Science - Life Systems Caterpillar, Reception
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UNIT/THEME/TOPIC: Life Systems
BAND: Science
YEAR LEVEL: Reception – Standard 1 (Towards the end if Year 2) Essential Learnings focus: ο Futures ο Identity ο Interdependence ο Thinking ο Communication Key competencies focus: ο collecting, analysing, organising information; ο communicating ideas and information, ο planning and organising activities; ο working with others in teams; ο using mathematical ideas and techniques; ο solving problems; ο using technology.
DESCRIBE YOUR UNIT: This unit will aim to help to students to identify and acknowledge that all living things grow and change. The unit of work will develop so as students can identify different stage in animal life cycles, particularly the transformation from caterpillar to butterfly. They will attain this understanding through the use of the story by Achim Broger ‘The Caterpillar’s Story’, and ‘The Very Hungry Caterpillar’ by Eric Carle. They will also look at the change of different animals from baby to adult. They will also begin to explore the changes that have happened to themselves during their lives as well as look at what might happen to them later in life.
Strand/s: Earth and Space Energy Systems Life Systems
X
Matter Working Scientifically
SACSA Key idea:
SACSA Outcome:
Children reflect on the way people age in order to examine stages of growth and anticipate a range of preferred personal futures. They also explore the life cycles of other living things. [F] [Id] [KC1] [KC6]
1.6 - Explores their own stages of growth and those of other living things. They develop personal future timelines. [F] [Id] [C] [KC6]
Teacher references/resources
Student resources / texts / materials / equipment
Lifecycles A2 posters: Norry, S., and McEvoy, S (1994), Lifecycles, RN Education Pty Ltd, Victoria
Achim Broger ‘The Caterpillar’s Story’ (1971)
The Wonderful Painted Lady Butterfly: The Life Cycle (Appendix #3)
Meish Goldish. Life of a Butterfly. (song)
‘The Very Hungry Caterpillar’ by Eric Carle (1979)
Caterpillar to Butterfly Booklet Growing Up Worksheet (Primary Science) Aquarium Caterpillar
ASSESSMENT of STUDENTS (How do I know what the students know, understand, and are able to do in this science unit?)
1. What SCIENCE … do I want the students to know , or to understand? That all living things grow and change during their lives. That each species has different stages in their life cycle That growth and change can be positive
2. WHEN and HOW will I gather and record this information?
(e.g. by conference, observation, a product?)
1). Their ‘Caterpillar to Butterfly Workbooks’, by assessing if their have accurately identified and noted the changes the caterpillar made. 2). The presentation of a final piece of work showing a life cycle of a Butterfly, including 4-8 pictures and labels. 3). By observing the brainstorming which was done when using our own photographs as a stimulus 4). Worksheet ‘Growing Up’, assessing if the students are able to successfully identify the baby and parent of each species. Secondly whether or not they are able to predict what they might look like when they’re older, thus allowing them to understand and apply the theory of the human life cycle.
EVALUATION OF THE UNIT (not ‘assessment’) Choose two things to evaluate (reflect upon) during or after the unit. (how well did I/did the students/ was the ……… ?) 1. How well were the students able to work in groups on the floor during the photograph task in lesson three? Are they at a stage now whereby they are able to begin to direct their own learning and stay on task during a self directed conversation? 2. Were the students able to engage with the ‘class pet’ Caterpillar? Did they extract any understanding of life cycles for watching the transformation for themselves?
