FF-17: Worm Habitats
Overview: Learn about the role of decomposers and build a habitat to
support a common decomposer – worms!
An activity from the
Environmental Volunteers
Program Area:
Foothills Ecology
Grade Levels:
1-4
EV Learning Objectives:
1. What role decomposers
play in the food web
2. The process of how
decomposers break down
organic matter
3. Anatomy and life cycle of
earthworms
4. Making and testing
predictions
EV Sustainability
Principals:
E. Understanding the beauty
of our planet, the elegance of
natural systems, and the
interconnectedness of all its
parts.
MATERIALS LIST
Non-consumables
• Several Spray Bottles filled with Water
• Tub/Bucket to hold and soak the shredded newspaper in water
• Vinyl tablecloth (or newspaper) to cover student work area
• Container to transport worms from EV office to school
• Several Magnifying Glasses / Hand Lenses
• 10 Plastic Plates
• Pictures of Forest Decomposers: Fungi, Bacteria, Slug,
Termite, Worm
• Sample or Picture of Worm Castings
• Diagrams of Worm External Anatomy
• Rulers to Measure Worms (optional)
Consumables
• 3-6 Worm Habitat Containers with Lids (aka tennis ball
containers). One container will be needed for each group
rotation plus up to 2 control containers for conducting optional
experiment on page 6.
• Soil (Supersoil Brand in brown bag or topsoil…NO fertilizer
pellets!)
• Dry Leaves (do not use leaves that have a strong scent!)
• Newspaper torn or shredded into 1/4 - 1/2 inch strips OR
Green Moss
• 25-35 Worms (from EV worm bin). Keep worms in damp
strips of newspaper and feed fruit / vegetable scraps.
• Black Construction Paper Cut To Fit Habitats (& scissors to cut
paper)
• Tape
• White Crayons
• Purell (for use only AFTER kids are finished with worms)
• Sheets of Paper & Pencils to Diagram Worms (optional)
• Class Prediction Sheets
• 3 Handouts for Teacher:
o Science Experiment Handout
o Optional Activities Handout
o Vermicomposting Handout
Bring from home
• Food for Worms (wilted lettuce, coffee grounds, etc.)
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CALIFORNIA EDUCATIONAL STANDARDS
All standards are for science unless otherwise noted. 1
First Grade
• 2a. Students know different plants and animals inhabit different kinds of environments and
have external features that help them thrive in different kinds of places.
• 2b. Students know both plants and animals need water, animals need food, and plants need
light.
• 2c. Students know animals eat plants or other animals for food and may also use plants or
even other animals for shelter and nesting.
EEI Learning Objectives
• 2a-1. Recognize that natural systems (environments) provide the resources (good and
ecosystem services) for survival for plants and animals.
Second Grade
• 2a. Students know that organisms reproduce offspring of their own kind and that the
offspring resemble their parents and one another.
• 2b. Students know the sequential stages of life cycles are different for different animals, such
as butterflies, frogs, and mice.
EEI Learning Objectives
• 2a-1. Recognize that reproduction is essential to the survival of a species.
• 2a-2. Identify reproduction as a process that maintains plant and animal populations in
natural systems.
Third Grade
• 3c. Students know living things cause changes in the environment in which they live: some
of these changes are detrimental to the organism or other organisms, and some are beneficial.
EEI Learning Objectives
• 3c-1. Identify how living things (including humans can cause changes in the environments in
which they live.
• 3c-2. Provide examples of changes to the environment caused by living things that are
beneficial, detrimental, or neutral in their effects on other organisms.
Fourth Grade
• 2c. Students know decomposers, including many fungi, insects, and microorganisms, recycle
matter from dead plants and animals.
EEI Learning Objectives
• 2c-1. Give examples of organisms that are decomposers.
• 2c-2. Explain the role of decomposers in an ecosystem.
• 2c-5. Describe the dependence of human practices on the cycles and processes that occur in
terrestrial, fresh-water, coastal and marine ecosystems (e.g., the role of decomposers in: food
production through soil formation and fertility; waste management through the decay of
waste products).
1
Note about EEI Learning Objectives: this learning station supports these objectives of the Education
and the Environment Initiative’s Environmental Principles and Concepts. As the learning objectives do
not have their own numbering convention, the one used here show the number of the standard before the
dash and the number after the dash is the bullet point from the list of objectives for that standard.
