The Demeter School

To Run, Stomp, or Study :Hissing Cockroaches in the Classroom
By:Katrina M. Korte with Laura Jane Fielden and Josephine C. Agnew

In this article, the teacher posed to complete a research study of two first grade classrooms. One would be the control group and one would be participating in the experiment of whether introducing children to “yucky” bugs would open their minds to other insects. The important part of the article is to see how the teachers used the K-W-L science method throughout their investigation and the excellent methods of assessment that were used in the classroom.

The class was first evaluated on how they felt and what they knew about insects. Many of them knew butterflies were pretty and harmless, but were disgusted and afraid of spiders and ticks. The teachers then waited for an opportune time to introduce their new class pets: Madagascar hissing cockroaches. Many students where drawn back by the insect, but when the time came for the teacher to ask if anyone had any questions about the bug, hands flew in the air. The teachers collected the students’ “what” on chart paper about their new class pet.

Children began to experiment with their new addition and used the scientific method of hypothesis to predict, observe, and make findings while exploring their questions. They kept these discoveries in a “Hissing Cockroach Science Book” where they could draw pictures and also write. The teachers used the Project Construct checklist (shown in the article) to guide their observations and assessments of the children during this time.

To gather their interest further, the class named the bugs, had a biology student come and talk about insects, and even investigated baby cockroaches. The students made up their own stories of what “Daisy” and “Ct” did one day and played cockroach tag with kazoos, recognizing that they hiss to repel predators.

Yet another assessment came when the class used Venn diagrams to compare the two insects, integrating math. The children began aware of their unique personalities, characteristics, and similarities. For a creative exploration, the class constructed their own cockroaches out of play dough, making sure their cockroaches had the correct number of legs and antennas.

At the end of the themed unit, the teachers constructed an interview with the class as they did in the beginning. They asked both classes about different insects and how they felt. Both classes both felt the same about spiders and ticks and “yucky” bugs and of coarse they were fine with butterflies. When the one class, though, was asked about Madagascar hissing cockroaches, they had a different positive answer.

Being a student teacher, I don’t think that what I think or what I teach will influence the decisions of the students. After reading this article, I know I would have been one of those teachers who would have taught the students about butterflies. Who would have thought that by not introducing them to other insects, their opinions are slighted? Not only did these teachers take a theme to study upon, but also they added so many classroom assessments to base their study on along the way. Not once did you observe the children taking a test on hissing cockroaches or sitting at their desks doing worksheets. The article showed that assessment is important for the teacher, but for the students as well. Even more so, the assessment for the student can be done in fun and creative ways for the entire class.

Looking at some ways of assessment the teachers used in the classroom, you can see where the students gain growth of the concepts. They asked their own questions of the insect and performed their own investigations. First they would come up with class experiments (stressing the importance of classroom social atmosphere). Then, on their own, students began to wonder and pose questions that they continued to research. One experiment was “what would happen if a flashlight was shined on them?” The students waited for a raining day to conduct the investigation. The class was scientists working hands-on to solve these problems. With all the questioning going on, the teachers made sure students kept track of these observations in their cockroach journal. What a creative way to involve writing.

Even more integrating other subjects was going on. Students danced to the song “La Cucaracha”, composed their own lyrics, and even stories. The teachers could assess how well the students grasp the objective by what the children were singing and writing about. The children recorded observations about the structure of the bodies with diagrams to compare similarities and differences. This math concept was carried out further when the class built their own bugs.

The teachers in the article used the Project Construct Indicator Checklist to assess the children while they performed the numerous activities with this project. You can see where the check marks are next to each objective and how the students met them during this curriculum. Using the K-W-L and this checklist, the teachers where able to assess the children and gain insight on the areas of growth in their objective.

As a teacher you have to think in so many directions when planning a lesson. You have to ask yourself so many questions. I am still trying to figure this out. Reading this article gave me insight that broadening my horizons and allowing children to investigate the world around them. One simple topic was taken so far and into so many directions.

Filed under: General, Primary Years on March 21st, 2007