Curriculum Resource: Design Process –

Curriculum Resource: Design Process –

1.       Allocate 1 mini-beast role-play mask per student (there are 10 templates; providing students with the knowledge of 10 different mini-beasts when they conduct the role-play)

2.       Prior to cutting out the mask, students will need to colour their allocated mask carefully.

3.       Students will then cut out their mask, cutting along the black bold lines (teacher assistance required when cutting out eye holes).

4.       Lastly, students will need to attach a lollipop stick to the back using sticky-tape (vital for role-playing).

5.       Ensure students write their name on the back of their mini-beast role-play mask.

Templates – courtesy of SparkleBox! www.sparklebox.co.uk/1186-1190/sb1188.html

Curriculum Resource: Mini-Beast Mask –

Assessment –

Students Prior Knowledge - (For Learning)

The Grade 2 teaching and learning sessions have been planned to give students a new meaningful understanding, working on from prior familiarity and awareness on mini-beasts. The 4 teaching and learning sessions contain new vital information; however student’s prior knowledge and clear instructions will allow them to complete each activity self-sufficiently and with ease. 

Students Progression - (Of Learning)

Assessing student learning through summative assessment to evaluate students development and reflecting on new content that they have learnt. Students will also be required throughout the unit to demonstrate their knowledge by contributing to group discussion and by completing set activities. I.e. completion of life cycle of a Butterfly and accomplishment of mini-beast role-play mask.

Lesson 4 –

Lesson Objective – To explore and investigate the native environment, categorizing characteristics of a successful habitat for a mini-beast.

To start the lesson, students will contribute in an investigative task identifying physical characteristics of a successful habitat. Students will list the best areas that they believe a mini-beast will live. Following, students will then conduct their mini-beast hunt in the local school environment (Discuss the environment and what they discovered). Students are to create a list of the mini-beasts they discovered in the school yard.

Mini-beast hunt safety code – http://www.alcoa.com/australia/en/pdf/Community/Mini-beasts.pdf

Afterwards, students will make their own mini-beast role-play mask (Ant, Bee, Butterfly, Earwig, Grasshopper, Housefly, Ladybird, Snail, Spider and a Woodlouse). Students will then ‘role-play’ their mini-beast to the class, stating one good thing about their mini-beast and one bad thing.

Templates – http://www.watchgroup.org.uk/activities/minibeasts/minibeastMasks.pdf

Question – What is the best environment for your mini-beast? Why are mini-beasts important, essential and necessary parts of our ecosystem?

Life Cycle of a Butterfly –

The Very Hungry Caterpillar by Eric Carle –

Lesson 3 –

Lesson Objective – Introducing the idea of Metamorphosis via the Life Cycle of a Butterfly.

To start the lesson, the class will read ‘The Very Hungry Caterpillar’ by Eric Carle and commence discussion on the Life Cycle of a Caterpillar. Allow students to discuss how the caterpillar changes in the story and share findings with the class. Following, explain butterflies developmental process in more detail stating drastic changes and stating specific terms. Next, students will need to draw their Life cycle of a Butterfly keeping in mind the way in which the Caterpillar transformed during the course of the story. Encourage students to use the following terms: egg, larva and pupa/cocoon.

To conclude the lesson, students will watch ‘Complete Life Cycle of the Monarch Butterfly’ – YouTube clip.

www.youtube.com/watch?v=7AUeM8MbaIk

Question – Do all insects go through Metamorphosis? What is the difference between Incomplete Metamorphosis and Complete Metamorphosis?