3rd Grade Science: Let's Raise Butterflies ② - Getting to Like Caterpillars!

Yesterday, after the break.

Teacher! Ao-chan is gone!!

I had each child put cabbage in a school lunch jelly cup, name their caterpillar, and raise it.
I had each child put cabbage in a school lunch jelly cup, name their caterpillar, and raise it.
I had each child put cabbage in a school lunch jelly cup, name their caterpillar, and raise it.

However, the little caterpillars made a great escape.
They were stuck to the shelves and windows in the 3rd-grade hallway.

Teacher, my Mido-chan escaped.

A boy said, sounding dejected.

Teacher, mine is dead...

The children had various reactions.
It's gotten bigger somehow!!

Teacher, it's turned into a chrysalis!!

They were in a state of great excitement!!

Second period science.
The second lesson of 'Let's Raise Butterflies'.

I ask them questions like this.
By doing so, they have a perspective for observation,
which makes the children want to look even more.

Furthermore, do you know what happens if you touch a chrysalis?

Huh? I don't know. I don't think anything happens...

At this point, I grin.

Actually, it twitches.

I don't think it's very good to touch them, though...

I'm really sorry.

The reason it moves...

1. An appeal that says, "I'm alive!"
   At first glance, a chrysalis looks like it's in a "dead-like state" where it doesn't move, but inside, dramatic changes are occurring to become an adult. When poked by natural predators like birds or lizards, it is thought that moving suddenly surprises the opponent, making them think, "Oh? Is this not food?" and causing them to give up on eating it.

2. Structure of the abdominal segments
   If you look closely at a butterfly chrysalis, there are "segments" on the abdomen that can move. By using muscles to move these quickly, it can arch or shake its body.

3. Function of sensory sensors
   The surface of the chrysalis has functions like sensors that detect vibration and contact. Because it is a period where it cannot move, it is designed to react sensitively to external stimuli.

If you are teaching this to children in class, you might help them feel the strength of life more if you tell them, "The chrysalis isn't sleeping; it's working hard to prepare to become a butterfly. That's why it's sending out a signal that says, 'Don't eat me right now!'"

Furthermore, inside the insect cage,
a moth larva...

It was an hour of great excitement and laughter.

Before I knew it, even the girls who were bad with insects were
touching it.

"So cute!"

They even started saying that.

I want them to raise it to adulthood on their own.
And I want them to see it take flight.

The 4th and 5th graders are like, 'That's nice~.'
I want to raise one too.
For some reason, they are envious.
3rd graders.

The homeroom teacher has an indescribable look on their face, lol

So that the chrysalis can be observed.

Attach it with wood glue.
Then, it is easy to observe.

I also have it posted on the blackboard.

If you're lucky, you might see the moment of emergence during class.

After Golden Week, instead of not wanting to come to school... it's more like,
I wonder how the butterflies are doing??

I want to see them!
I want to go to school early!

I think the class is designed to make them feel that way.

1. Designing 'Motivation' that Stirs Emotions

The biggest success factors of this lesson are 'attachment to the individual' and 'the element of incident'.

• Personalization: By having them name 'their own caterpillar' in a jelly cup, the mere object of observation becomes something close to a family member or pet.

• The Happening of Escape: Intentionally turning the trouble of 'It's gone!' into teaching material, and the process of searching the hallways and windows, makes the children's spirit of inquiry explode.

2. Questioning Techniques that Create 'Discrepancy'

The structure is brilliant in that it betrays the children's expectation that 'it won't move (it's as good as dead)' with a real experience (it twitches) in response to the question, 'What happens if you touch the chrysalis?'

• Cognitive Conflict: The surprise that 'something that shouldn't move, moves' is directly linked to a sense of awe for the mystery of life.

3. Group Psychology that Overcomes Aversion

The fact that children who are bad with insects start saying they are 'cute' is proof that the surrounding enthusiasm and the attachment to 'their own individual' have outweighed their fear. This is a moment of extremely high value in 'fostering attitudes' in science education.

4. Technical Advice as a Specialist

If you are aiming for the level of a 'master,' why not add the following perspective?

• Consideration of 'Why does it move?': By having them think about the reason it twitches (such as a reaction to protect itself from predators), you can connect simple surprise to a scientific understanding of 'survival strategy'.

• The intent behind using glue: When securing them with wood glue, explaining that they originally supported their bodies with silk (girdle and cremaster silk) helps deepen understanding of the pupa's structure.

• Handling 'moth larvae': It is wonderful that you didn't treat the mixed-in moth as a 'dud' but instead turned it into a moment of great laughter. Briefly touching upon the similarities and differences between butterflies and moths here will help foster a taxonomic perspective.

General Review

This is truly a superb, lively science lesson that makes children want to go to school. I can picture the children eagerly awaiting the time-lapse videos and wanting to be present for the moment of emergence. It is a practice packed with 'wonder and excitement,' which is the essence of science.