1. Teaching kit “DISCOVERING THE LIVING WORLD”
Educational activities for Roma children and families

2. Insects…
The different aspects of the discovery of living things can only be approached from real-life situations and observation satisfying children’s curiosity.

3. Activity 2: Observing butterflies
This activity can be performed with or without supervision.
In either case, the mediator will begin by presenting the relevant activity sheet.

4. Activity 2 : Observing insects
Discovering the living world –insects Sheet n°2
Activity 2 : Observing insects

5. - Say what you see on this sheet!
Question 1 :
- Say what you see on this sheet!
Discovering the living world –insects Sheet n°2
Activity 2 : Observing insects

6. Activity 2 : Observing insects
If the child takes a long time to answer, the question can be rephrased.
Discovering the living world –insects Sheet n°2
Activity 2 : Observing insects

7. Say what you can see in the picture…
Example of a prompt:
Say what you can see in the picture…
(while showing the butterfly, the magnifying glass and the butterfly net).
Découvrir le monde vivant – Les insectes Sheet n°2
Activité 2 : Observer les insectes

8. At nursery school, the important thing is that children should identify and name what they see.

9. Questions to ask the child:
Q 1: Do you have any butterflies in the kit? Show them to me.
Q 2: Are they alive? Why?
Q 3: What about a magnifying glass? Is there one in the kit?
Q 4: What is it for? How would you use it?

10. The mediator will “read” each picture with the child…1.
caterpillar
egg
La chrysalises 3. 2. 4.
butterfly
After the child has answered, the mediator will suggest turning the sheet over and seeing what Isidor proposes…
(cf side 2).

11. Observation and description associated with the naming of animals are the opportunity to draw attention to the major functions of living things: growth, nutrition and reproduction.

12. Activity not requiring supervision…
This means that the activity can be started and carried out without the mediator being present.
The activity can be performed by one or more children, with or without the family’s help.

13. Advice for performing the activity without supervision:
Look for butterfly eggs…
Observe them carefully…
2. Look for caterpillars… Observe them carefully…
3. Look for chrysalises… Observe them carefully…

14. Propose an evaluation :
When I come back you are going to show me the place where you made your observations…
(set a time limit, suggest a timetable…)
If you like, together we are going to reconstruct the life cycle of butterflies…
(show a photo album with photos of butterflies, chrysalises etc)

15. The main thing is to identify some of the characteristics common to animals and to become aware of the diversity of the world we live in…

16. Children can realize an “observatory” of the butterflies’ cycle and illustrate the different stages in the experiment with drawings, notes and photos.
(these notes and observations can sometimes be made with the mediator and sometimes independently)

17. All these experiments are aids to discussion and to attempts at representation (through drawing or photography), which are themselves new subjects of discussion.

18. Under the mediator’s supervision…

19. Activity supervised by the mediator
Together we are going to look for places where we might find butterfly eggs (or caterpillars…)
(this will lead the child to formulate hypotheses as to the places to be explored…)
Where do you think we should look?
(if the child cannot identify the object being observed, even though it is present, the mediator will show it to him/her in the form of a scale model or a preserved specimen…)

20. Observing and/or breeding animals is a unique resource for verbal expression and interaction, even for the youngest and most reserved children.

21. The mediator could suggest creating a “micro-world” (ecosystem) by isolating a sample of the item being observed (protecting butterfly eggs with a transparent plastic sheet, etc).
This will make it easier for the child to observe and follow the different stages in the egg’s transformation into a butterfly.

22. Homework:
Between now and our next meeting, you can continue your observations outdoors.
Be careful not to touch the butterflies’ wings while you are observing them.
Why is it important not to touch butterflies’ wings?

23. Young children have a privileged relationship with animals, so they are quick to discover certain characteristics of life: an animal is born, grows, reproduces and dies.

24. For the next session…
We are going to check if the butterfly eggs are still there.
- Where could they be?
- What else can we see in your little butterfly farm?
- What do you think these caterpillars are going to turn into?
(At each session, the mediator will explain the changes in the egg and ask the child to indicate this on the observation sheet ; he/she will engage in interaction with the child…)

25. In the course of these exchanges with the adult, an orderly pattern of questioning, clear concepts and, ultimately, knowledge will take shape.

26. Make a notebook with the children
As the activity proceeds, children will be able to note down what they do and the stages in the butterfly’s life cycle
- isolating eggs, making a “butterfly farm”,
- presence of caterpillars,
- presence of chrysalises,
- birth of butterflies.
Releasing the butterflies from the “observatory” and putting forward hypotheses as to what will become of them.

27. The written recording of observations (dictated to an adult) helps to memorise knowledge, become aware of relationships in space and time and identify causal links.

28. child should be able to…
On completion of the activity the
child should be able to…
reconstruct a picture of a butterfly from the separate parts ;
remember the order of the stages of development of a butterfly ;
describe the conditions necessary for the development of a butterfly ;
recognise the manifestations of animal life and relate them to major functions : growth, nutrition and reproduction.