Inquiry 8: Worms: Friends or Foes?

Worms: Friends or Foes?

Next Generation Science Standards (NGSS)

Materials Needed

3-LS4-4. Make a claim about the merits of a solution to a problem caused by environmental change and describe the types of plants and animals that live there and may change as a result.

Chart paper, markers Optional materials for vermicomposting: red wigglers (Eisenia foetida), soil, bins, food scraps

Phenomenon

Lugworms are a vital part of the ecosystem in the tidal mudflats of the Wadden Sea. Microplastics and the acidification of the water are negatively affecting the lugworm’s ability to reproduce, which in turn is negatively impacting the food chain. However, earthworms are an invasive species in the Great Lakes region of North America. They have had a negative impact on the forests, reducing the diversity of plant species. After learning about both types of worms and their impact on the ecosystem, students will have to decide, “Are worms friends or foes?”

Engage

Students will look at photographs of the environments of lugworms and earthworms and use the “see, think, wonder” strategy to start learning about them.

Explore

Students will read about lugworms and earthworms and learn about the effects they have on their environments.

Featured Sources

• Earthworms Are Bad News for North American Forests: Before and After Picture • Earthworm Facts for Kids • Europe – Wadden Sea Map • “Exploring STEM in Germany – STEM Unit 4: Wadden Sea Ecosystems” (3:08 minutes) • Hale, C. (2013). Earthworms of the Great Lakes. Kollath+Stensaas Publishing. • “How A Lugworm Could Help Organ Transplants” (2:23 minutes) • “How We Can Keep Plastic Out of Our Ocean” (3:10 minutes) • Lugworm Facts for Kids • “Lugworm Poos and the Secrets They Hold” (1:13 minutes) • Lugworm Cast • Europe – Wadden Sea Map • “North America’s Destructive, Invasive… Earthworms” (6:08 minutes) • “Red Wiggler Worms Horizontal Migration Time-Lapse Days 0-35 FULL –

Vermicomposting” (14:29 minutes) • “Vermicomposting: How Worms Can Reduce Our Waste” – Matthew Ross (4:29 minutes)

Explain

Learn about ways to inhibit the spread of earthworms in the Great Lakes region and create a presentation to share your ideas on how to take action.

Create a Prototype Create an informational presentation to show how to stop the spread of earthworms.

Elaborate

Understand: Students will watch a video to learn about global food waste. Assess: Students will make observations about how much food is thrown away in the lunchroom at school. Act: The class can create a vermicompost bin to make use of food scraps from the lunchroom that would normally be thrown away, then put the soil created in the bin into the school garden or a garden at home.

Evaluate

To help curb the spread of earthworms, students can share their posters with the class or their family. After sharing, they can ask the audience what they plan to do to help.

Target Grade Level: 3rd Grade Target Course: Life science

INQUIRY OVERVIEW

Students will learn about the importance of lugworms in the ecosystem of the tidal mudflats in the Wadden Sea, a marine ecosystem off the northern coast of Germany. Students will then learn about worms that live in the Great Lakes region of the United States and the effects they have on the ecosystem. Students will compare and contrast their findings while also sharing how to stop the spread of earthworms, an invasive species, in their community.

TEACHER BACKGROUND INFORMATION

Lugworms are marine annelids that live in the tidal mudflats of the Wadden Sea off the coast of Germany, Denmark, and The Netherlands and are considered “biosystem engineers.” They live in U- or J-shaped burrows, filtering water and sand and increasing the oxygen in the upper layer of the sand, which enables other creatures to live there. They are also an important food source for other marine animals. Unfortunately, the acidification of the ocean due to global warming and the introduction of microplastics in the ocean has affected their ability to effectively reproduce.

However, earthworms are considered an invasive species in the Great Lakes region of the United States. While also referred to as “ecosystem engineers,” they have proven to be detrimental to forests and plant diversity. Earthworms originally came from Europe and are now commonly used for fishing bait. Many people who fish dump their leftover earthworms into the water, allowing them to spread to new areas. The worms also get stuck in the large treads on all-terrain vehicles and are spread in that way. On their own, earthworms spread happens slowly (½ mile over 100 years), but spread has been exacerbated by human activity. Students can take action to educate others on how to prevent the spread of earthworms and protect our ecosystem.

