dence. A walk-in habitat for a variety of feet) with netting, and raised the heat
butterflies and moths and the host plants and humidity using space heaters and
that sustain them, would provide oppor- humidifiers. Inside we arranged tables and
tunities to explore several broad concepts planned observation areas.
related to living organisms: In addition to our homegrown Brassica
• All life requires sustenance (basic
plants, we brought in the variety of host
needs);
plants needed to sustain the ten types of
• All life strives to perpetuate itself
butterflies and moths we planned to raise,
through reproduction;
and placed them under plant lights. It was
• Living things have forms and func-
important that none of these plants was
tions suited to their respective envi-
raised using pesticides. We added several
ronments;
feeders filled with a nutrient-enhanced
• Living things are interdependent, and
sports drink (salts available in these drinks
ecosystems require this interdepen-
are needed for males to achieve sexual
dence to remain intact. This is indeed,
maturity, if you do not have rich mud or
the source of the magic.
manure in the habitat), as well as plates of
fruit.
We began our study by planting the
When our Brassica plants put out their
seeds of a rapid cycling member of the
first set of true leaves we introduced our
cabbage family: Brassica rapa, from Wis-
insects. We chose two butterfly types
consin Fast Plants™. Under fluorescent
(brassica and painted lady) and one moth
lights, with water and proper nutrition, the
type (sphinx, a.k.a. hummingbird moth)
seed grows to flower in fourteen days and
for in-depth study. These we purchased as
develops its seed in forty days.
eggs.
After studying the anatomy of seeds,
Our brassica butterfly eggs (a.k.a cab-
each of my students sowed four Bras-
bage whites) arrived on wax paper slips
sica seeds in containers (labeled with the
in tiny vials. The eggs were cream col-
student’s name). Students watered the
ored and smaller than poppy seeds. The
potted seeds, put them under the lights,
children were amazed at their size and
and began observing, logging their obser-
couldn’t fathom a caterpillar being inside.
vations and growth data in a journal. The
We gently brushed these eggs onto the
plants’ rapid growth captured the students’
leaves of our Brassica plants and left
attention.
the vials and wax paper on the plants to
Next we built a pavilion by enclosing
release stragglers. Never having imagined
one end of our classroom (200 square
a caterpillar this small, the children were
The observation station
truly astonished when they observed the
hatchlings with hand lenses the next day.
In the same manner we placed tiny
painted lady eggs onto the leaves of mal-
low plants, and larger Sphinx moth eggs
onto organic tomato plants. When they
hatched the children could easily observe
distinct differences between each—velvety
green brassicas, dark, fuzzy painted ladies,
and spotted, turquoise hornworms (sphinx
moths).
We purchased seven additional types
of moths and butterflies in both larval
and pupal stages, and placed the larvae
on appropriate host plants and pinned the
pupae to a chrysalis/cocoon board that
we misted with untreated water daily.
This variation in type of insect as well
as life cycle stage would broaden our
page 16 • Connect © synergy learning • 800-769-6199 • March/april 2010
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