Beruflich Dokumente
Kultur Dokumente
Time: 10 minutes
General Overview/Need:
To educate the community about why they should compost, to inspire them. This is an
introduction to one step in a larger training on setting up a compost bin.
Audience/Learners:
Adult learners, members of the general public who wish to learn more about composting and
how to apply it in their homes.
Technical:
This program will be offered on computers and portable digital devices.
Conditions of Instruction:
This program will be hosted on the website of Santa County Clara Composting Education
Program. It will be free to the public, anyone with internet access and a computer/mobile device
can access it.
Learning Objectives:
Given the material covered, the learner will be able to identify three items that can be composted.
At the end of the lesson, the learner will be able to identify what objects found in nature contain
Nitrogen.
At the end of the lesson, the learner will be able to identify what objects found in nature contain
carbon.
At the end of the lesson, the learner will be able to balance compostable materials by stating the
carbon to nitrogen ratio.
At the end of the lesson
At the end of this lesson, the community member will identify the proper Carbon to Nitrogen
ratio 90% of the time.
Assessment:
There will be no formal assessment required to pass. There will be some questions/activity at the
end to review if the learner was able to achieve the learning objectives. Any questions presented
will give the learner the correct answer immediately after responding.
Instructional/Cognitive Strategies:
ARCS Model
Multimedia Strategies:
The techniques of balancing audio and visuals as learned in the e-Learning and the Science of
Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning will be
applied to this lesson. Any diagrams will be supplemented with audio of talking points.
Instructional Materials:
Audio, visuals, diagrams and charts/tables of facts will be incorporate to deliver the lesson. The
science behind the environmental impact will be the facts incorporated.
Resources:
http://cesantaclara.ucanr.edu/Home_Composting_Education/
http://www.queensbotanical.org/Education/compost/composting101
Style guide:
There currently is no style guide available for Santa County Clara Composting Education. The
colors and logo currently being used for the program will be incorporated into the
design.
References:
Appelhof, M. (2017). Worms Eat My Garbage: how to set up and maintain a
worm composting system. S.l.: Storey Books.
Clark, Ruth C., and Mayer, Richard E. (2011). e-Learning and the Science of Instruction :
Proven Guidelines for Consumers and Designers of Multimedia Learning (3).
Hoboken, US: Pfeiffer.
Gredler. M. E. (2009). Learning and Instruction: Theory into Practice (Sixth Edition).
Pearson.
Martin, D. (n.d.). The Rodale Book of Composting: Easy Methods for Every Gardener
(G. Gershuny, Ed.). Rodale Books.
Previous design brief: (Please note that my captivate lesson is one lesson to this larger
Extension (UCCE) Home Composting Program, a performance gap emerged. A gap existed in
motivating community members to initiate a home composting system. The overall objectives of
the UCCE Home Composting Program is to divert waste from landfills. After working some
events, speaking to the community, and speaking with organizational leaders there appears to be
fear and a lack of motivation preventing some community members from beginning the
composting of food scraps at home. Currently the program offers community workshops,
outreach, education and training programs. If master composters, volunteers who educate the
waste from landfills while dispelling myths, this gap could be closed.
Goals and Background
I am a master composter and have a personal interest in educating the community on how
to divert their organic waste by composting. Composting and compost application increases the
nutrients in the soil, reduces global warming, and diverts organic matter away from landfills. The
benefits and long lasting positive impacts of composting are why I want to conduct this training.
The methods used to determine the training needs consisted of gathering information
from the organization, distributing a survey to current volunteers, speaking at composting events
directly with community members and speaking with the coordinator of the program. I had the
opportunity to speak with the coordinator in person, which proved helpful in answering some
questions.
The learners are master composters; those who have completed an intense training on all
aspects of soil and compost. The master composters go out to the community and give lectures,
workshops and general outreach of how to compost and other composting resources. The
members of the community that master composters have to work with range from elementary
school children to senior citizens. Most people in the Bay Area have a general sense that
composting food scraps is beneficial. Some may have tried to compost in the past and failed and
some may have never attempted to compost. Common myths about composting are what prevent
them from composting at home. Some of these myths include that compost smells, will attract
critters, and is too difficult to maintain. The objective of this training is to give step by step
instructions on how to build a worm compost bin, how to maintain the bin properly, dispel myths
and to motivate community members and help them overcome the common misconceptions
about composting.