SUGGESTED TIME FRAME

Three 45-minute lessons, plus time to create a final product to teach others what they have learned

• Lesson 1: Learn about lugworms and their effects on environment. • Lesson 2: Learn about earthworms and their effects on environment. • Lesson 3: Compare and contrast lugworms and earthworms, and learn about how to prevent the spread of earthworms. • Follow up: Create informational posters, skits, or presentations on how to prevent the spread of earthworms and other invasive worms in the Great Lakes region.

CONCEPT LIST

• Ecosystem • Food chain • Environment • Invasive species

MATERIALS NEEDED

• Scoring Rubric (Scan QR Code) • Chart paper • Markers • Optional materials for vermicomposting: red wigglers (Eisenia foetida), soil, bins, food scraps

Next Generation Science Standards (NGSS) / State Content Area Standards

3-LS4-4. Make a claim about the merits of a solution to a problem caused by environmental change and describe the types of plants and animals that live there and may change as a result.

➤ Key Literacy Connections RI 3.2.9.9. Compare and contrast the most important points and key details presented in two texts on the same topic.

SL 3.8.8.8. With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression).

➤ Relevant Domain(s) of Disciplinary Core Ideas • Life science

➤ Science and Engineering Practices • Asking questions and defining problems • Obtaining, evaluating, and communicating information

➤ Crosscutting Concepts Cause and effect

1. The introduction of microplastics into the water, as well as the acidification of the water, has had a negative effect on lugworms in the Wadden Sea. 2. The introduction of earthworms to the Great Lakes region has had negative effects on the ecosystem.

PHENOMENON AND MAIN PROBLEM

Lugworms are a vital part of the ecosystem in the tidal mudflats of the Wadden Sea. They are preyed on by fish, crabs, migrating birds, and more. Microplastics and the acidification of the water are negatively affecting the lugworm’s ability to reproduce, which in turn is negatively impacting on the food chain.

However, earthworms are an invasive species in the Great Lakes region of North America and were originally brought here by European settlers. They have had a negative impact on the forests, reducing the diversity of plant species.

After learning about both types of worms and their impact on the ecosystem, students will have to decide, “Are worms friends or foes?”

Engage

Day 1 engage (lugworms): First have students locate the Wadden Sea on a map. Then show students the video on the Wadden Sea (3:08 minutes) so that they will have a sense of place before they dive into the first task. Next, show students a photograph of the mudflats covered with worm casts. Ask them to complete a “see, think, wonder” chart with a partner. They should write down one thing they see (no inferences, just what they see), one thing they think is going on in the picture (inference), and one thing they are wondering about the picture. After students have shared what they think about the photograph, watch this video to learn more about the lugworms: https://www.youtube.com/watch?v=YjprT1xYHgI (1:13 minutes)

Day 2 engage (earthworms): Show students a photograph of a forest before and after earthworms have been introduced to the environment. Ask them to compare the photographs and notice any differences they see, but do not tell them why the photos are different. https://www.youtube.com/watch?v=sx4Ssk8IpaE (6:08 minutes)

➤ Anticipated Guiding Questions • What is the effect of lugworms in the tidal mudflats of the Wadden Sea? • What is the effect of earthworms in the Great Lakes region of the United States? • Is having worms in an environment negative or positive for the ecosystem?

Explore

Day 1: Students will read about lugworms and record basic information about their size, where they live, how they survive, what they eat, and so forth. They will record this information on a circle map. As a class, discuss how the lugworms are eaten by many other creatures and are an important part of the food chain. Watch this video and focus on the first half, discussing how plastic breaks down into tiny pieces that are eventually ingested by animals, including the lugworm. This affects their ability to reproduce, which in turn means that there might be not enough food for the other animals.

https://www.youtube.com/watch?v=HQTUWK7CM-Y (3:10 minutes)

As a class, create a T-chart with the ways worms are helpful to their environment on one side and how they are harmful on the other side. After Day 1, there will likely be more examples of how the lugworm is helpful to its environment.

Ask the students at the end of the first class period if they think worms are friends or foes. At this point, many will probably agree that they are friends.

Day 2: Students will complete another circle map, but this time with earthworms. Discuss with the class how earthworms eat much of the groundcover on forest floors, leading to less camouflage for other creatures, soil that cannot sustain new life, and erosion. Write these facts on the other side of the T-chart.

Ask the students again if they think worms are friends or foes. They may have different opinions at this point. Some students may point out that it depends on the environment.

