Science Fair/STEM Project

Title:
Grade:
Design A Worm Habitat
2
Project Overview:
Students been chosen to become a museum curator. Their job is to create a special habitat for an
earthworm. Students will investigate and research what earthworms need to thrive and create a habitat
that the worms thrive in.
Objectives:
Students Know:
Organisms have basic needs: water, a food source, shelter, and space to move.
An earthworms habitat is a cool, dark, and moist soil environment.
An earthworms niche includes: aerating and fertilizing soil; decomposing waste; and being food
for birds, snakes, and beetles.
Students Understand:
Scientific inquiry involves participating in processes such as questioning, experimenting,
collecting data, analyzing data, drawing conclusions, and sharing results.
Relationships exist between an organisms needs and its habitat.
Relationships among populations of living organisms and between living organisms and nonliving parts of their environment exist in an ecosystem.
The size of an animal is an important determinant of the space it needs.
Technology can be used to aid in communication and sharing results with others.
Students Do:
Conduct investigations to determine the basic needs of an earthworm.
Observe and describe the characteristics of an earthworm.
Investigate how earthworms interact with non-living components of their environment,
including soil and rocks.
Estimate and measure the length of an earthworm in U.S. Customary and metric units.
Use a thermometer to measure temperature.
Design a suitable earthworm habitat based on observations and results from investigations.
Use a digital camera to record observational data.
Communicate results, conclusions, and other newly learned information about earthworms in a
presentation.
Materials:
- one earth-worm per group
- pipe cleaners
- clear plastic containers.
- different types of soil (top soil, clay soil, sandy soil)
- plastic spoons
- cardboard
- rulers
- paper towels
- 1 spray bottle filled with water per group

- chart paper
- magnifying glass per group
- black construction paper
- 4 digital camera or smart phone
- thermometer
- flash light
- spray bottle with water
Standards:
NGSS 2
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
NGSS 2
Science and Engineering Practices
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in K2 builds
on prior experiences and progresses to simple investigations, based on fair tests, which provide data to
support explanations or design solutions. Make observations (firsthand or from media) to collect data
which can be used to make comparisons. (2-LS4-1)
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
Scientists look for patterns and order when making observations about the world. (2-LS4-1)
nce and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in K2 builds on prior experiences and progresses to
the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and
designing solutions.
Make observations from several sources to construct an evidence-based account for natural
phenomena. (2-ESS1-1)
Common Core State Standards Connections:
ELA/Literacy
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic
to produce a report; record science observations). (2-LS4-1)
W.2.8 Recall information from experiences or gather information from provided sources to answer a
question. (2-LS4-1)
Mathematics
Measurement and Data 2.MD Measure and estimate lengths in standard units.
1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks,
meter sticks, and measuring tapes.
2. Measure the length of an object twice, using length units of different lengths for the two
measurements; describe how the two measurements relate to the size of the unit chosen.
3. Estimate lengths using units of inches, feet, centimeters, and meters.

4. Measure to determine how much longer one object is than another, expressing the length difference
in terms of a standard length unit.
Represent and interpret data.
9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by
making repeated measurements of the same object. Show the measurements by making a line plot,
where the horizontal scale is marked off in whole-number units.
10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four
categories. Solve simple put-together, take-apart, and compare problems using information presented
in a bar graph.
NETS for Students
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources
and media
d. Process data and report results
6. Technology operations and concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
STEM Components
Science
Students perform a
problem-based learning
investigation into the
necessary
components of an
earthworm habitat.

Technology
1. Students use a
digital camera
2. Students perform
web based research
3. Students create a
graph

Mathematics
1. Estimate and
measure
length of worms
2. Graphing

Engineering
Design a habitat

Session 1
Create class KWL chart about habitats.
Note any students who have difficulty describing habitat or recording observations.
Determine groups based on preassessment.
Meet Your Worm
1. Ask students if they have been to a museum class discussion of museum exhibits and the role of a
curator.
2. Investigation: What does an earthworm need in its habitat?
3. Meet Your Worm activity, students work in small heterogeneous groups to answer the following
questions:

1. Use your senses to describe the earthworm record your findings in your journal:
What do you see?
How does the worm feel?
How does the worm smell?
2. 2. Estimate the length of your earthworm and then record the actual measurement:
Estimate inches