The Training
week free course. During the course, tips, suggestions, and techniques would be presented
specific to community outreach and how to help the community overcome any current
composting myths. This would take place at the Santa Clara County offices, then components of
the course would be given online. A PowerPoint presentation would be provided to go along
with the in-person lecture. There would be an opportunity for learners to participate in a group
activity, to practice techniques presented, and brainstorm ideas for helping the community
Analysis
This paper is going to analyze the need for training at the University of California
Cooperative Extension (UCCE) Home Composting Program. Currently the program offers
community workshops, outreach, education, and training programs. The purpose of this paper is
to determine whether further training is needed by staff or volunteers to increase the amount of
The methods used to determine the training needs consisted of gathering information
from the organization, distributing a survey to current volunteers, and speaking with the
I distributed a survey as a google form to current Master Composters. The questions were
W
hat is the purpose of Master Composter?
H
ow can Master Composters in Santa Clara effectively increase the number of
W
hat learning tools/materials can you use to help community members set up a home
compost system?
W
hat in your opinion motivates people to start composting?
H
ow many years have you been a Master Composter?
The most helpful data came from surveys previously collected by the UCCE Home
Composting Program and their annual report. This included a post test taken after a composting
education class and a follow up survey six months after the training. Attendees were asked about
what they learned in the posttest and six months later if they implemented what they learned.
Data was also collected on how many people signed up in advance for a workshop and how
The Data
Of the evaluation data collected, it revealed that over 70% of workshop attendees felt
they learned a lot about basic composting. Some areas that attendees did not feel they learned as
much were in the subject of worm composting and overall household waste diversion. When
asked about how likely they were to buy or build a specific type of composting system at home,
34% they would build a worm composting system, 66% said they would compost kitchen scraps
and 30% would opt to buy a prefabricated compost bin. In the six month follow-up survey 80%
of the attendees who completed the survey said they did begin to compost. Only 12% of
attendees responded to the survey. It is unknown if the other 88% of attendees did begin to
When gathering information from the coordinator and Master composters, the number
one reason they believe people do not compost is because they are afraid the compost will smell.
This of course is not true if the proper techniques are utilized when building a compost. Other
people believe the compost will attract unwanted critters. This also is preventable when the
proper techniques are used. Master Composters thought that better visuals and demonstration
materials might help them to communicate better with the community. One other obstacle
presented was language barrier. The need to have composting materials in Spanish and
Vietnamese languages; recruiting Master Composters that speak these languages would help to
Findings
Fear and lack of education seem to be the biggest obstacles preventing the UCCE from
diverting waste from landfills. Lack of resources and language barriers seem to be secondary
obstacles. Master Composters receive 15 weeks of training and then continuous training on a
monthly basis. There are group discussions available online where they can post resources and
exchange ideas. It appears the biggest problem in preventing the UCCE from diverting more
waste is after the Master Composter gives a workshop and the attendee goes home, they dont
follow through and compost. Gaps in the findings include not knowing more specific information
about the workshop attendees. For example their age, cultural background, motivation for taking
the workshop, how they learned about the workshop and if further training and guidance would
help them achieve their composting goals. Since only 12% of people respond to the surveys and
the majority of them have started composting, one might try to contact the other 88% and see if
they did or did not indeed start composting. If they didnt, further investigation might be needed
Over the past six months I have volunteered at numerous community events, speaking to
both adults and children about composting. My observations from interactions within the
community are that children become easily engaged in the composting process. They are curious
and eager to learn. The adults are cautiously interested. They have voiced concerns over
attracting rodents, difficulty in setting up a compost bin, not sure how to start creating a compost
bin and fears of it creating a foul odor. Part of my job is to educate them on the facts and dispel
the myths about attracting unwanted critters and smells. As a result of data and discussions
within the commuinty, I came to the conclusion that since one of the biggest obstacles in
preventing community members from composting is helping people to overcome their fear and
to physically get started building their compost bin. If the UCCE wants to continue its goal of
diverting waste from the landfills, any training program should address these two major concerns
that are preventing the compost process from beginning for some community members..
