I love documenting the process because it provides a visible trace that illustrates how students think and learn. It also helps me gain a greater insight into effective instruction, and is powerful way for me to visually listen.
So, what happened today that was so exciting and took us in the inquiry direction?
The students arrived and noticed that the chrysalises that had fallen from the top of the butterfly house had started hatching. Many students had made the assumption that these would die. Their responses were very interesting, as were their observations. They began asking several questions.
How long can these butterflies live for? (Logan)
How come some come out of the chrysalis early and some don't? (Adam)
How fast can they fly? (Emerson)
How old can they get? (Payton)
Do they have any predators? (Annie)
Will the ones that fell to the ground live? (Brooke)
How many butterflies are born in Canada? (Alec)
How do they survive the cold? (Garrett)
How many different kinds of butterflies are there? (Craig)
What happens to the butterflies if they get damaged while they are still in their chrysalis? (Ethan)
What is the wing pattern on a butterfly? (Torin)
Is the wing pattern the same or different on each butterfly? (Danielle)
How big can butterfly get? (Brodie)
Where do they eat? (Kevin)
How long can a butterfly survive without eating? (Kaitlyn)
How far can they fly without dying? (Adam)
How does a caterpillar transform to a butterfly? (Michelle)
What is the difference between a butterfly and a moth?(Logan)
The morning began with a project that emerged because of these questions. The day changed course quickly, in order to capitalize on students motivation and enthusiasm.