PRIOR KNOWLEDGE of STUDENTS The Prior Knowledge Activity (knowledge about..? How will their before views be collected? Give a brief outline of task and why chosen)
Floor Storming: This process works by placing the students into groups on the floor. Each group is given several pictures as a stimulus. The students are then asked the discuss these picture and write down on butchers paper what they already know about these pictures. For example group 1 could be given pictures of an egg, a baby chick, and a chicken. Group 2 a seed, a shoot, and a flower. The intention is to see what words the students associate with the pictures and to see if they are able to draw connections between the picture. If the students are not working too well in the groups, this same activity can be done as a whole class activity with the teacher scribing on the board and the students raising their hands to make a point or comment. EG:
Working Scientifically (highlight the relevant skills)
Early years • • • • • • • • • • •
Raise questions Plan, conduct and evaluate investigations, with help Interact with materials Interpret things in terms of own experience Develop science through play Make measurements Observe through the senses Draw comparisons give recounts compare, order and classify in different ways Develop attitudes towards fairness
Primary years
Middle years
• • • • •
• •
• • • • • •
Ask investigable questions Plan investigations Collate evidence Find patterns in data Make measurement using standard units Make summaries Draw conclusions seek explanations Use a range of equipment Predict, observe, hypothesise and test Report in variety of ways Question evidence and fairness
• • • • • • • • • •
• • •
Identify science in the media Use science to question Take ethical action
• •
Formulate questions Plan and conduct investigations using fair testing Select or adapt equipment Methodical and precise with measurements Use qualitative and quantitative data to describe their findings Predict, hypothesise Control variables Evaluate findings Critically minded Use analogies and models Use information based on scientific evidence Consider ethical, social, environmental dimensions Aware of impact of science on their lives and others Take effective action
SACSA Strands Bands
Science
Key Ideas
Children reflect on the way people age in order to examine stages of growth and anticipate a range of preferred personal futures. They also explore the life cycles of other living things. [F] [Id] [KC1] [KC6]
Strands Outcomes
Life Systems
1.6 - Explores their own stages of growth and those of other living things. They develop personal future timelines. [F] [Id] [C] [KC6] Reception – Early Years. Standard 1 (Towards the end if Year 2)
Lesson #1 Introduction / Attention Gaining: Lead in to the topic on Life Systems
“The Caterpillar’s Story” By Achim Broger
“Lifecycles” Norry, S., and McEvoy, S
DETAILED PLANNER: Activity Sequence LESSON #1 LEARNING OUTCOME(S)
LESSON SEQUENCE
RESOURCES
INTRODUCTION: Listening Skills
Gather the students on the carpet Ensure the students are seated appropriately and will all be able to see the story
Recollection
Revisit the prior knowledge activity that they performed yesterday. Discuss with the students that today we will be reading a story that will help us see a life cycle changing. BODY: Begin by showing the students the front cover of the ‘The Caterpillar’s book and read out the title, author, and illustrator Story’, By Achim Broger
Thinking Skills / focussing
Begin to read the story to the students. Ensure to emphasis how desperately the caterpillar Page 5, page 8 wished he could fly.
Applying newly shown information
Prior Knowledge
When you get to page 13 ask the students what they Page 13 think the little caterpillar is thinking when he is looking up at the baby birds who are about to learn to fly?? (the he wishes he could fly, and had wings too) Ask a similar question of the bees on page 15
Page 15
The caterpillar wraps himself up in a leaf and goes to sleep, question the students and ask them;
Page 16
• •
What this is called? What is happening in there? (cacoon / chrysalis / pupa. Butterfly transformation)
Caterpillar to
Recollection After the story ask the students, • What happened to the caterpillar? • Where did the caterpillar come from?
Thinking skills, prior knowledge
‘Lifecycles’ A2 This line of questioning will lead into the life cycle posters, diagrams/flow charts. By Norry, S., and McEvoy, S Hold up one poster at a time, whilst asking the students to explain what is happening at each stage. For example – the Butterfly lifecycle: Point to the picture of the egg, ask the students what they think this is, what it will become etc. Follow this process for all of the posters, this way the students will be able to see the basic lifecycles of both animals and plants. CONCLUSION: Conclude this lesson by informing the students that over the coming weeks we will be looking more closely at the lifecycle of the Butterfly, and that we will also be getting a class Caterpillar to study and look after
Lesson #2 Monitoring and Observing Changes This lesson would follow the first lesson.
“The Very Hungry Caterpillar” By Eric Carle
Introduction of the class caterpillar
DETAILED PLANNER: Activity Sequence LESSON #2 LEARNING OUTCOME(S)
LESSON SEQUENCE
RESOURCES
INTRODUCTION: Listening Skills
Gather the students on the carpet Ensure the students are seated appropriately and will all be able to see the story
Recollection
Revisit the story that was read previously and the lifecycle charts that were looked at. Discuss with the students that today we will be reading another story that includes life cycles. BODY:
Listening Skills
Processing Skills
Recollection / Thinking Skills
Collecting / Analysing skils
READ BOOK Read through the story asking for students predictions of what they think might happen The Wonderful Painted INTRODUCE THE NEW ‘CLASS PET’ In the next phase of the lesson the students will be Lady Butterfly: The Life Cycle introduced to the caterpillar. This will help the Bring out the Caterpillar, and let each of the children teacher to plan for how long the experiment look at it. will run. Ask the children what they think would happen if they (Appendix #3) kept the Caterpillar in the classroom for the next month?? (It will turn into a Butterfly) Explain to the children that their task each day will be to observe the Caterpillar and record their daily findings. The first thing that will need to be done is to create the Caterpillar a home. As a class you should discuss what the Caterpillars in ‘The Caterpillars Story’ and in ‘The Very Hungry Caterpillar’ did before they became Butterflies?? (Ate lots of food)
Listening skills
Have the children brainstorm about what they would like to put into the Caterpillars home. Then as a class walk around the school yard to collect these items. Eg: leaves, twigs, grass, flowers, rocks.