Rationale
It seems as though Master Composters giving the workshops are well educated on the
materials but may benefit from further tools and resources to bring to workshops. It appears that
learning is occurring at the workshops but there is a gap in attendees actually going home and
setting up a composting system and also responding to the survey. More information is needed to
make sure that the 88% that didnt respond to the survey did not set up a compost system, most
likely this is true. Based on the data collected, there is no way of knowing for certain if this is
true. It would be up to the organization to determine whether time and money should be spent
investigating and implementing a plan. If time and money allowed, how do we fill the gap to
help them set up the compost system? Would a step by step Lynda.com style videos help
attendees? If so, what information would be covered and how would they receive the
information? If not, what would help? What would motivate people to compost?
If it is true, that one of the biggest things preventing composting is fear, is there a training
method that could help people overcome this fear? Maybe more emphasis needs to be placed on
this aspect during a workshop. If this is true, improving/changing the methods that Master
Composters use to communicate may help. This would then require more training.
I do believe that if there was something in place where community members could sign
up to do an online step by step training of how to setup and maintain a compost bin, there would
communicate alleviating the fears of composting, in addition to combining better step by step
training for attendees, compliance would increase. Other issues that cannot necessarily be solved
with training would be language barriers. Perhaps the organization could translate brochures into
Conclusion
Propose supplemental education training online and step by step instruction to help with
conversion rates. Reach more community members by offering materials in needed languages of
Spanish and Vietnamese, if it is challenging finding Master Composters who speak these
languages.
Learner Analysis
The audience for this particular training is adult learners, anywhere from 18-90 years old.
This is open to all Santa Clara County residents. Learners have already expressed interest in
learning about composting by attending a previous introductory workshop that allowed them
access to this course. Some learners may currently be active in the work force, retired,
unemployed, or college students. Some may have prior knowledge of composting and tried to
implement that knowledge in their backyards without success. Others may be curious and need
Workplace/Environmental/Setting Analysis
A portion of this course will take place at the Santa Clara County offices. They have a
demonstration garden and worm compost area. They also have indoor facilities that are lecture
friendly with audio/visual equipment, large tables and open space to move about. There is no
cost to use this facility. Parts of the instruction can take place outdoors if the weather is dry. The
PowerPoint presentation can be viewed indoors in the lecture-style room. This room is also large
enough to accommodate the construction of worm bins. It has doors that exit to outside the
building allowing for materials to be brought in easily and set up. The lighting is very strong
when turned on and can be dimmed or turned off completely to view slides. The room is private
and not near any personal offices. If the setting were to become loud, the attendees should not
The second part of the course will be completed at home at the learners own pace to
support and supplement their composting journey. They will need to have internet access and a
digital device to view the course. They will return three weeks laters to go on a field trip and
wrap up the course. A carpool will be provided from the initial training site in Santa Clara to the
commercial composting facility in Gilroy. There is always the possibility that a carpool driver
may not show up or a vehicle could not work. If that were to happen, all efforts would be made
to get a back up. If none were available, learners would have to drive themselves as a last resort.
Content Analysis
The content of this course will cover the lifecycle of a worm, how to create a home for
the worms so that they can sustain themselves in a trapped container, what organic matter to feed
the worms, how and when. Other aspects of the course will cover dispelling myths about
composting, soil biology and types of soil and how to amend the soil in your yard with the
application of worm castings. On a larger scale, learners will be introduced to large scale
commercial composting. They will see the business side to composting and how it can divert
DESIGN
Literature Review
programs for both hot compost and vermiculture. To my surprise, most of the articles were from
approximately 20 years ago, including the training manual that the UCCE Master Composters
use. The textbook that was given out during the UCCE Master Composter training, The Rodale
Book of Composting: Easy Methods for Every Gardener, was last updated in 1992. I am not sure
why the lack of new data on composting education. I can infer that this is because composting is
a basic natural occurrence that can happen without human interference and there are not many
innovations on how to present it. Composting is based on science and the natural breakdown of
organic matter, leaving little innovation in how to speed up or alter the process to move faster.
The most current literature I could find on the topic of educating people about
composting was about large-scale composting geared toward professionals in related fields to
agriculture, landscaping and composting. While this is not the intended audience of my
composting training, I thought it was valuable to learn of the lack of recent literature on the topic
and also about the content of what other composting programs cover. The California State
Polytechnic University has created a sustainability program that includes composting. They offer
a public education program that covers biology, process management, recipes, troubleshooting
and testing for chemicals. (Cooper, 2014). The delivery methods for these trainings are hands-on
composting program, Plate to Garden, that has helped local schools participate and
organizations participate in a composting and fundraiser program.(Zbinden et. al., 2016). MNCC
supplies materials to help the school or organization separate their organic wastes. This is the
educational component. They oversee to make sure that the composting rules are being followed.
