and microorganisms
for the soil. from the soil.

VI. What lives in a compost pile?

VI. What lives in a compost pile? A. Students will choose an organism from the
A. In addition to earthworms, many other list to research and prepare a report that
types of organisms live in compost. answers at least one of the listed questions.
Students will find out more about an
organism of their choice.
VII. Review
VII. Review A. Students may read the page individually or it
A. Students are reminded of the four main may be read aloud in class.
ingredients of compost and why they
should turn a compost pile. VIII. Quiz
VIII. Quiz
IX. Vocabulary
IX. Vocabulary
 name____________________________

Student Lesson: Composting for Better Soil:

What is compost?

What do you know about composting?

What is going on in the compost pile or bin?

What are microorganisms?

What does healthy soil have to do with me?

Why is compost good for plants?

How can I make compost?

What lives in a compost pile?

Compost is a rich, soil-like mixture that is produced

when organic matter breaks down. When
compost is added to soil, it adds nutrients that
plants need and improves soil texture. Composting
is a way to make a usable product out of things we
might just throw in the trash!

Do you see anything similar about the two words

compost and decompose?

Have you ever had an apple or peach in your

kitchen that started to get soft and black? It is
decomposing. This means it is changing and
breaking down.

Nature wastes nothing!

Student Worksheet 1
 name____________________________

Student Lesson: Composting for Better Soil:

What do you know about composting?

Composting is a way to recycle things we might throw out, like apple cores, eggshells, dried
leaves and wilted lettuce. We can create a compost bin or pile in our yards. Add “greens” like
kitchen scraps, and “browns” like yard wastes, some water and some garden soil. This is the
recipe for a compost pile! Do not add meat scraps or fats like butter or cheese. Composting
is a simple way to recycle and help plants grow better.

Compost adds nutrients back into the soil; nutrients that plants need to grow and be
healthy. Adding compost to our vegetable gardens means we have healthy soil and healthy
plants. Nutrient rich foods are good for us!

Circle the two items which should not be put into a compost bin or pile.

Student Worksheet 2
 name____________________________

Student Lesson: Composting for Better Soil:

What is going on in the compost pile?

What are microorganisms?

Microorganisms are tiny creatures that live in the soil and feed on organic matter. Organic
matter are things that were once alive, or part of something alive, and will decompose (break
down) over time.
Microorganisms help this process. They eat what we wouldn’t! They will help change a banana
peel into a rich, brown product called humus. Sometimes they are so active, they create heat. A
warm or “hot” compost pile is breaking down rapidly!
Can you think of something that is inorganic - something that is not alive and was never part of
something alive? (Hint: it is in the soil, it is very hard, and it doesn’t drink or eat or change on its
own).
Kayley wants to compost at home. Her stepmother used to have a garden and suggested she and
Kayley start one of their own. Kayley is excited.
1. Circle the items they can add to the compost bin.

2. Cross out the items they can’t use.

Apples Banana Peel Hair

Coffee grounds Fruit Leaves

Eggshells Leftover Chicken Tea bags

Torn paper Vegetables

Onion skins Tomatoes

Mayonnaise (an oil) Pork Chops

Student Worksheet 3
 name____________________________

Student Lesson: Composting for Better Soil:

Why is compost good for plants?

What does healthy soil have to do with me?

Compost is good for plants because it improves
the soil. Plants need nutrients just like we do. If
foods grow in healthy soil, they are more likely to
give us the nutrients we need. How would you
feel if the foods you ate had very few nutrients in
them, because they grew in poor soil?

1. Look at the list of minerals that people need to

be healthy.
2. Look at the list of minerals that plants need to
be healthy.
3. Circle the mineral nutrients which are
needed by both people and plants.

People need: Plants need:

Boron Boron
Calcium Calcium
Chromium Chloride
Copper Copper
Fluoride Iron
Iodine Magnesium
Iron Manganese
Magnesium Molybdenum
Manganese Nitrogen
Molybdenum Phosphorus
Nickel Potassium
Phosphorus Sulfur
Potassium Zinc
Selenium
Vanadium
Zinc Student Worksheet 4
 name_________________________
__
Student Lesson: Composting for Better Soil:
How can I make compost?

1. Fix one bucket of greens (I use grass clippings, weeds, veggie peels). Sometimes when
those rascally grandchildren won’t eat their broccoli, that goes in there too! I put the greens
down as the first layer of my compost bin.

2. Add one bucket of browns (I put Grandpa’s old crossword puzzles through the shredder and
he’s none the wiser). I add dry leaves and pine needles, too.