Aquarium for the Caterpillar
The next task is the gather the students on the carpet. Show the students a copy of the Caterpillar to Butterfly Appendix #4 - Booklet Recording Booklet (appendix #4). Each day until the caterpillar turns into a Butterfly the students will need to fill out the relevant section. They may draw a picture to show what they noticed or write some words to describe what they can see. This recording will be done once a day in the morning after the role is done.
Observational skills / recreation
Go through the Caterpillar to Butterfly Booklet with the students. Point out and read the information on the Caterpillar and the Butterfly. Next show the students how to fill out their daily observations. At this point you should point out the “Things to consider when drawing and writing your daily observations” as a suggestion for what the students could think about every day. In today’s session ask the students in groups of four to come up and take a good look at the Caterpillar. They should then go back to their seats and draw or describe what they saw. Those students who finish early may wish to decorate the front cover of their booklet.
Following Instructions
CONCLUSION: Students are to pack away their pencils and textas. Ask the students to place their booklets into a plastic sleeve and into their book trays. **Every morning until the caterpillar changes into a butterfly the students will continue charting the growth of their class pet** ***At the end of the Butterfly transformation the students will then also be set the task of presenting their findings. Most likely this will be a poster with 4 to 6 pictures and labels of what they learnt / observed about a Butterfly’s life cycle***
Lesson #3 Human and Animal Changes NB: Prior to conduction this lesson a letter to the students parents would need to sent home requesting that each students bring in a photo of themselves as a baby, at 23 years of age, and a recent photo. It would also be handy if the photos were named as well.
From Baby to Now: Photo Comparison & Activity Sheet “Growing Up”
DETAILED PLANNER: Activity Sequence LESSON #3 LEARNING OUTCOME(S)
LESSON SEQUENCE
RESOURCES
INTRODUCTION: Listening Skills
Ask the students to take out their series of three Students photos photographs (1x baby, 1x 2-3 years old, 1x recent, of themselves) Instruct the students that in a moment they will be placed into groups. Whilst in these groups they must each take a turn to describe each of their photos and how they have changed from the baby phot until now. Pair the students up into groups of four
Thinking skills / prior knowledge
Teacher to walk around the room to listen and stimulate the conversations. BODY:
Reporting skills / justification
Regroup the students on the floor and have the groups report back on what they discussed prompt them by using the following questions…. “What changes have occurred? “What can you do now that you couldn’t do as a baby” “What changes might happen as you get older?” “How do humans change over their lives?” (eg from baby, toddler, child, teen, adult, elderly) Record these findings on the blackboard
Prior Knowledge Recollection Guessing / Anticipating
The next task will be to complete the worksheet Appendix #5 “Growing Up”. Before distributing the worksheet, explain to the students what needs to be done. Question 1: Match up the baby with the adult Question 2: What couldn’t you do as a baby that you can do now? Question 3: Draw yourself as a baby, now, then what you might look like as a baby. Hand out the sheets and ask the students to take their seats and begin work.
CONCLUSION: Once the worksheet is complete ask the students to trim their sheet and then stick it into their science books. Now pack up all rubbish, glue, scissor, pens, and pencils.
**Included in the appendix are additional activities that could be done with the students. A life cycle sheet, which could be used as a form of assessment for the students. There are also two songs about the life cycle of a butterfly, with could be learnt. They could be presented at the school assembly along with the students’ final piece of work showing their observations from the pet caterpillars transformation.
Reference List
•
Broger, A. (1971) The Caterpillar’s Story. The Bodley Head Ltd, Thetford, Norfolk.
•
Carle, E. (1979) ‘The Very Hungry Caterpillar’ Philomel B ooks.
•
Kujawa, and Huske (1995) The Strategic Teaching and Reading Project Guidebook.