Measurement inches

Estimate cm

Measurement cm

3. What does the earthworm do when you touch it?

With a wet finger?
With pipe cleaner?
4. How will you use your findings to design your habitat?
5. As a class, discuss findings.
6. Exit Ticket:
Based on earthworm observations, what do you think an earthworm needs in its habitat?
Session Two: Earthworm Investigations
1. Students perform the following investigations:
Investigation #1
Does the earthworm prefer moist or dry areas?
1. Make a prediction and explain your prediction.
2. Investigate
1) Place a flat, moist paper towel on one half of the container.
2) Place the dry paper towel on the other side of the container.
3) Place 2 worms in the center of the container.
4) Observe the earthworms for 5 minutes.
5) Record your observations.
6) Choose 2 new worms and repeat the experiment.
3. Record your findings in your journal.
Investigation #2
Does the earthworm prefer light or dark?
1) Moisten 2 paper towels place them in the container
2) Put 2 worms in the center chamber
3) Divide the container with the black construction paper
4) Place the flashlight over the hole on the left and turn it on
5) Observe the worms for 5 minutes
6) Record your observations.
7) Choose 2 new worms and repeat the experiment.
8) What conclusion can you make?

Investigation #3
Does the earthworm prefer cold or warm?
1) Moisten 3 paper towels and place them in the container
2) Place warming source under one side of the container
3) Place an ice cube under the other side of the container
4) Place a thermometer on the cold side and one on the warm
5) Place 2 worms in the center of the container
6) Observe the worms for 5 minutes
7) Choose 2 new worms and repeat the experiment.
8) Record your observations.
Investigation #4
What type of soil does your earthworm prefer?
1. Moisten 3 paper towels and place them in the container.
2. Place of a cup of each type of soil in a separate pile in the container.
(top soil, clay soil, sandy soil)
3. Place 2 worms in the center of the container
4. Observe the worm for 5 minutes.
5. Record your observations
6. Choose 2 new worms and repeat the experiment.
7. Record your observations and conclusions in your journal.

2. Students create a bar graph recording their investigations.

3. Discuss data and conclusions within their groups.
Exit Ticket: Based on what you observed and the data you collected, what components need to be
present to create a suitable habitat for earthworms?
5. Students perform Internet Research on earthworms.
They use two of the following resources to find information about earthworms.
1:The Adventures of Herman The Worm http://urbanext.illinois.edu/worms/
2:Worm Farm http://kcts9.pbslearningmedia.org/resource/3daedfdc-edec-4c2e-b301850cb5a8653e/3daedfdc-edec-4c2e-b301-850cb5a8653e/
3: Kids National Geographic Kids
http://kids.nationalgeographic.com/kids/animals/creaturefeature/earthworms/
4:BioKIDS Earthworm Site http://www.biokids.umich.edu/critters/Oligochaeta/

And complete the research worksheet (attached).

Session Three: Habitat Design
1. Students design earthworm habitats, based on the finding from their observations and research data.
2. Students photograph their habitats and the design process using a digital camera.
3. Students reflect on their investigation and exhibit their habitats as a class.

Connections to STEM Careers:

Agricultural Engineers
Biostatisticians
Curators
Zoologists and Wildlife Biologists
http://www.careerwise.mnscu.edu/careers/viewCareers?id=15
Essential Questions:
What does an earthworm need in its habitat?
Does the earthworm prefer moist or dry areas?
What type of soil does your earthworm prefer?
Does the earthworm prefer cold or warm?
Does the earthworm prefer light or dark?
Assessment:

Daily Exit Tickets

Student created earth worm habitats and project reports will be graded with a project rubrics.
Anecdotal observation logs will be used throughout the project; the teacher will monitor
student progress and work with students who need extra support.

Project Rubric
Construction

Research

Data Collection

Construction

Appropriate
materials were
used and
integrated to
create an
effective
earthworm
habitat.
Accurate
Information was
gathered from
2 or more sources
in a systematic
manner.

Appropriate
materials were
used and
integrated to
create an
adequate
earthworm
habitat.
Accurate
information
was gathered
from 2 of sources.

The student
selected some
appropriate
materials.

Inappropriate
materials were
selected and
created a poor
habitat.

Accurate
information
gathered from
one source
but not recorded
systematically.

Information
taken from only
one source
and/or
information not
accurate.

Data taken
several times
recorded in
careful, reliable
manner.

Data taken twice

and recorded in a
careful,
reliable manner.

Data taken once

in a careful,
reliable manner.

Data not carefully

gathered or
recorded.

Great care was

taken in the
construction of
the habitat; the
habitat
incorporates all
necessary
requirements and
is executed in an
attractive
fashion.

Adequate care
was taken in the
construction of
the habitat; the
habitat includes
almost all
necessary
requirements and
is executed in an
attractive fashion.

Some care was

taken in the
construction of
the habitat; the
habitat includes
most necessary
requirements and
is executed in an
attractive
fashion.

Construction of the
habitat appears
careless or
random. Little
effort was made.