Then the organic waste is delivered to the composting facility. In return the school or
organization can purchase the finished compost as a fundraiser. They bag the compost
themselves and decide on a price to sell it. On average, each fundraiser raises at least
$1,000.00.(Zbinden et. al., 2016). This program teaches those involved the entire process of start
to finished product and how they can also help raise money for their school or organization.
programs from 40 states and 2 Canadian provinces were surveyed. The findings from the survey
concluded that about half of the programs used brochures, workshops, demonstration sites, gave
out free or reduced cost compost bins, school programs and portable displays (Johnson, 1995).
Of these methods, the top three that were most successful were the bin distribution programs,
reducing waste fees for composting material and master composter trainings in the form of
workshops (Johnson, 1995). These methods are still practiced by community outreach
organizations including the UCCE. There were questions that solicited recommendations for
motivating more individuals to compost. Those suggestions included offer incentives for
attending workshops like free bins or discounts on garbage fees (Johnson, 1995). As I mentioned
earlier from my personal experience speaking with community members, this survey also
discovered that some barriers that prevented individuals from composting were foul odors,
Learning Objectives
1. From memory, workshop attendees will be able to describe how to set up a worm
2. At the end of this workshop, the community member will identify two ways that
4. From memory, the community member will be able to name two benefits of composting
Test Instruments
The first summative evaluation will be to see if learners can successfully construct a
worm compost bin. This will take place on the first day of the course. Learners will then be
asked again at the conclusion of the course to evaluate their compost bin for moisture, health of
the worms and compost accumulated thus far. Learners will also be asked to take a post exam on
the first day of the meeting to see if they can state important key concepts of composting from
memory.
A post exam will be given to learners in the middle of the course to gauge if learning has
taken place on furth composting concepts and soil health. Learners will be asked to take a quiz
After reviewing the literature on the topic of composting, I have concluded that hands-on
workshops and site visits are the best way to motivate community members to compost. I am
proposing an advanced composting workshop that would be taught by UCCE master composters.
The course would be a blended program of in-person instruction and online instruction. The
instructor would become a mentor to the workshop/course attendees. This provides a balance to
reach those individuals who learn best in-person and those who would like to go home and learn
physical construct a worm compost bin. Workshop attendees would view a live demonstration
and build along. Two instructors would be available to assist with any difficulties or challenges
that might develop. The attendees would receive access to a moodle course with a review of
what they learned in class, a step-by-step guide to set up a new worm bin for future use, video
Agenda
1. Day 1, meet in a community center for 6 hours with a 1 hour lunch break with
food provided.
d. Plastic bin, tools, wood, newspaper, water, buckets and worms will be
instructor.
3 Students meet two weeks later at a commercial composting site for 6 hours
d. Return to share stories of what they learned from having a worm compost bin the
Physical materials to construct worm bins (plastic containers, newspaper, worms, wood,
screws)
Video on extended learning of worm composting and how to apply the casting to garden
Development Plan
This course would take place over three weeks. The end result would be free worms and
free compost bins in addition to a great education on soil health. They would leave the workshop
with a worm compost bin they prepared themselves. The course would meet for 6 hours one day,
with an online asynchronous moodle course component. Learners would then meet again 21 days
later to visit a large scale commercial composting facility and also to discuss any trouble
shooting they had the first three weeks with their worm compost bin at home. The online moodle
course would contain follow up videos on how to maintain the worm compost bin, next steps to
take now that they have it at home, information on the science of soil, and provide forum
discussions where attendees could help troubleshoot any problems they were having.
Implementation Plan
This course would be taught by a master composter who completed their training through
the UCCE. Master composters are required to volunteer 25 hours a year to educate the
community on composting and are also required to complete 15 hours of continuing education
to maintain their master status. The UCCE would provide the appropriate training for the moodle
sections of this course to meet the continuing education needs of the organization. The UCCE
provides monthly training to all master composters at no cost. Master composters are already
trained to give presentations and live demonstrations to large groups of community members.
Three instructors would be asked to work with this cohort of learners. Since volunteers
need to complete their 25 hours, it should be easy to find qualified individuals to facilitate the
course. The type of instructor that would be best for this course would be someone who has had
a lot of hands on experience building and maintaining worm compost systems and is technically
EVALUATION
Formative Evaluation
A formal evaluation for this course will be delivered via email three days after the course
concludes. For the particular section of the course on Browns and Greens, there will be two
practice activities and two testing activities within this particular unit. This will allow the
instructor to see who was able to retain the information presented in the lesson after learning and
practicing.
