observations, further highlight similarities
and differences, as well as increase our
chances of success. We purchased all of
our insects from three biological supply
companies.
Remarkable changes over
time
The children tended all of the plants, but
took most pleasure in carefully tending
their own developing Brassicas. every
other day they formally observed their
Brassica plants, now hosting as many as
one to three cabbage white caterpillars
each, and delighted in journaling their
observations. The caterpillars were so tiny
they barely scratched the leaves.
Surprisingly, the children’s excitement
over the insects did not overshadow their
enthusiasm for their plants. They took
great delight in observing their Brassi-
cas’ growth and development and intently
watched for signs of flowers.
Through a variety of reading and discus-
The answer became obvious when we
sion, the children were developing their
nuzzled our noses into our lilies to take
knowledge of the life cycle of flowering
up their scent. Dark pollen grains flecked
plants. They had full confidence their plants
our noses. When we sniffed the next lily
would flower, and that the flowers would
flower we witnessed how deposits of pol-
develop ovaries full of seeds. Their plants
len were made. So our butterflies (and
were going to make babies! They couldn’t
a variety of other insects and creatures)
wait. Not only were their plants going to
were going to help our plants make their
make babies, that was exactly what their
seeds by moving their pollen for them.
baby butterflies and moths were going to
David Attenborough mesmerized my stu-
do. They were going to grow up, pupate,
dents with video footage demonstrating
emerge as adults, and make babies too!
the diverse and clever ways plants attract a
variety of pollinators in the “The Private
Life of Plants.” A little background knowl-
Pollination
edge and experience was all my five- to
eight-year-olds needed to become absorbed
The reproduction of plants and animals,
by this sophisticated film.
while quite different, is notably similar
too. We dissected lily flowers because
they are so large that their parts and their
In the meadow
pollen grains are obvious. The children
learned that the need for genetic diversity
Later we walked out into our mountain
requires pollen grains from the flower of
meadows to search for the first wildflow-
one plant to find their way to the sticky
ers of spring. How could we find them?
stigma of the flower of another plant in
What should we look for? “Color in the
order to reproduce. Now, plants can’t walk
grass and rocks,” the children suggested,
about as animals do to find mates, so how
and sure enough the colors beckoned and
could they transfer their pollen?
there they were—tiny, white spring beau-
© synergy learning • 800-769-6199 • March/april 2010 Connect • page 17