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In order to attain success when composting, one must use the correct materials. Depending on the
classroom size, learning level, and teacher preference, composting can be done on a large or small scale.
Both options involve fertilizer, acid, water and organic waste (Fell, 2011). The larger scale composting
project would include a 55 gallon drum or garbage bags (Fell, 2011). In contrast, the smaller scale project
would include glass jars (Galus, 2002). All composting projects must contain proper carbon to nitrogen
and water ratios and a neutral pH in order to yield a functional product. It is recommended that the carbon
to nitrogen ratio be within 25(carbon):1(nitrogen) to 30:1 (Fell, 2011). Different organic waste materials
have different set carbon-nitrogen ratios. Before composting, the teacher or student should calculate the
ratios of their specific waste product. The moisture level of the composting mix should stay at or above
40% (Stanley, 2010). Couth (2012) explains that a pH of 6.5-8 is the optimal zone to effectively compost
in. Table 1 visually represents the proper conditions for composting (Fell, 2011, pg. 352).
Figure 1: Audit of School Waste at Three Florida Schools (Source:Sustainability, pg. 1375)
Not only is composting a sustainable option for the environment, it is also sustainable as a
valuable learning experience for individuals in public schools. Numerous applications have proven that
composting can be used as a hands-on learning experience across schools subjects and across many grade
levels. In 2002, Galus underwent a successful teaching experiment using composting. Galus, a public
school science teacher, noted that her students found the hands-on learning of composting lead to high
level thinking (2002). The composting experience can be a success for the teacher as well as the student
because higher level thinking leads to higher level questioning and deeper understanding of the material.
In 2006, Handler led another hands-on learning public school activity that concluded with students
reporting higher self confidence in their abilities as scientists. Through hands-on activities, students were
able to remember, understand and apply their knowledge better than if the material was taught through a
traditional lecture (Handler, 2006). Composting allows the material to be taught as inquiry instead of
memorization. When students are responsible for a part or all of an experiment, their questions and
thoughts come from a place of true inquiry based on necessity. In addition, students understood the
material so thoroughly that they had the ability to teach the knowledge they learned while composting
(Handler, 2006). In other words, student will want to ask questions in order to understand the material
further when it applies to them personally (such as composting to better their school and environment).
Composting is a learning experience that can be easily dispersed into many school subjects. Public
schools can teach composting in chemistry and biology classes when talking about the scientific method,
methane and carbon dioxide emissions, and decomposition. Geography teachers can integrate composting
into their classrooms by explaining how decomposition and growing rates vary by location and climate.
Also, health classes such as nutrition and physical education can teach students about the benefits of
growing and consuming fresh, organic produce. Overall, composting is a sustainable way to get students
involved in hands-on learning at their school. Figure 2 shows the ideal way to teach for lifelong learning.
Each part of the pyramid can not be completed without the subsequent level. In addition, the higher the
level on the pyramid, the more the student will experience life long learning (Handler, 2006, pg. 9).
Composting is not only represented as hands-on learning, it can also be applied in the uppermost level of
Optimized Performance when students can take their knowledge and apply it to gardening and
composting at home.
Pyramid of Ideal Learning Structure
Figure 2: Pyramid of Ideal Learning Structure (Source: Journal of Science Education and Technology, pg.
9)
References Cited
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