•
Meish Goldish. Life of a Butterfly. (song)
•
Meyer. H. (2003) Novice and Expert Teachers’ Conceptions of Learners’ Prior Knowledge. Teacher Education. University of Cincinnati. Accessed via the internet [September 20, 2008] http://www.duke.edu/arc/documents/Meyer_NoviceExpertTeachers.pdf
•
Miers, J (2007) Butterfly Appearance. Accessed via: http://www.teachers.ash.org.au/jmresources/butappearance/bginform.html
•
Norry, S., and McEvoy, S (1994), Lifecycles, RN Education Pty Ltd, Victoria
•
Primary Science (2002) Curriculum Linked A. R.I.C. Publications,
•
SACSA –South Australian Curriculum Standards and Accountability Accessed via the internet [September 20, 2008] http://www.sacsa.sa.edu.au
•
The Wonderful Painted Lady Butterfly: The Life Cycle Accessed via: http://www.earthsbirthday.org/butterflies/bflys/activitykit/2.html
Appendices:
Appendix #1 BOOK – The Caterpillar’s Story Appendix #2 BOOK AND POSTERS – Lifecycles Appendix #3 WEBSITE – Time line for Caterpillar to Butterfly transformation Appendix #4 WORKBOOK– Caterpillar the Butterfly Recording Booklet Appendix #5 WORKSHEET– Growing Up Appendix #6 – Additional Resources WORKSHEET– Butterfly life cycle Appendix #7 – Additional Resources SONG – Life of a Butterfly Appendix #8 – Additional Resources SONG – Ballad of the Bugs
Appendix #1 BOOK – The Caterpillar’s Story
The Caterpillar’s Story By Achim Broger
Appendix #2 BOOK AND POSTERS – Lifecycles
Norry, S., and McEvoy, S (1994), Lifecycles
Appendix #3 WEBSITE – Time line for Caterpillar to Butterfly transformation
The Wonderful Painted Lady Butterfly The Life Cycle A Timeline of Transformation Four Stages of a Painted Lady Butterfly: The Egg (3 to 5 days) Adult female butterflies lay their eggs on plants that Painted Lady caterpillars like to eat, like thistle. The eggs are the size of a pin head, each one containing a caterpillar beginning to grow.
The Larva or caterpillar comes out! (5 to 10 days) The hungry caterpillar uses its strong jaws to munch through leaves, eating constantly and growing quickly. As it eats, the caterpillar's skin gets tighter. Soon it sheds this tight skin, emerging with new skin underneath. Each caterpillar changes skin four times before it's fully grown. After three weeks, this hairy, black and yellow caterpillar stops growing it's almost 2 inches long!
The chrysalis metamorphosis begins. (7 to 10 days) The caterpillar finds a safe place to rest. With a silk thread that comes out of a hole just below its mouth (spinneret), the caterpillar spins a silk pad to attach to. The caterpillar hangs from this pad. Soon, the caterpillars' skin splits open, from head to abdomen, revealing a shiny green case underneath the chrysalis.
The butterfly emerges! (2 weeks) When the butterfly first emerges from the chrysalis, its wings are soft and crumpled. The tired butterfly rests, and then slowly unfolds its wings to dry.
After a few hours, the butterfly will be ready to fly. The Painted Lady Butterfly has a 2week life What is happening in the chrysalis? span. During that time, its main goal is to Inside the chrysalis, the caterpillar is becoming completely liquid and reforming itself into a butterfly. The reproduce and lay eggs so the cycle can begin again! butterfly pushes from inside and slowly struggles out, until the case splits open. (See poster.)
Appendix #4 WORKBOOK– Caterpillar the Butterfly Recording Booklet
Science: Life Systems
Caterpillar to Butterfly Recording Booklet
Classroom: ______________ Name: ___________________________
Caterpillar Information
Anatomy: The body of the caterpillar (like all insects) is divided into 3 parts, the o Dead, o Thorax, and o Abdomen. The Head contains The ocelli (simple eyes that detect light) are located on the head. The mouth and jaws (mandibles) are also located on the head. The Thorax contains o Setae are o o
sensory hairs located all over a caterpillar's body, giving it a sense of touch. The caterpillar breathes through holes in its side called spiracles. The six prolegs are attached to the thorax
Caterpillars are the larval stage of butterflies and moths. o The caterpillar hatches from a tiny egg, o It then spends its time eating and growing. o This stage usually lasts from two weeks to about a month. o As caterpillars grow, their exoskeleton becomes tight on them, so they molt (lose their old exoskeleton) o Then the caterpillar pupates, covering itself with a protective shell, and transforms into an adult butterfly.