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ACTIVITY
BEFORE CLASS SETUP
Make sure newspaper is in strips and has been soaking in water for at least 5 minutes (leave
some dry strips of newspaper if setting up Control Container #1 – see optional science
experiment on p. 6). Fill spray bottles with water. Ensure lids of worm habitats have holes/slits
in them for air and containers have some small holes punched in the bottom for drainage (a 1/2”
layer of sand can later be placed in the bottom if you cannot or prefer not to cut holes for
drainage). Cover work area with vinyl tablecloth or newspaper. Keep all other materials under
or behind the table until later.
INTRODUCTION
(Time required: 3-5 minutes)
“Raise your hand if you have ever been outside on a rainy day and noticed worms on the
sidewalk or blacktop? Where did they come from?” (The soil / dirt). “Why do they come out of
the soil when it rains?” (The soil gets flooded and the worms come out so they don’t drown).
“What do they eat?” (Organic matter: dead leaves, fallen fruit, vegetables, etc.). “How do they
help the soil?” (They break down dead plants & animals and recycle the nutrients back into the
soil; their burrows keep the soil loose and allow water and oxygen to reach the roots; they mix
the soil around; they are part of the food chain (are food for other animals)). “Can you think of
the name we give to organisms that break down dead things into nutrient, rich
soil?” (decomposers). “Worms are decomposers!”
“Can you think of some other decomposers that might live in the forest? (fungi (show picture of
mushrooms), bacteria - too small to see without a microscope (show picture of bacteria), and
invertebrates such slugs (show picture of banana slug), insects (show picture of termite) and
worms (show picture of worm)). All of these creatures play a very important role by helping to
break down dead plants and animals so the plants can use the nutrients to grow. They are known
as Nature’s FBI (Fungi, Bacteria, and Invertebrates) and are kind of like nature’s garbage
collectors. Can you imagine what it would be like if the garbage collectors never picked up our
trash?” (our yards would be overflowing with garbage!). “Without the decomposers, we would
be up to our necks in dead things!”
“Today, we are going to focus our attention on one kind of decomposer: worms. Not only are we
going to get a chance to look at some real worms but we will also create a place for them to live
and compost our leftover food. Does anyone know what the word compost means?” (Compost is
a nutrient-rich soil that is formed from decaying organic matter such as dead leaves, fallen fruits
and vegetables). It can be used in our gardens to help plants grow better. With worm
composting (vermicomposting), the worms eat our leftover fruits and vegetables and their
castings (poop) form the nutrient rich compost that we can use in the garden – show
sample/picture of worm castings – “black gold”). “We will watch our worms perform the same
role with our leftovers as the worms and other decomposers in the forest do with fallen leaves
and other dead organic matter.”
ACTIVITY 1: Worm Observation
(Time required: 6-8 minutes)
Give each student a plastic plate. Explain about being respectful to other living creatures.
Explain that worms have very sensitive skin (it’s sensitive to moisture, light, temperature and
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touch) and needs to be kept moist for them to survive. Have the students use spray bottles to
lightly dampen their plates (a few squirts should suffice…we don’t want to drown the worms!)
while you pass out the worms (one worm per student or students can be paired up if there are not
enough worms to go around). Pass out magnifying glasses. Have the students observe their
worms and make some observations. Have diagram(s) of worm anatomy out for students to refer
to. Ask students try to find the “head” end (there’s a mouth but no eyes – although they can
sense light and dark), tail (with anus that the castings or “poop” come out of), segments (ringlike body parts) and clitellum (if the worm is mature enough to have one). Tell the students that
the presence of a clitellum means that worm is old enough to mate and lay eggs and that worms
are hermaphrodites (have both male and female parts). Mention that the worms also have hairlike bristles, called setae, that are located on their undersides (the setae are difficult to see). The
setae help the worms to move, burrow and cling to surfaces.
If there is time, students can measure their worms with rulers and/or make diagrams of their
worms on a piece of paper and label the parts. Note: Make sure younger kids don’t accidentally
cut the worms in half with the rulers!
ACTIVITY 2: Create a Worm Habitat
(Time required: 8-10 minutes)
“Now that we’ve had a chance to observe our worms, it’s time to create a place for them to live.
Can anyone think of the name we give to a place where an animal lives; a place that provides
everything an animal needs to survive?” (a habitat). “That’s right, a habitat! In the forest,
worms get everything they need from the forest floor. We are going to create a mini worm
habitat that will provide all the same things as the forest.”
