Download The SPHINX

The SPHINX: Using riddles to introduce the process of science
Scientific Theme(s):
Life Science
*Changes in Life Forms Over Time
*Natural History and Biodiversity
*Ecological Interactions
Grade Level(s):
K-2
3-5
Lesson Duration: Activities may take from 30 minutes to 1 hour per week, as time allows, for the entire school year
Overview
In Greek mythology, the sphinx was described as a winged monster possessing the body of a lion and the
head of a woman, and was noted for dispatching anyone who failed to answer her riddles (“Sphinx,” 2013).
The sphinx moth (Order Lepidoptera: Family Sphingidae: Hyles gallii) is the largest moth found in interior
Alaska, often resembling a hummingbird. Most sphinx moths overwinter in the leaf litter as pupa and
emerge in the spring as adults. In late summer, caterpillars are relatively common in fields of fireweed.
The species can be identified by a large red “horn” projecting from the posterior segment of the body,
giving this family of moths the common name “hornworms” (“Butterflies and Moths of North America,”
2013.)
With a slight stretch of the imagination, the sphinx moth can become in the minds of young students the
mythical riddler known as the sphinx, and can produce science-related riddles for the students to solve.
If collected as a caterpillar, husbandry of this species is relatively simple, giving students the opportunity to
become familiar with the process of metamorphosis in moths and butterflies. In addition to solving the
sphinx-riddles, the class may assist in caring for the overwintering pupa by keeping it in a cool terrarium or
refrigerator and periodically bathing it. Larval development may be observed with stereo (dissecting) or
hand-held microscopes. Adult moths usually emerge within a few weeks of being placed in a warmer
environment.
Objectives
1. Students will learn to care for and observe sphinx moths as they undergo metamorphosis.
2. Riddles will provide a platform for a variety of inquiry and exploration-based lessons and activities.
Grade Level Expectations (GLEs) Addressed
1. Science as Inquiry and Process:
a. [3-5] SA1.1 - The student develops an understanding of the processes of science by asking
questions, predicting, observing, describing, measuring, classifying, making generalizations,
inferring, and communicating.
b. [3-5] SA3.1 - The student demonstrates an understanding that interactions with the environment
provide an opportunity for understanding scientific concepts by observing local conditions that
determine which plants and/or animals survive. (L)
2. Concepts of Life Science:
a. [3-5] SC2.2 - The student demonstrates an understanding of the structure, function, behavior,
development, life cycles, and diversity of living organisms by observing and comparing external
features of plants and animals that may help them grow, survive and reproduce.
Required Background
1. Sphinx mythology (see The Encyclopedia of Greek Mythology).
2. Moth biology, including natural history, life cycle, and husbandry (see Opler et al. 2012).
3. Riddles!
Vocabulary
1. Larva
2. Lepidoptera
3. Metamorphosis
4. Pupa
Materials
1. At least one larva of Hyles gallii
2. Cooled terrarium or refrigerator (can use small plastic critter keepers)
3. One stereo/dissecting microscope or hand-held microscopes
4. Riddles and imagination!
Kits available:
Alaska Public Lands Information Center (Morris Thompson Cultural Center) – Insect and Spider Kit
FNSBSD Library Media Services - Foss: Insect Life: Grade 4 (Call no: KTL 595.7 INS 2002)
UA Museum – Insects Kit
Activity Preparation and Procedure
1. Introduce the sphinx in the context of Greek mythology, and ask students if they think the sphinx may
still be around today.
2. Follow with introduction of the ‘little sphinxes’: the large moths that abound all over the world, including
Alaska. (Note: depending on grade level, description of the family Sphingidae and the species Hyles gallii
can be elaborated on or left out entirely).
3. Present the caterpillar to the class and give it a name (ex. Hyles).
4. Describe to the students how they will care for the larva over the course of the winter and that in the
spring it will emerge as a winged adult.
5. Introduce the riddler aspect of the lesson by explaining to students that although the sphinx moth
caterpillar may be small, she still tells riddles (or writes them, if that is easier). Throughout the year, when
time allows, present riddles to the class that “originated” from the sphinx/moth. Work together as a class
to solve these riddles using the scientific process.
Riddles:
Riddles can be in any format, but should focus on scientific subjects such as earth sciences, biology,
mathematics, and physics. Ideally, the subject of each riddle should be a tangible object in or near the
classroom. Riddles should contain enough information that a student’s solutions can be refuted/supported
solely by the information provided in the riddle.
Examples: (2nd Grade)
18 August 2010- Sphinx Riddle #1
Find the wildflower still in bloom
Whose lofty seeds will float off soon.
Its purple flowers smell faintly sweet,
Its long thick leaves are my favorite treat!
At the first snowfall - Sphinx Riddle #2
Condensing on particles aloft in the air
Producing small crystals as soft as hair,
A blanket is forming that falls from above
Insulating everything like a polar-fleece glove!
Assessment
Potential ideas include the following:
1. Ask students to imagine they are going on vacation and need to hire a caretaker. Have them write out a
complete set of instructions for larval moth care.
2. Draw and/or label a diagram showing the stages of moth metamorphosis.
3. Use a hand-held microscope to draw, label, and record observations of a sphinx moth caterpillar in
different environments, then compare and contrast behavior.
Complementary Activities and Extension Ideas
1. Instructors may take students on a caterpillar collecting field trip at the start of the school year, so that
students may observe sphinx moth habitat and find their own caterpillars to care for.
2. For a more thorough hands-on investigation of insects, instructors may take students to Creamer’s Field
and check out the insect collecting kits (aquatic and/or terrestrial).
References
Opler, Paul A., Kelly Lotts, and Thomas Naberhaus, coordinators. 2012. Butterflies and Moths of North America.
Dataset accessed 2013-02-16 at http://www.butterfliesandmoths.org/
Sphinx. (n.d.). In the Encyclopedia of Greek Mythology. Retrieved from
http://www.mythweb.com/encyc/entries/sphinx.html