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?

Lesson 2 –

Lesson 2 –

Lesson Objective – Establishing the advantages and disadvantages of a mini-beast.

To start the lesson, students will be divided into small groups (4 – 5 students approximately). In their delegated groups students will list on a T chart the advantages and disadvantages of a mini beast and the impact they have on our lives. I.e. Advantage - Honey bees help us get honey; Disadvantage - a lot of insects carry diseases. When finished, students will share their discoveries with fellow classmates (teacher to collate group answers on the interactive whiteboard). Are students’ answers more good or bad? Why? Discuss the words pollinate and nectar, generating class discussion.

To conclude the lesson, students will watch ‘Good Bugs and Bad Bugs’ – YouTube clip by Gardening Jones.

Question – How do mini-beasts affect our lives? How do humans protect/defend themselves from insects that are harmful?

www.youtube.com/watch?v=ZIhT4FpSwC4

A typical insect –

Lesson 1 –

Lesson Objective – Recognising the physical characteristics which make a mini-beast an insect.

To start the lesson, ask students what they previously know about mini-beasts and create a list. Students will then explore special characteristics of a mini-beast via an interactive activity designed to help primary students recognise the features of an insect. Using the dropdown menu students will need to select parts to complete the insect.

http://www.ngfl-cymru.org.uk/vtc/minbeasts/eng/Introduction/InterActiveWhiteBoardActivity.htm

State that an insect has 3 body parts – head, thorax and abdomen, 6 legs, wings (usually), antennae, exoskeleton and are small in size. Succeeding, discuss benefits of size, exoskeleton, segmented bodies, 6 legs and their ability to be able to fly.

Question – Is a mini-beast really a mini beast? Describe the words mini and beast, generating class discussion.

Victorian Essential Learning Standards (VELS) – Level 2 (Years 1 and 2)

Civics and Citizenship - Level 2 (Learning focus)

Ø  As students work towards the achievement of Level 3 standards in Civics and Citizenship, they begin to appreciate the similarities and differences between individuals and groups.

Ø  Students begin to participate in a range of class and school activities.

Science - Level 2 (Learning focus)            

Ø  As students work towards the achievement of Level 2 standards in Science, they observe and describe phenomena; for example, insect life cycles.

Ø  Students expand their simple scientific vocabulary by using words and terms for concepts such as life cycles.

Ø  Students begin to generate questions about situations and phenomena, and suggest forms of observations.

Ø  Repeat observations over time to make predictions.

Information and Communications Technology - Level 2 (Learning Focus)

Ø  As students work towards the achievement of Level 2 standards in Information and Communications Technology (ICT), they use ICT to acquire new knowledge and skills in all areas of the curriculum and to create and present information in meaningful ways.

Ø  Students develop an understanding of the importance of checking the accuracy of facts.

Mini-Beasts –

What is a Mini-Beast?

Ø  Mini-beasts are small creatures that do not have an internal skeleton.

Ø  They live all around us in a multitude of environments.

Ø  Some mini-beasts have a hard shell to live in.

Ø  Some mini-beasts are carnivores and some are herbivores.

Ø  There are lots of different types of mini-beasts. I.e. insects, arachnids, molluscs.

Ø  Live on land and in water.

Ø  All insects must have: three body parts - a head, thorax, and abdomen. Six jointed legs, two antennae and an exoskeleton.

Learning Focus –

In this unit of study students will develop an individualised awareness via new skills, resources and the implementation of fresh activities and tasks inside and outside the classroom. Students will examine the world of mini-beasts and determine their purpose in our lives. Investigation of characteristics, advantages/disadvantages, the life cycle of a mini-beast and habitats will enable students to have a different insight. Ultimately, the central objective that students will be educated on is how mini-beasts are an important element that needs to be preserved in our ecosystem and environment (Civics and Citizenship).

Grade 2 Learning Unit Planner – Mini-Beasts