Composting Exploration
Supports agricultural awareness, STEM integration, literacy, and social-emotional development at the IPC Level 3 stage.
- Framework: EYFS
- Unit: EYFS At the Farm
- Learning area: Understanding the World
- Level: EYFS Reception
Objectives
- Developmentally appropriate objectives aligned to IPC Level 3 for Composting Exploration.
Materials
- Level-appropriate farm-themed materials and manipulatives.
Instructions
Materials
- A clear, medium-sized plastic bin with ventilation holes.
- Assorted organic scraps such as apple cores, dry leaves, and eggshells.
- A small garden trowel or hand shovel.
- Magnifying glasses for each student.
- A science journal and pencils.
- A spray bottle filled with water.
Learning Objectives
- Identify the difference between organic materials that decompose and inorganic materials that do not.
- Explain the role of moisture and air in the decomposition process.
- Document observations of physical changes in matter over a set period.
- Collaborate with peers to maintain a classroom composting system.
Step-by-Step Instructions
1. Gather the children in a circle and introduce the concept of recycling food scraps back into the earth to help plants grow.
2. Present the clear bin and explain that this will be the classroom compost station.
3. Invite students to examine the organic scraps using their magnifying glasses to note the texture and appearance of the items before they decompose.
4. Demonstrate how to layer the materials, starting with dry leaves followed by food scraps, and explain why a variety of materials is necessary.
5. Allow students to take turns using the trowel to mix the materials gently.
6. Instruct students to use the spray bottle to add a light mist of water, explaining that the compost needs to be damp like a wrung-out sponge.
7. Place the bin in a designated area and have students record the starting date and contents in their science journals.
8. Schedule a weekly check-in where students observe the bin, record changes in colour or texture, and add new scraps if needed.
9. Facilitate a group discussion after two weeks to compare current observations with their initial journal entries.
Educator Tip
If the compost bin develops an unpleasant odor, it is likely too wet or lacks enough dry material. Encourage students to troubleshoot by adding more dry leaves or shredded paper to balance the mixture, which reinforces the scientific method of testing and adjusting variables.
Assessment
- Observe if the student can correctly categorize items as compostable or non-compostable.
- Review science journals to see if the student notes specific changes in the materials over time.
- Listen for the student using vocabulary such as decompose, organic, and moisture during group discussions.
Educator tip
Guided questioning to encourage language, reasoning, and participation. Differentiate for ability levels; incorporate sensory supports; ensure safety.
Assessment
Assess against Early Learning Goals (ELGs). Document evidence of 'expected' or 'exceeding' descriptors. Note: independent application of skills, ability to explain reasoning, and capacity to build on prior learning. Observation checklist or rubric aligned to developmental stage.