“What do you think we will need to create a habitat that the worms will be happy in?” (air,
water, soil, food, etc.). “Since we are in a classroom, not the forest, we will first need some kind
of container to put everything in.” Bring out a worm habitat container and explain to the kids
that they are going to create ONE worm habitat for all of their worms to live in together.
“Okay, so we said that the worms will definitely need air, right?” Point to the holes/slits in the
lid (or mesh to be held on by lid ring or rubber band). “Here are some holes/slits in the lid
(mesh) to allow air into the habitat.”
“We also said that the worms will need water and we can use our spray bottles to squirt water in
when the time comes. What happens if we don’t add enough water?” (the worms will shrivel up
and die). “What happens if we add too much water?” (the worms will drown). “So we need to
do something to the bottom of the container to keep the water from pooling up, right?” Show
and tell the students about the holes in the bottom for drainage OR have a student add a 1/2”
layer of sand to the bottom of the container to absorb any excess water (note: habitats with holes
in the bottom will need to be kept on a plate in case water leaks out of the bottom).
“What should we put in our habitat for the worms to crawl around in? (soil). Have a student add
about a 2-3 inch layer of soil to the habitat. The soil looks a little dry, so let’s add a little water.
Have a student squirt water onto the soil until it is moist.
“We now have provided air, water and soil for our worms. What’s still missing in our habitat
that the worms will need to survive?” (a food source). Have a student place a teaspoon of coffee
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grounds and/or some wilted lettuce on top of the soil. Have another student place a 2 inch layer
of dry leaves on top of everything.
“Earlier we talked about how worms need to stay moist to survive. In order to retain moisture,
we will add a layer of shredded newspaper (or green moss) that has been soaked in water. The
moist newspaper (or moss) will not only help to retain moisture in our worm habitat but will
serve as bedding for the worms to crawl around and provide additional fiber for the worms to
feed on.” Have a student put in a 2 inch layer of moist, loosely packed newspaper strips (or
moss) on top of the leaves (the newspaper should have the consistency of a wrung out sponge).
(Note: layering can be repeated for really tall containers).
“A worm habitat would not be complete without the worms so let’s go ahead and add the worms
to our container.” Have each student place their worm into the worm habitat. Place
lid/screening on habitat.
“Now we are ALMOST finished with our worm habitat. Can anyone think of anything else we
might want to do to make the worms even more comfortable?” (Make it dark, put it in a safe and
shady place). The kids might find it hard to guess this so you can give them some hints…”What
if I told you that worms are active at night (nocturnal)? Knowing that, do you think they would
be happier if we put them in a sunny or a shady spot?” (Shady). “Why not a sunny spot?” (It
might be too bright for the worms and could dry them out). “Right, so not only are we going to
put our worm habitat in a shady spot but we are also going to put some black paper around the
outside to keep it dark inside.” Have a student use a white crayon to write the names of all the
students in the group on the pre-cut black construction paper. Tape the paper around the outside
of the container.
If there is time, have the students predict what will happen over the next week or two, record the
predictions on the Class Prediction Sheet and give the sheet to the teacher at the end of class.
TWO-MINUTE WARNING
(Time required: 2 minutes)
Send students to wash their hands and/or use Purell to disinfect them.
CLEAN UP
The containers and worms are for the kids. Collect everything else.
Leave the following handouts for the teacher:
1. SCIENCE EXPERIMENT HANDOUT
2. OPTIONAL ACTIVITIES HANDOUT
3. VERMICOMPOSTING HANDOUT
ALTERNATE SCRIPTS
HELPFUL HINTS
Although both activities are completed in one day, this kit allows the teacher to continue the
lesson as part of a science experiment, using just a few minutes every few days. Also, at the end
are included suggestions for teachers on how to integrate the concepts into their class.
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Students may also work in pairs if there aren’t enough worms for each student to have their own.
Suggestions for worm habitat containers:
1. Empty tennis ball containers (one per worm habitat) with small holes punched in the lids for
air and holes in the bottom for drainage.
2. Plastic peanut butter or jelly jars with holes in lids and bottom (for drainage).
3. 2-liter soda bottles washed and cut off just below the neck (plastic wrap can later be stretched
across the top and secured with a large rubber band…holes can then be carefully punched
through the plastic wrap using a pencil tip, toothpick or tack). Holes can be put in the bottom for
drainage.