References
55(7), 39.
36(1), 75.
Zbinden, M., Ludvik, A., & Duame, J. (2016, May). Plate To Garden Compost Program.
Reviewer comments:
Audio:
Does the )tle slide need audio to say the the name of the )tle?
Project name: Introduc)on to Compos)ng: Screen 1tle: Ready to compost Screen #: 2
Browns and Greens
Graphic info:
Illustra)on of a yard with a
compost bin
Picture of a yard and compost bin. When
maybe the bin opens and you see the browns
and greens.
Naviga1on:
Arrows for next slide, pause
buFon.
Reviewer comments:
Audio:
In the previous unit you learned about the importance of compos)ng. Now we are going to take a closer look at what to put in your bin
for op)mal compos)ng. To ensure your compost bin works properly, there needs to be a proper balance of carbons or browns and
nitrogen or greens. We will take a look at a few examples of each. At the conclusion of this unit you should be able to separate your
organic materials into browns and greens. There will be an ac)vity and quiz that will be completed in this unit.
Project name: Introduc)on to Compos)ng: Screen 1tle: Carbon Nitrogen ra)on Screen #: 3
Browns and Greens
Graphic info:
Closer look at a compost bin
with browns and green.
Illustra)on of Layered cross
sec)onal look at the ra)o.
Naviga1on:
Arrows for next slide, previous
slide and pause buFon.
Reviewer comments:
Audio:
All organic materials are composed of both Carbon (c) , Browns and Nitrogen (N), greens. To make certain your organic material converts
to compost correctly, there is a proper propor)on to maintain called the carbon to nitrogen ra)o (C:N)
Project name: Introduc)on to Compos)ng: Screen 1tle: What are Browns? Screen #: 4
Browns and Greens
Graphic info:
Image of materials that make
of carbon rich materials that
can be composted. Facts- large
numbers to highlight these on
Image of carbon rich material: screen
Newspaper or other paper, brown leaves, etc..
Naviga1on:
Same as previous slide
Reviewer comments:
Audio:
Carbon rich materials are also known as the browns in compos)ng. Examples of these items might be newspapers, dead leaves in your
yard or the lint from your dryer. Too much carbon can cause the compost process to be o balance and will slow down the breaking down
of the materials in your compost.
Project name: Introduc)on to Compos)ng: Screen 1tle: What are Greens? Screen #: 5
Browns and Greens
Graphic info:
Illustra)on of items high in
Nitrogen
Naviga1on:
Same as previous slide
Reviewer comments:
Audio:
Materials containing Nitrogen in your household are the greens. These are your fresh food scraps like a banana peel, fresh grass
clippings or coee grinds. If you put too many Nitrogen items in the compost, your compost pile will start to smell. A good rule to follow
is to include about to of nitrogen rich materials.
Project name: Introduc)on to Compos)ng: Screen 1tle: What to avoid Screen #: 6
Browns and Greens
Graphic info:
Slide shows sor)ng
compostable and non-
compostable items. Illustra)on
of materials to avoid pu^ng in
Sorting trash and bin. Image of trashcan and compost bin. your compost bin.
The items below appear on the screen and then go to the Compostable serve ware such
as compostable plas)c cups,
trash can or compost bin. etc.. (I thought the items could
appear as the person men)ons
them on screen)
Compost bin, fruits, veggies, paper.
These go to the trash can: Naviga1on:
Meat
Dairy
Fatty Food Waste such as cooking oils
Whole eggs (Egg Shells are ok)
Human or Pet feces Reviewer comments:
Treated Wood
Diseased Plant Leaves
Audio:
Now that youve learned about browns and greens, lets gure out what goes in your compost bin and what goes in the trash.
There are some materials you want to avoid pu^ng in your compost bin. This includes dairy, cooked foods, oils and meats. While these
materials can be composted they are not recommended for home compos)ng systems. This is because they can contaminate the
compost material spreading disease through the soil that can target humans, animal and plants. They also may aFract unwanted criFers
like rodents.
Project name: Introduc)on to Compos)ng: Screen 1tle: Ac)vity/quiz 1 Screen #: 7
Browns and Greens
Graphic info:
Drag and drop prac)ce on
what goes in the compost bin.
