Both expected results were considered in the lesson: first, the children tried to prove with arguments that the cricket is an insect, and then they tested the cricket with stimuli from the outside. The first part took approximately the first ten minutes of the video lesson. The children received the task, and at the third minute, they began to discuss it around, and then, at the 5-6th minute, at the teacher’s request, they drew some of the parts of the cricket’s body. From 20 minutes of the video, the teacher invites the children to interact with the cricket and pay attention to its reaction. The activity at the lesson corresponded well to PE since the children were on the move most of the time. All children took an equal part in the work; this was noticeable at the moment when the teacher allowed them to open jars of cricket and touch them with a pencil. Since it was agreed that the leader would do this, it was done either by all the members of the group out of curiosity or by several.
From this lesson, I would like to integrate the model of communicating with children as equals in the setting presented from the 25th minute. I liked the element of the teacher raising his hand to get the attention of the children and stop the internal discussion. An extended display of various insects would be suitable for children in Hawaii. It would be more interesting to observe groups that identified different insects. Each group would introduce their insect and describe it. It would be interesting to add the aspect of comparing a small animal and an insect and teach children to work with an aquarium with fish. However, there is a chance that children will find the fish boring to describe and explore. Maintaining genuine interest is essential: between the first and second minutes of the video, people can see how the boy says with pleasure and surprise: “A real live cricket!”. Such an effect would hardly be available with fish. This task correlates with the lessons of elementary sciences in terms of a helping and praising model of teacher behavior and in providing the simplest materials for research and observations.