3. The browns go right on top of the greens. I pretend it’s a layer cake. But don’t taste it! One
shovel-full of soil. Soil is the magic ingredient, because soil has all those critters in there that
are going to make our layers decompose.

4. Add one bucket or less of water depending on how dry things are.
5. Then, start the layers all over again. Keep layering and adding a bit of water.
6. Now, just like a layer cake has to bake to be ready, the compost has to “cook” or heat up.
But don’t put it in the oven - it heats up by itself! (I wish my cakes did that.) Let it break down
for six months or so before you add it to your flowerpots or garden. You might want to make
two, ‘cause they’re so much fun! One can sit and cook while you use the second one to keep
adding to during the year!
7. Don’t add meats, fats, oils, diseased plants, or that stuff the dog leaves in the yard!
Healthy soil makes healthy plants; healthy plants make healthy people

Student Worksheet 5
 name____________________________

Student Lesson: Composting for Better Soil:

What lives in a compost pile?

When Kayley is ready to use the compost, she will find some soil creatures in
her compost pile. They have been helping the ingredients decompose.

Which one of these two is an insect?

Besides earthworms, many other types of organisms live in compost. Choose one from this
list and write a paragraph about it. You will have to do some research! Answer at least one of
these questions in your report:

1. What does it eat?

2. Can you see it without magnification?
3. Is it an insect? (Remember, insects have 6 jointed legs.)

Sowbug Millipede
Pill Bug Springtail
Soil Mite Hister Beetle
Ant Centipede
Land Snail Soil Bacteria
Nematode Soil Fungus

Student Worksheet 6
 name____________________________
Student Lesson: Composting for Better Soil:
Review

Composting is great, isn’t it? You can take things that might go in the trash and make
something that is good for the soil, good for plants and good for yourself!

Composting works because there are many organisms in the soil that love to eat what you
would throw away!

Be a Composter!
Remember these four ingredients:

greens
- kitchen and yard waste (like grass clippings)

browns
- dried leaves, garden wastes and shredded paper

moisture
- do not let the compost dry out, but don’t over-water it, either!

microorganisms
- add some garden soil; the living microorganisms in the soil will
feed and multiply and break down your wastes.

Turn or stir the pile - if you can mix the ingredients, it will work better.
Active compost will heat up as microorganisms go to work. The more it heats, the sooner it
will be ready to use.

Who is the biggest recycler on Earth? Who does the most

composting?

The answer is the Earth itself! Leaves drop to the ground

and decompose, adding nutrients back to the soil.
This is just one example of how the Earth recycles.

Many schools have compost programs. Some are small,

like adding fruit snacks and leaves to a compost bin.
Some school programs involve the entire cafeteria system
and may produce truckfuls of compost each year!

Student Worksheet 7
 name________________________
____
Student Lesson: Composting for Better Soil
Test Your Knowledge

1. Composting is (circle one):

a. A way to recycle
b. A way to make soil healthier
c. A process using microorganisms to help break down organic matter.
d. All of the above

2. Kayley’s outdoor compost bin was ready to be filled. She had vegetable scraps, grass
clippings, weeds from the flower garden and some soil. She had a full water bucket ready to
pour. What was she missing? (circle one)
a. Meat scraps
b. Leaves and pine needles and shredded paper
c. Moldy cheese
d. Diseased plants

3. Name two organisms that live in compost piles:

__________________________ _____________________________

4. Plants and people need many of the same mineral nutrients: True or False

5. Name two things you should not put into a compost pile or bin:

__________________________ _____________________________

6. Organic is something that is living or once living. Name something that

is inorganic:

______________________________________

7. Is paper an organic material? Yes or No? Why?

__________________________________________________________

__________________________________________________________

Student Worksheet 8
 name ______________________
Student Lesson: Composting for Better Soil:
Vocabulary

Compost - a nutrient-rich mixture of decaying plants and manure used to fertilize soil. This
word also describes the process of making compost.
Decompose - to break down, rot, or decay
Humus - a dark soil-like material made up of broken-down vegetable and animal matter
Inorganic - composed of matter that is not plant or animal, something that is not and has neveb
been living
Microorganism - tiny organism, such as bacteria, that breaks down organic matter and
cannot be seen without magnification
Mineral - an inorganic substance found in soil that is used by plants and needed for a healthy
diet
Nutrient - a material that provides nourishment (food) and gives organisms energy and helps
them grow
Organic matter - something that comes from living organisms, such as plants and animals

Integrated Pest Management is a specialized form of environmental management wherein

scientific research and real world application work together to reduce pests such as insects,
diseases or weeds.
1. Properly identify pests
2. Learn the pest/ host biology
3. Sample the environment for pests
4. Determine an action threshold
5. Choose the best tactic
6. Evaluate results Student Worksheet 9
Celebrate Your New Knowledge of
Composting!