Butterfly Information
The head contains the Butterfly's: o Compound eyes, o Its antennae and o Its proboscis. The antennae help the butterfly smell and feel. The proboscis is its tongue. It is a long tube that works like a straw and lets the butterfly suck up nectar. When the proboscis is not being used it stays coiled up like a garden hose. The thorax is the chest part of the butterfly. o There are four wings attached to the thorax. o The forewings are the two wings closest to the butterfly's head
o o
The hindwings are those at the tail. Six legs are attached to the thorax.
The muscles in the thorax make the legs and wings move. At the end of each foot, there is a claw that helps the butterfly hold on to things. The biggest part of a butterfly is the abdomen, which is at the tail end.
Adapted from Jackie Miers (2007)
Things to consider when drawing and writing your daily observations How big is the Caterpillar Has it grow? What do you think it ate last night? Is the Caterpillar the same size? What does the Pupa / Chrysalis look like? Can you see through it? Has the Pups/ Chrysalis changed shape or size? What colour is the Butterfly? Has it changed shape or colour?
Butterfly Life Cycle
Day 1
Monday
Date ____ / ____ / ________
Day 2
Tuesday
Date ____ / ____ / ________
Day 3
Wednesday
Date ____ / ____ / ________
Day 4
Thursday
Date ____ / ____ / ________
Day 5
Friday
Date ____ / ____ / ________
What did you notice or learn this week about our class pet ??? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
Day 6
Monday
Date ____ / ____ / ________
Day 7
Tuesday
Date ____ / ____ / ________
Day 8
Wednesday
Date ____ / ____ / ________
Day 9
Thursday
Date ____ / ____ / ________
Day 10
Friday
Date ____ / ____ / ________
What did you notice or learn this week about our class pet ??? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
Day 11
Monday
Date ____ / ____ / ________
Day 12
Tuesday
Date ____ / ____ / ________
Day 13
Wednesday
Date ____ / ____ / ________
Day 14
Thursday
Date ____ / ____ / ________
Day 15
Friday
Date ____ / ____ / ________
What did you notice or learn this week about our class pet ??? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
Day 16
Monday
Date ____ / ____ / ________
Day 17
Tuesday
Date ____ / ____ / ________
Day 18
Wednesday
Date ____ / ____ / ________
Day 19
Thursday
Date ____ / ____ / ________
Day 20
Friday
Date ____ / ____ / ________
What did you notice or learn this week about our class pet ??? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
Appendix #5 WORKSHEET– Growing Up Sourced from: Primary Science (2002) Curriculum Linked A. R.I.C. Publications
Appendix #6 – Additional Resources WORKSHEET– Butterfly life cycle
Date:____________
Name:_________________________
Life Cycle of a Butterfly 1). Colour 2). Cut 3). Glue in the correct order into you science book 4). Label each picture using its correct name. * Butterfly * Caterpillar * Egg * Chrysalis
Appendix #7 – Additional Resources SONG – Life of a Butterfly
Life of a Butterfly A butterfly begins By laying all her eggs. Out pops a caterpillar Crawling on its legs. The caterpillar first is Very, very thin, But it eats and eats and eats Till it burst through its skin! Soon the Caterpillar’s Grown nice and big. So it climbs on top Of a tiny leaf or twig. It makes a hard shell And there it hangs inside. The shell soon cracks And then the parts divide. Now here’s a fact that’s really, really strange: Inside the shell There’s been a major change? When the shell opens, What comes out? A beautiful butterfly Fluttering about!! Lyrics by Meish Goldish **This song can be sung to the tune of insy winsey spider**
Appendix #8 – Additional Resources SONG – Ballad of the Bugs
Introduce this lively song about insect behavior to the students to the tune of The Wheels on the Bus. The song should be charted on large chart paper for all to see.
