Implementation of "Forest and Meadows: Invertebrates" (SOI-MT-264)

Author: Moira Sciberras, Kindergarten Educator

School/Organization: Qawra Primary School, Qawra, Malta

The Learning Scenario chosen, Forests and Meadows: Invertebrates (LS-FI-445) – Teaching With Europeana (eun.org), relates a lot to the theme ‘Butterflies,” chosen by my students in the class after I read to them the story of ‘Ten Magic Butterflies,” as LS refers to invertebrates. In addition to being associated with butterflies, it supported the implementation of more STEM activities. The LS is a means by which students can expand their vocabularies as well as become more acquainted with the natural world. How to take care of it and make them feel part of it too.

The implementation context

Implementation of Forests and Meadows: Invertebrates (LS-FI-445) – Teaching With Europeana (eun.org)

The LS Forests and Meadows: Invertebrates (LS-FI-445) – Teaching With Europeana (eun.org) was designed by Karoliina Mutanen, a Finnish primary school educator, and implemented with Grade 4 students. This LS has the benefit of being appropriate for students of all ages.

This Learning Scenario was chosen because it corresponds well with the topic chosen by the 28 students in my class after I read them the story ‘Ten Magic Butterflies’. This theme provides students with the opportunity to learn more about additional invertebrate insect species. The project-based learning technique allows students to be directly involved in the learning process, develop an appreciation for the surrounding environment and its significance, and learn how to care for it. earning about where they can find this species and the difference between a forest and a meadow.

The subjects selected for LS implementation were science, physical education, English, mathematics, and the arts. The class is shared with another class, bringing the total number of students to 28 between the ages of 4 and 5. Once the students understood that the term “invertebrates” refers to creatures without a backbone, they became very familiar with it and began using it whenever they encountered an insect of that species. Most of the students were already familiar with both forests and meadows, as most of the fairy tales are very related to this. The only thing is that they did not know the difference between them.

The narrative (Learning process/Stages of implementation)

The process of how LS was implemented.

First Step

Students in the First Step were given a variety of Europeana – Speckled Wood Argus, Parage aegeria, Butterflies of Cyprus Thematic Issue, Republic of Cyprus | Europeana , Pieridae | Europeana , Pieridae | Europeana , Pieridae | Europeana sourced images of butterflies, from which they had to choose their favourite and attempt to replicate it. They were informed that the pictures of butterflies are at the Natural History Museum in London.

They had to focus on something important to the image and incorporate it into their own artwork. Students demonstrated an interest in what they were doing, and they went on to explain what they did and how it relates to the image they created. This lesson helped the students reinforce their colour knowledge and concentrate on the smallest of details.

Students chose a butterfly from the pictures given and created one similar to it.

Lesson explanation to choose their favourite picture of a butterfly.

Second Step

Next children were shown a picture from the Europeana – Adam naming the animals. Etching and engraving, 1743. | Europeanaon the interactive, and they had to mark all the invertebrates that they could see in it. They were given brief information about the drawing for their knowledge. After doing so, students were given biscuits and cheese spread, and they had to create an invertebrate and name it. It helped students use their imagination and be creative. During the activity, they managed to include the concept of math by counting the legs of the species they created and even counting how many invertebrates they managed to create. The lesson was concluded by doing some physical activity and selecting one activity from the learning scenario ‘Forest and Meadows : Invertebrates’.

Finding an invertebrate in the picture.

Students creating different types of invertebrates using crackers and cheese spread.

Students following the lesson activity from the LS Forests and Meadows: Invertebrates (LS-FI-445) – Teaching With Europeana (eun.org)

Third Step

Lastly, we organized an outing to the Melita Gardens, during which we were able to incorporate all aspects of the Learning Scenario. Each student was given a magnifying glass and instructed to search for any invertebrate. Finally, the students had the opportunity to interact with a living thing that we had discussed. Their enthusiasm was beyond explanation, and their joy upon discovering something in the soil was incredible. During the outing, they were taken to a location with tall pine trees, allowing them to better comprehend the meaning of a forest. After walking further, they came across a patch of grassland, which they immediately referred to as a meadow.

Learning about meadows and forests. Finding different invertebrates.

Learning outcomes

Learning Outcomes Achieved

The students improved their communication, critical thinking, creativity, motor skills, positive attitudes towards numbers, and cognitive abilities. Their appreciation for cultural heritage, nature, and the arts grew significantly.

Outcomes for the educator

The Europeana resources are of great assistance in locating a variety of heritage-related materials, and it is crucial that the younger generation be aware of how the previous generation lived from an early age. Since my students are still young, the learning scenario was tailored to their needs, although one idea was used directly.

Did you find this story of implementation interesting? Why don’t you read about the related learning scenario? Forests and Meadows: Invertebrates (LS-FI-445) created by Karoliina Mutanen

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