4. Glass jam/mason jars with screening held in place across top by outer lid ring or rubber
bands. Sand can be put in the bottom to absorb excess water since no drainage holes can be
made.
Note: A half inch layer of sand can be placed in the bottom of any of the above containers to
absorb excess water if drainage holes are not made.
Note: Soil should NOT contain any white fertilizer pellets. Supersoil Brand in brown bag
or topsoil work well.
GLOSSARY
Vermicomposting: A type of composting which utilizes worms to break down table scraps
(mostly fruits and vegetables) into nutrient rich compost that can be used in gardens to help
plants grow.
Decomposer: An organism that breaks down things that have died so the plants can use them to
grow (fungi, bacteria, worms, slugs, etc.).
Organic matter: Matter that comes from anything that once lived (e.g. plant and animal
remains).
Nutrients: Things (chemical elements) that plants and animals need to live and grow (e.g.
nitrogen, phosphorus, magnesium)
Compost: A nutrient rich soil that is formed from decaying organic matter such as dead leaves,
fallen fruits and vegetables. It can be used in gardens to help plants grow better.
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SCIENCE BACKGROUND
DECOMPOSITION:
Decomposition is an extremely important ecological process whereby essential nutrients are
cycled back through the natural environment. When an organism dies or a leaf falls off a tree,
the nutrients that are contained in the carcass or leaf are locked tightly together and are not
readily available for plants to use. Decomposition is a natural process whereby dead organic
matter is broken down into its essential nutrients (such as nitrogen, phosphorus and magnesium)
and made available to plants. Decomposers, such as fungi, bacteria and invertebrates (Nature’s
FBI) are organisms that help to accelerate the process of decomposition. The role that
decomposers perform in an ecosystem is very important; without them, organic matter would
pile up and plants would not receive the required nutrients they need for proper for growth and
development. The process of decomposition greatly increases the nutrient-load of an ecosystem
and, in turn, allows for greater biodiversity.
VERMICOMPOSTING:
Why Compost?
Recycling the organic waste of a household into compost allows us to return badly needed
organic matter to the soil. In this way, we participate in nature's cycle and cut down on garbage
going into burgeoning landfills. It also provides us with a natural soil conditioner / fertilizer that
is much better and safer for the environment than those that are made synthetically.
Why Compost With Worms?
Worm composting is a method for recycling food waste into a rich, dark soil conditioner. The
great advantage of worm composting is that it can be done indoors and outdoors, thus allowing
for year round composting even by those without a backyard. It’s also fun and relatively cheap!
INTERESTING WORM FACTS:
Do worms have a head?
Worms have a “head end” which is referred to as their anterior end. The anterior end is where
the mouth is located. In front of the mouth is a small fleshy lobe called the prostomium that is
used to help dig through the soil. Although worms do not have eyes like us, they do have light
sensitive cells (called ocelli (plural); ocellus (singular)) in the anterior end that allow them to tell
the difference between light and dark.
Digestion:
Worms have no teeth for chewing food and can only take small particles into their small mouths.
Microorganisms, such as bacteria, usually soften the food before worms will eat it. Worms have
a muscular gizzard (like a bird) to grind their food. The small pieces of food mix with grinding
material in the gizzard (such as sand, topsoil or limestone) that the worm has previously
ingested. The contractions from the muscles in the gizzard compress the food particles against
each other, mix it with fluid, and grind it to smaller pieces.
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Reproduction:
Worms are hermaphrodic -- that is, each worm has both male and female reproductive structures
and each can produce eggs and fertilize the eggs produced by another worm. As a worm reaches
maturity (typically at about 6-8 weeks for most composting worms), a light-colored band begins
to form about 1/3 of the way down the body from the anterior (head) end. This band, called the
clitillum, contains the reproductive structures. During mating, two adult worms join together
(with anterior ends pointing in opposite directions) to fertilize each other's eggs. A mucous tube,
secreted by the clitellum, slips over the anterior end into the soil as an egg case or cocoon. The
cocoon can contain several baby worms that will hatch after about 2-3 weeks. If conditions are
not right for hatching (e.g. too dry), the cocoons can be dormant for years and hatch when
conditions are right. Newly emerged worms look just like the grown-ups only they are lighter in
color and much smaller.
