Classroom Project Grant – €1,500

Example Project (2024): 

“Creating an Insect Rearing Lab in the Classroom”, Franco-Finnish School of Helsinki – 1st Grade 

Interview with Jérémy Le Du, project initiator 

Jérémy, what inspired you to start the insect rearing lab in class?
I had already run similar projects before. The idea is to use insect rearing as a way to work on French language skills through other subjects, especially science. It allows students to observe, diagram, and develop specific vocabulary, introducing French in a natural context. The rearing activities give real meaning to learning and fit well within a project-based approach. 

How old are the students involved?
They started in first grade (6–7 years old) and are now 8. The project is designed to last four years, aligning with Finnish curricula that emphasize environmental observation, living organisms, species rearing, and plant cultivation. 

What are the educational and scientific goals?
In science, the goal is for students to observe the different stages of development themselves — for example, how an ant colony is organized — and to learn from direct observation rather than abstract knowledge. For French, the project enriches specific vocabulary, practices diagramming and image analysis, and connects to videos that go beyond what can be seen in class. 

Which animals did you choose and why?
We selected three different species. First, stick insects, because they are very easy to rear — low maintenance and fed with common plants like basil. Then ants, which are more technical because they require specialized equipment: an ant farm visible to the children, and systems to regulate heat and humidity. We had to order some species from France, where specialized shops exist. Finally, we tried praying mantises, which is a more ambitious choice since they are carnivorous and require live prey as well as strict conditions. But it’s also the only truly “hunting” species that can be easily observed in class, which fascinates the students. 

What were the main technical and logistical challenges?
Acquiring equipment (terrariums, vivariums, regulation devices), the higher cost for the ants, difficulty finding some species in Finland, and managing the feeding for the praying mantis. 

How did the students react?
They were highly motivated from the start and stayed engaged throughout. They took part in care duties (feeding, checking), named the animals, and regularly observed their development. Their curiosity remains strong, even if their interest varies at times. 

How do you assess the learning and impact of the project?
The evaluation is formative. Progress is evident in their work — their ability to represent parts of a species and use precise vocabulary improves. The project supports long-term learning by strengthening both science and French skills. 

How did the project develop the students’ vocabulary?
At first, their vocabulary was very vague. Over time, it became much more precise. The students often ask, “How do you say…?” because they want to ask exact questions. Discussions happen in small groups or with the whole class, depending on the moment. 

Have you planned any presentations or exhibitions?
Not for this first year. Many other classes came to observe directly, but no formal exhibition was organized. This could be considered in the future when the students are older. 

What are the next steps for the project?
The idea is to continue the rearing for four years, with different species each year, to broaden the students’ understanding of living things and connect it to the curriculum. Eventually, students could create presentations, exhibitions, or even a play or short documentary, especially in grades 3 and 4. 

What advice would you give to a teacher wanting to start a similar project?
Start with simple species like stick insects or snails, which are easy to find and rear. Once the basic equipment is acquired, it can be reused with other species. No prior training is needed — just be willing to try, take the plunge, and learn alongside your students. 

What is your view on learning science through this kind of project?
It’s about bringing students close to living things, encouraging observation and experimentation to give real meaning to scientific concepts. We don’t conduct direct experiments on the animals, but we promote active and regular observation. It’s a very effective approach, especially for younger students.