➤ Featured Sources (APA citations) • Lugworm Cast. https://commons.wikimedia.org/w/index.php?curid=4081034. • Earthworm facts for kids. (2022, July 20). Kiddle Encyclopedia. https://kids.kiddle.co/Earthworm. • Hale, C. (2013). Earthworms of the Great Lakes. Kollath+Stensaas Publishing. • Hodgson, L. (January 4, 2021). Earthworms are bad news for North American Forests: Before and After Picture. https:// laidbackgardener.blog/2021/01/04/earthworms-are-bad-news-for-north-american-forests/. • Lugworm facts for kids. (2022, August 19). Kiddle Encyclopedia. https://kids.kiddle.co/Lugworm. • Mapcarta. (n.d.). Europe – Wadden Sea Map. https://mapcarta.com/Wadden_Sea. • National Geographic. (September 16, 2016). How we can keep plastic out of our ocean. YouTube. https://www.youtube.com/watch?v=HQTUWK7CM-Y. (3:10 minutes) • Natural History Museum. (August 24, 2020). Lugworm poos and the secrets they hold. YouTube. https://www.youtube.com/watch?v=YjprT1xYHgI. (1:13 minutes) • SciShow. (December 14, 2020). North America’s destructive, invasive… earthworms. YouTube. https://www.youtube.com/watch?v=sx4Ssk8IpaE. (6:08 minutes) • Transatlantic Outreach Program. (2022). Exploring STEM in Germany – STEM Unit 4: Wadden Sea Ecosystems.

YouTube. https://youtu.be/3j-M9I-9_uk. (3:08 minutes)

Explain

As a class, discuss and make a list of the ways earthworms could be spread in our community. First, ask students where they see or use worms. For example, when fishing, in the forest, or in a garden. Explain that earthworms are often spread by humans when we throw them in the water, when they get stuck in ATV tires or other types of vehicle wheels, or when soil is moved from place to place to create gardens. Then explain that all of these things can be avoided with a little bit of action and education!

Students can work with partners to create a double-bubble map or Venn diagram comparing and contrasting what they have learned about lugworms and earthworms. They can include:

• Where they live • Characteristics • Effects on their environment (negative or positive)

➤ Create a Prototype or Investigating Solutions Ask the students to create informational posters explaining how to properly dispose of earthworms and prevent their spread. If you want to involve more student choice, they could also have the option to perform a skit or create a digital presentation if technology is available.

Elaborate

Understand: Watch this video to learn about global food waste: https://www.youtube.com/watch?v=V8miLevRI_o.

Assess: Make observations about how much food is thrown away in the lunchroom at school.

Act: The class can create a vermicompost bin to make use of food scraps from the lunchroom that would normally be thrown away, then put the soil created the bin into in the school garden or a garden at home.

Additional video to engage (time lapse of vermicompost bin): https://www.youtube.com/watch?v=XVjTwkrVhtY

➤ Featured Sources • TED-Ed. (June 26, 2013). Vermicomposting: How worms can reduce our waste – Matthew Ross. YouTube. https://www.youtube.com/watch?v=V8miLevRI_o. (4:29 minutes) • A V. (December 15, 2020). Red wiggler worms horizontal migration time-lapse days 0-35 full – vermicomposting.

YouTube. https://www.youtube.com/watch?v=XVjTwkrVhtY. (14:29 minutes)

Evaluate

To help curb the spread of earthworms, students should share their posters with the class or their families. After sharing, they can ask their audience what they plan to do to help.

VIRTUAL EXCHANGE

Students could learn about earthworms and their effects on the ecosystem in Germany or other countries. Earthworms are native to Europe and may affect their environments differently than in the Great Lakes region of the United States.

CAREER CONNECTION EXPLORATION

Students can learn about scientists who are using the hemoglobin found in lugworms to preserve organ transplants.

https://www.youtube.com/watch?v=z1X21Vn5U7k

➤ Source • FRANCE 24 English. (June 30, 2022). How a lugworm could help organ transplants. YouTube. https://www.youtube.com/watch?v=z1X21Vn5U7k. (2:23 minutes)

MODIFICATIONS FOR DIFFERENTIATION

• Students can use a text to speech app to read the online articles. If technology is not available, partner stronger readers with striving readers to read the articles out loud. • Students who are English language learners may need pictures to accompany some of the more difficult vocabulary. They may also need sentence starters or a specific outline for creating their final poster, skit, or presentation. • When watching videos on YouTube, be sure to turn on closed captioning for students who are deaf or hard of hearing.

Chelsea Feider (TOP 3, 2022) teaches Elementary Math, Literacy, Science, and Social Studies at Matoska International School in White Bear Lake, Minnesota.