Segments:
If you look at a worm under a magnifying glass, you will see a lot of little rings across its body;
these rings are called segments. On the first segment is the mouth and on the last segment is the
anus. Located on each segment (except the first and last segments and the clitellum) are small
hair-like bristles called setae that help the worm to move.
Movement:
Worms have both circular and long muscles along their bodies. When the circular muscles
tighten up, the body becomes thinner and longer. This movement of the circular muscles
squeezes the front end forward. When the long muscles squeeze together, they help move the
rear end towards the front.
Respiration:
Worms do not have lungs; they breathe through their skin. Oxygen enters through the skin and is
absorbed into the bloodstream. The skin must stay wet in order for the oxygen to pass through it.
If a worm is in too much water it will drown (unless the water has lots of air in it).
Circulation:
Worms have 5 hearts that pump blood through their blood vessels and out to the body. The
blood of a worm is amazingly similar to humans in that it serves the same function of carrying
oxygen and also contains iron-rich hemoglobin.
If a worm is cut in two, will it grow back?
Good question…It depends on the species, where the cut took place and the extent of damage.
Why vermicomposting worms (redworms) don’t do well if released outside?
Unlike deep soil dwelling earthworms like night crawlers, redworms (Eisenia fetida) are a type
of earthworm that reside in decaying organic matter on top of the soil and are rarely found in the
soil. If release outside, they will die unless placed in an area with a thick layer of mulch that is
replenished frequently.
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EV SUGGESTS- TIPS, TRICKS, AND NEWS
REFERENCES
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WORM HABITAT SCIENCE EXPERIMENT
Optional: Make two “Control” containers for students to compare their habitats with:
Control Container #1 - Same set-up as student worm habitat only un-watered and NO worms
Control Container #2 - Same set-up as student worm habitat only watered and NO worms.
EVERY FEW DAYS: Have the kids slip the black paper off their worm habitat to examine the
contents inside. They should create a labeled drawing and record their observations. They can
make comparisons with control containers #1 and #2 (if you have them).
*Note: If the contents inside the student worm habitats look as if they are getting too dry, add a
small amount of water with a spray bottle.
Expected Results After 1-2 Weeks of Observation:
Student Worm Habitats: The contents in the worm-filled student containers should start to
become unrecognizable and eventually turn into dark, rich castings.
Control Container #1 (dry, without worms): The contents in control container #1 should look dry
with dry compost materials that have not broken down
Control Container #2 (moist, without worms): The contents in Control Container #2 should look
wet with moldy compost that has not broken down.
After 1-2 weeks, there are several options for the teachers on what to do with the worms:
Note: The worms used in this study are redworms (or red giants) used for worm composting
Option 1: Start a class vermicomposting bin. Carefully empty the contents of the worm habitats
(including the worms) into a large bin (a plastic recycling bin with air holes and a lid works
well). The worms can be fed the leftover fruit and vegetable scraps from the teacher and student
lunches (see vermicomposting handout on what to feed and what not to feed your worms). Make
sure the worms stay moist and have plenty of food (bury the food under the bedding to keep fruit
flies and other insects away). Keep the bin in a cool and shady location (preferably inside). You
can even use the rich soil for the school garden.
Option 2: Ask for student volunteers to take home the worm habitats. If there are more students
who want to take home the worm habitats than there are habitats available, the teacher can do a
lottery to help decide which students get to take them home. Permission slips will most likely
need to be signed by parents to make sure it’s okay to send the worms home. Encourage the kids
who take home the worms to use the worms to start up a home vermicomposting bin. Send a
copy of the vermicomposting handout home with each worm habitat.
Option 3: Have an EV pick up the worm habitats at a certain time and bring them back to the
office. Please contact your Lead EV or call the EV office at (650) 493-8000 or (408) 244-2449.
Option 4: If none of the above options work, release the worms into a corner of the school’s
garden; an area of the school with LOTS of mulch (because these are composting worms that
reside in organic matter, the mulch will need to be replenished frequently or the worms will die).
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OPTIONAL ACTIVITIES FOR TEACHER
Worm Anatomy (if EV did not have time to review in class):
Have the students draw a picture of their worm and label the body parts (see diagram below).
Students can also write a few sentences about their observations of their worm (how it moves,
what color it is, what size it is (they can measure it with a ruler), etc.).