There will be a mix of items
that are ok for the bin and
Compost bin and trash can with some items that never should
items to drag and drop in each. be used. There will be
immediate feed back and it
can be repeated as much as
they would like.
Naviga1on:
Submit buFon.
Reviewer comments:
Audio:
Lets prac)ce. Can you put the appropriate items in the compost bin and trash can.
Project name: Introduc)on to Compos)ng: Screen 1tle: Layering your stored materials Screen #: 8
Browns and Greens
Graphic info:
Onscreen Text chart: (this could be simplified) Diagram/anima)ons of how to
layer your C:N ra)on (Leave
MATERIAL C:N RATIO this screen up to allow users
Corn stalks 50-100:1 )me to review, so force users
to use the arrow to con)nue
Fruit waste 35:1 to the next screen)
Grass clippings 12-25:1
Hay, green 25:1
Leaves, ash, black elder and elm 21-28:1
Leaves, pine 60-100:1 Naviga1on:
Leaves, other 30-80:1 Arrows for next slide, previous
slide and pause buFon.
Manure, horse and cow 20-25:1
Paper 170-200:1
Sawdust 200-500:1
Seaweed 19:1 Reviewer comments:
Straw 40-100:2
Vegetable waste 12-25:1
Weeds 25:1
Wood chips 500-700:1
Audio:
Now that you have learned about browns and greens, its important to know the proper carbon to nitrogen ra)o. Listed in this chart are
the average carbon to nitrogen ra)o for these materials. The overall perfect ra)o of the compost should be 30:1 30 carbon to 1 part
nitrogen.
Project name: Introduc)on to Compos)ng: Screen 1tle: Layering your stored materials Screen #: 11
Browns and Greens
Graphic info:
Diagram of layered carbons and nitrogens Diagram/anima)ons of how to
layer your C:N ra)on
Naviga1on:
Arrows for next slide, previous
slide and pause buFon.
Reviewer comments:
Audio:
Its important to have alterna)ng layers of carbons(browns) and nitrogens (greens) in your bin. If you add too many carbons, it will slow
the ac)vity in your compost and take longer for the materials to break down. If you add too many nitrogens, you risk making the compost
too hot. It may also begin to smell as ammonia will become present. There is no odor in a well balanced compost bin.
Project name: Introduc)on to Compos)ng: Screen 1tle: Final Quiz Review Screen #: 12-14
Browns and Greens
Graphic info:
Multiple choice practice Quiz: Text based prac)ce quiz with
feedback.
Reviewer comments:
Audio:
No Audio unless need to read the text ques)ons
Project name: Introduc)on to Compos)ng: Screen 1tle: Quiz results Screen #: 15
Browns and Greens
Graphic info:
Photo of a happy compost bin/pile Text based quiz results
Naviga1on:
Return to beginning of lesson.
Reviewer comments:
Audio:
You now have all the tools you need to set up a successful compost bin. Please con)nue to this chapters test
Project name: Introduc)on to Compos)ng: Screen 1tle: Ac)vity/quiz 1 Screen #: 16
Browns and Greens
Graphic info:
Drag and drop test on what
goes in the compost bin. There
will be a mix of items that are
ok for the bin and some items
TEST:Compost bin and trash that never should be used.
can with items to drag and drop
in each. This will have different
items from the practice
Naviga1on:
Next buFon
Reviewer comments:
Audio:
Can you put the appropriate items in the compost bin and trash can. You will have one aFempt at this.
Project name: Introduc)on to Compos)ng: Screen 1tle: Ac)vity/quiz 1 Screen #: 17
Browns and Greens
Graphic info:
Test
TEST:
Fill in;
Reviewer comments:
Audio:
Project name: Introduc)on to Compos)ng: Screen 1tle: Ac)vity/quiz 1 Screen #: 18
Browns and Greens
Graphic info:
Test results
Test score
Naviga1on:
Next buFon
Reviewer comments:
Audio:
Project name: Screen 1tle: References Screen #: 17
Graphic info:
Text only slide
On screen Text:
References:
http://cesantaclara.ucanr.edu/
Home_Composting_Education/
http://www.compostinstructions.com/all-about-carbon-
and-nitrogen-materials/ Naviga1on:
None
https://web.extension.illinois.edu/homecompost/
science.cfm
More to come!
Reviewer comments:
Audio:
Reference List