Materials for the classroom - digital

In close collaboration with the FHNW University of Teacher Education, we have developed teaching materials for planning and organising NMG and/or ESD lessons. The following documents were trialled and developed as part of the "Learning Site Worm Compost" project:

• Practical & didactic guide for independent implementation of worm composting
• Teaching unit Cycle 1: Compost & circular economy
• Teaching unit Cycle 2: The ideal drinks packaging?
• Teaching unit Cycle 3: Who cleans up nature?

Guide

"Guide to worm composting" is a didactic and practical guide for the independent implementation of worm composting. It is an accompanying document with examples that guides you through the composting year and provides ideas for an NMG and ESD-orientated lesson. It can be individually adapted to the lesson, the school class, the school environment or another project to suit the situation.

Cycle 1: Compost & circular economy

Pupils learn how green material becomes valuable soil by using the worm composter and observing the cycle of green waste decomposition and reuse. They put their knowledge into the context of the community, consider which composting method is most suitable and share their knowledge with others, supporting them in their creativity.

Cycle 2: The ideal beverage packaging?

Using the biodegradability of drinks packaging as an example, pupils can observe and explore the necessity of recycling recyclable materials and the limits of compostable packaging. Based on the knowledge they have acquired and their experiences, the pupils should consider what exactly constitutes an ideal drinks package, what it could look like or what material it could be made from and what consequences it could have for people and the environment.

Cycle 3: Who cleans up nature?

Learners investigate the processes of soil formation and recognise how diverse factors such as weather, organisms and human activities play a role. They analyse how rock weathers into soil and which biological and chemical processes take place in the process. Practical experiments and outdoor observations deepen their theoretical knowledge and place it in a real-life context. The students reflect on the influence of agriculture and urbanisation on soil health and develop strategies for the sustainable use and care of the soil. Finally, they present their findings in a freely chosen form in order to strengthen their ability to communicate knowledge.