The Composting Song

(To the tune of “I’ve Been Workin’ on the Railroad”)

I’ve been working on my compost

All the live-long day.
I’ve been working on my compost,
Where I throw my scraps away.
Greens and browns in different layers,
No bad smells for my nose.
Maybe I will put some worms in,
And watch it decompose!
Watch it decompose, watch it decompose,
Then it makes my garden grow-ow-ow!
Watch it decompose, watch it decompose,
Then it makes my garden grow!

Student Worksheet 10
Teacher Information for Student Worksheets

Student Worksheet 1
What is compost?
Compost is a great way to reduce trash and improve soil. Gardeners and farmers compost
because it is the natural way to use what they have a lot of - plant waste - to make a product they
need at no cost. Composting can be done in any size space, with a wide variety of methods and
costs. Composting units can be purchased or made. It can be as easy as making a pile in the
corner of a garden!

Student Worksheet 2
What do you know about composting?
Students may know about composting, depending on their experience with gardening or farming.
An important lesson in composting is knowing what to add. An easy way is to think “greens” and
“browns.” It’s also important to remember not to use diseased plants, meats, bones, cheese, fats,
oils, or pet droppings. Compost should not smell strongly, attract pests or contain products that
will spread disease into soil.

Circled items should be butter and chicken.

Student Worksheet 3
What is going on in the compost pile?
What are microorganisms?
A quick, optional decomposition lesson can be done in the classroom. Place 2” of soil, and
enough water to moisten it, into a glass or clear plastic jar with a well-fitting lid. Add leaves, fruit and
vegetable scraps, twigs, grass clippings and outdoor soil. Have students observe the jar daily and
predict what will happen to the ingredients. Without air flow, this compost will become anaerobic
and will provide both condensation and an odor when opened. Remember, compost with air
circulation will NOT behave in the same manner!

Items crossed out should be: leftover chicken, mayonnaise, and pork chops.

Student Worksheet 4
Why is compost good for plants?
What does healthy soil have to do with me?
Vegetables have to take their vitamins, too! This activity helps students understand why vegetables
are good for them. These nutrients have long names. Students may enjoy trying to pronounce
them, but it is also a good visual exercise to compare the words in each list.

Circled items should be everything except Chloride, Chromium, Fluoride, Iodine, Nickel, Nitrogen,
Selenium, Sulfur, and Vanadium.

Student Worksheet 5
How can I make compost?
Granny’s compost recipe reminds students that composting can be a fun way to recycle things
that they already have into something that is good for the soil - for free! Granny reminds us to use
layers of greens and browns, water and microorganisms from soil.
Student Worksheet 6
What lives in a compost pile?
Creepy-crawlies can abound in an active compost pile - you are likely to find almost any soil
organism inside. Those invisible to the naked eye, like soil bacteria and fungus, are an important
part of the decomposition process, also.
As students do this activity, they will need to note whether or not the organism can be seen without
magnification. Those include sowbugs, pill bugs, ants, snails, millipedes, springtails, beetles,
centipedes and some fungus. There are many species of nematodes and soil mites. Generally they
are too small to see. Bacteria cannot be seen without magnification. Remind students that there is
a huge range of bacterial and fungal species; some are helpful and some are not.

Answer: The ant (right) is the insect. The centipede (left) is not.

Student Worksheet 7
Composting review:
Composting is a simple and efficient way to improve soil health and therefore plant health, while
reducing trash. We hope students will be interested in composting and encourage others to
do it as well. There are many resources for more information on composting on many different
levels.
If your students remember the four main ingredients to compost (greens, browns, moisture and
microorganisms) they are well on their way to using the process in the future.

Student Worksheet 8
Test Your Knowledge
Students should answer the review questions individually
Answers:
1. D
2. D
3. Earthworm, Sowbug, Millipede, Pill Bug, Springtail, Soil Mite, Hister Beetle, Ant, Centipede,
Land Snail, Soil Bacteria, Nematode, Soil Fungus
4. T
5. Meats, cheese, oils, fats, diseased plants, pet waste
6. Rocks. stones
7. Yes. Paper is made from trees, which are (or were) alive.

Student Worksheet 9
Vocabulary
Students may refer to this sheet for help with words in boldface.

Student Worksheet 10
The Composting Song
The sheet could be copied onto an overhead transparency or enlarged into a poster for easy class
reading. If desired, guitar chords and sheet music can be found at http://www.northern.edu/wieland/
piano/tunes/rr2.htm. A singalong MIDI file is available at http://www.niehs.nih.gov/kids/lyrics/railroad.
htm