Urban Programs Resource Network, University of Illinois Extension, url:
www.urbanext.uiuc.edu/worms/anatomy/anatomy7h1.html [cited: 1/15/09]
ANTERIOR - front end with mouth and prostomium (small fleshy lobe that extends over the
mouth and is used to help dig through the soil)
POSTERIOR - back end with anus (where the castings (poop) come out of)
SEGMENT - ring-like body part
CLITELLUM - thickened area about 1/3 of the way down the body from the anterior end that
contains the reproductive structures (the presence of a clittelum means that the
worm is mature enough to mate and lay eggs; worms are hermaphrodites which
means that they have both male and female parts).
SETAE - hair-like bristles located on the underside of the worm that help it move, burrow and
cling to surfaces.
Language Arts:
Have the kids create a story about a day in the life of their worms. This could be fanciful and the
kids could name their worms (this is a great activity to do after reading the book Diary of a
Worm (see suggested reading below).
Suggested Books To Read & Discuss with Students:
Wonderful Worms by Linda Glaser (Millbrook Press)
Squirmy Wormy Composters by Bobbie Kalman & Janine Schaub (Crabtree Publishing Co.)
Diary of a Worm by Doreen Cronin & Harry Bliss (HarperCollins)
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10 SIMPLE STEPS TO COMPOSTING WITH WORMS (VERMICOMPOSTING)
1. Make or buy your worm bin (an old recycling bin with air holes and a lid work well).
2. Choose a shady location for the worm bin (bins can be kept inside).
3. Tear about 5-7 full size newspapers into 1/4” – 2” strips (may also use recycled paper).
4. Soak the paper strips in a bucket of water (up to 24 hours if the strips are large).
5. Squeeze the water from the paper until it has the consistency of a wrung out sponge.
6. Fluff up the damp paper and place it in the worm bin as bedding for the worms.
7. Add 1-3 lbs. of composting redworms (red wrigglers or red giants).
8. Bury a small amount of kitchen scraps under one corner of the bedding (be sure to cover the
scraps completely with the bedding so fruit flies and other insects are not attracted to the
bin). See suggestions below for what to feed and what not to feed the worms.
9. Mist the bedding as needed to keep it moist like a wrung out sponge (no standing water!).
10. Harvest the castings when they look rich, fluffy, black and you no longer recognize the
original bedding. You can harvest the castings several ways:
a. Only put food on one side of the bin (this will attract the worms to that side of the
bin). When the worms have left the side without the food, you can carefully remove
the castings. Repeat this process with the other side to remove the remaining castings.
b. Place contents of bin (including worms) on a tarp outside in the sun. Divide the
contents into several piles and wait about an hour for the worms to migrate down to
the bottom of each pile (the sun will cause them to move down). Brush off the tops
of each pile to collect the castings. Collect the worms at the bottom and return to bin
with new bedding to start the process over again.
c. Use a store bought bin with stacking trays and following the instructions on how to
encourage the worms to migrate up through the trays, leaving the castings in the
lower trays for easy harvesting.
FEEDING THE WORMS
DO FEED
DO NOT FEED
MOST FRUITS & VEGETABLES SCRAPS such as:
Cut Up Apples, Pears, Melons, Pumpkins, Bananas, etc.
TEA BAGS
COFFEE GROUNDS (AND FILTERS)
USED PAPER TOWELS
CITRUS
MEAT
DAIRY
GRAINS
OILY FOODS
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WORM HABITATS - CLASS PREDICTION SHEET
GROUP 1: Student Worm Habitat:
Control #1 (dry, no worms):
Control #2 (moist, no worms):
GROUP 2: Student Worm Habitat:
Control #1 (dry, no worms):
Control #2 (moist, no worms):
GROUP 3: Student Worm Habitat:
Control #1 (dry, no worms):
Control #2 (moist, no worms):
GROUP 4: Student Worm Habitat:
Control #1 (dry, no worms):
Control #2 (moist, no worms):
- - - - - - - - - - - - - - - - - - - - - cut here - - - - - - - - - - - - - - - - - - -WORM HABITATS - CLASS PREDICTION SHEET
GROUP 1: Student Worm Habitat:
Control #1 (dry, no worms):
Control #2 (moist, no worms):
GROUP 2: Student Worm Habitat:
Control #1 (dry, no worms):
Control #2 (moist, no worms):
GROUP 3: Student Worm Habitat:
Control #1 (dry, no worms):
Control #2 (moist, no worms):
GROUP 4: Student Worm Habitat:
Control #1 (dry, no worms):
Control #2 (moist, no worms):
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