Two particularly inquisitive and bright former preK students (siblings) unexpectedly attended a workshop I gave for early childhood teachers about bringing local butterflies into the classroom for observation. Instead of distracting from the planned workshop, they added to it and made me look good! It was gratifying to have them model how to ask questions, and to comment on what they had learned, one and three years ago, respectively. They recalled the words “pupa” and “chrysalis” and remembered how they saw a red liquid (miconium) after the butterflies emerged from their chrysalides and that it wasn’t blood. It was inspiring to see how observing part of the butterfly life cycle made a great impression.
I hope that all students remember as much from that experience. Repeat the life cycle observations with other species of butterflies or Tenebrio beetles (mealworms) and children will observe insect metamorphosis, and relationship between animal and food source, more than once.
To enable all students to make observations, teachers adapt activities to the needs of the students. Have a bright light source in the classroom to help children with low vision see details. Put caterpillars or other small animals in small containers such as medicine bottles so children with fine motor control difficulty can hold them without accidently squishing them. Some teachers set aside a time for drawing or otherwise documenting an observation of nature each day. What do you do in your classroom to make sure that all students get to carefully observe?
Peggy