Lesson Plan

Lesson Plan: Being Safe While Growing Up

Length of sessions:

Five 30 minute sessions
Three 45 - 60 minute sessions
Up to three weeks of observation, recording, and rearing

Introduction Activity (Three 30 minute sessions)
Read Hope For The Flowers by Trina Paulus and/or Wings by Mary Kennedy. (This may take 2-3 sittings.) Allow the students to respond to the story. Include discussions after each reading. Introduce the idea of being and accepting who we are. Talk about following and trusting our instincts (inside feelings). Discuss how the caterpillars did or did not follow their instincts. Why does the caterpillar spin a cocoon? What does a cocoon do for the caterpillar? Why? What hazards might the caterpillars encounter? Brainstorm situations and ideas the students have experienced and may have about trusting themselves and their instincts (inside feelings - like not feeling safe). The idea that who we are is who we are meant to be [self-acceptance], and that we have choices about what we do and how we act. Talk about stopping to think before we act vs. reacting.

Activity 1(45 minute session)
Discuss rearing silk moths in the classroom and the possibility of observing the caterpillar's growth. Show the students the eggs or small larvae. Predict what kinds of changes the students expect to see in the silk moths, and why these changes will occur. Ask the teams of students to look for information to support or disprove their predictions, using a selection of books with pictures and text about moth metamorphosis (see bibliography). Allow significant time for the students to explore the books and collect information.

Activity 2(45 minute session)
As the whole class, ask students to share information they found in the books. Discuss what the students learned about moth metamorphosis and how the moth protects itself from hazards in the environment when it is resting as a pupa by spinning a cocoon. Teacher records on butcher paper. Reread earlier predictions and change if necessary.

Activity 3(30 minute session)
Divide the class into teams. Have them set up a moth habitat in a suitable location in the classroom. Give the students observation sheets and describe responsibilities for feeding, care, observation, and recording of their moth's growth. Teacher needs to give the student information about care and feeding, and review all record sheets (see Information Sheet). Allow 3-4 weeks for observations and recording time.
After the caterpillar has spun its cocoon, list the changes the students observed and recorded about the moths from their record sheets. Have them discuss all data collected and review how moths protect themselves during growth. Some caterpillars are covered by hairs, others with spines or colors that warn of a bad taste. Teacher records on butcher paper. Introduce facts about how people have used silk in different cultures. What is similar about the way people and silkworms use silk? (Both are using it for "clothing" and protection.) Does the silk provide the same kind of protection to people and to the caterpillar?

Activity 4(45 minute session)
Discuss the vulnerability of the pupa inside the cocoon. What makes it vulnerable? How does it protect itself? Read The Berenstain Bears Learn about Strangers by Stan and Jan Berenstain. Invite a law enforcement officer, security guard, fire fighter, life guard, nurse, school counselor or other safety specialist to read the story, lead discussion and to show the students where they can go for help. Discuss the students feelings of vulnerability when they are in dangerous or frightening situations and don't know what to do. Discuss the importance of trusting their instincts (their inside feelings), and where and who to ask for help and what the bears do.

Closure Activity(30 minute session)
Review how the caterpillar grew and changed over time (including size and physical appearance). Have the students act out the role-play of metamorphosis phases. The activity can be done with music and guided by the teacher reading the provided narrative. Description of role- play. End in group discussion of what the students have learned.
Egg: Students make themselves into a ball, pretending they are inside an egg case.
Larva: Students break out of the egg case, stretch their newly discovered larval body, and imitate caterpillar crawling and feeding without hands. (Popcorn on plates). Have students imagine their caterpillar body growing as they eat.
Pupa: Turn off lights. All movement stops and students begin to curl and pretend to spin cocoon case around their body until they are totally encased motionless (quiet, too). In the cocoon, students are changing so have them take three to five long, slow, deep breaths (that no one can see).
see). Adult Moth: Students slowly break out of the cocoon, unfold their wings, and flutter slowly at first and fly around the room. (Turn lights on.) The moths rest during the day.
Teacher's narrative:
You are a tiny caterpillar inside a round egg lying on a leaf.
Following your instincts slowly begin
to break out of your egg case.
Slowly, one part at a time
stretch your new long caterpillar body out onto the ground.
You are very hungry,
and begin to crawl around and search for yummy leaves to eat.
Finding some delicious, juicy green leaves
you eat and eat and eat
and your body begins to stretch and grow
bigger and longer, bigger and longer, bigger and longer.
The more you eat the more you grow until suddenly
(Turn off lights)
you stop.
Teacher pause.
Curl up on your side
and start to spin a strong protective cocoon around your body.
Spin with silk thread from your mouth.
Spin from your toes
up and around, up and around, up and around
until you reach the top of your head!
Close your self in.
Lie very still inside the cocoon.
Your body is changing.
Wiggle slowly inside your cocoon as
you grow wings and muscles with which to fly.
Wiggle and rest, wiggle and rest, wiggle and rest.
Now you are ready!
Slowly break out of the cocoon.
Slowly stretch out your wings.
Slowly stretch out your body.
Slowly stretch out your legs.
Very slowly move and stretch your new wings
up and down, up and down, up and down.
Little by little begin to fly around the room.
When it is dark in the room you love to fly
but in the light,
you rest and lay still. (Turn on the light.)
Rest and lay still, rest and lay still, rest and lay still.
(Turn off the lights.)
It is night time again , fly around and flap your wings.
Gently fly, gently fly, gently fly.
(Turn on the light.)
Rest and lay still, rest and lay still, rest and lay still.
(Turn off the lights.)
Gently fly, gently fly, gently fly.
(Turn on the light.)
Rest and lay still, rest and lay still, rest and lay still.

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