Ballad of the Bugs The caterpillars on the leaves go creep, creep, creep, Creep, creep, creep, creep, creep, creep. The caterpillars on the leaves go creep, creep, creep All around the meadow. The caterpillars on the leaves go munch, munch, munch, Munch, munch, munch, munch, munch, munch. The caterpillars on the leaves go munch, munch, munch All around the meadow. The chrysalis on the twig goes sleep, sleep, sleep, Sleep, sleep, sleep, sleep, sleep, sleep, The chrysalis on the twig goes sleep, sleep, sleep, All around the meadow. The butterfly in the sky goes flitterflutter, Flitterflutter, flitterflutter, The butterfly in the sky goes flitterflutter, All around the meadow.
BAND: Science
YEAR LEVEL: Reception – Standard 1 (Towards the end if Year 2) Essential Learnings focus: ο Futures ο Identity ο Interdependence ο Thinking ο Communication Key competencies focus: ο collecting, analysing, organising information; ο communicating ideas and information, ο planning and organising activities; ο working with others in teams; ο using mathematical ideas and techniques; ο solving problems; ο using technology.
DESCRIBE YOUR UNIT: This unit will aim to help to students to identify and acknowledge that all living things grow and change. The unit of work will develop so as students can identify different stage in animal life cycles, particularly the transformation from caterpillar to butterfly. They will attain this understanding through the use of the story by Achim Broger ‘The Caterpillar’s Story’, and ‘The Very Hungry Caterpillar’ by Eric Carle. They will also look at the change of different animals from baby to adult. They will also begin to explore the changes that have happened to themselves during their lives as well as look at what might happen to them later in life.
Strand/s: Earth and Space Energy Systems Life Systems
X
Matter Working Scientifically
SACSA Key idea:
SACSA Outcome:
Children reflect on the way people age in order to examine stages of growth and anticipate a range of preferred personal futures. They also explore the life cycles of other living things. [F] [Id] [KC1] [KC6]
1.6 - Explores their own stages of growth and those of other living things. They develop personal future timelines. [F] [Id] [C] [KC6]
Teacher references/resources
Student resources / texts / materials / equipment
Lifecycles A2 posters: Norry, S., and McEvoy, S (1994), Lifecycles, RN Education Pty Ltd, Victoria
Achim Broger ‘The Caterpillar’s Story’ (1971)
The Wonderful Painted Lady Butterfly: The Life Cycle (Appendix #3)
Meish Goldish. Life of a Butterfly. (song)
‘The Very Hungry Caterpillar’ by Eric Carle (1979)
Caterpillar to Butterfly Booklet Growing Up Worksheet (Primary Science) Aquarium Caterpillar
ASSESSMENT of STUDENTS (How do I know what the students know, understand, and are able to do in this science unit?)
1. What SCIENCE … do I want the students to know , or to understand? That all living things grow and change during their lives. That each species has different stages in their life cycle That growth and change can be positive
2. WHEN and HOW will I gather and record this information?
(e.g. by conference, observation, a product?)
1). Their ‘Caterpillar to Butterfly Workbooks’, by assessing if their have accurately identified and noted the changes the caterpillar made. 2). The presentation of a final piece of work showing a life cycle of a Butterfly, including 4-8 pictures and labels. 3). By observing the brainstorming which was done when using our own photographs as a stimulus 4). Worksheet ‘Growing Up’, assessing if the students are able to successfully identify the baby and parent of each species. Secondly whether or not they are able to predict what they might look like when they’re older, thus allowing them to understand and apply the theory of the human life cycle.
EVALUATION OF THE UNIT (not ‘assessment’) Choose two things to evaluate (reflect upon) during or after the unit. (how well did I/did the students/ was the ……… ?) 1. How well were the students able to work in groups on the floor during the photograph task in lesson three? Are they at a stage now whereby they are able to begin to direct their own learning and stay on task during a self directed conversation? 2. Were the students able to engage with the ‘class pet’ Caterpillar? Did they extract any understanding of life cycles for watching the transformation for themselves?
PRIOR KNOWLEDGE of STUDENTS The Prior Knowledge Activity (knowledge about..? How will their before views be collected? Give a brief outline of task and why chosen)
Floor Storming: This process works by placing the students into groups on the floor. Each group is given several pictures as a stimulus. The students are then asked the discuss these picture and write down on butchers paper what they already know about these pictures. For example group 1 could be given pictures of an egg, a baby chick, and a chicken. Group 2 a seed, a shoot, and a flower. The intention is to see what words the students associate with the pictures and to see if they are able to draw connections between the picture. If the students are not working too well in the groups, this same activity can be done as a whole class activity with the teacher scribing on the board and the students raising their hands to make a point or comment. EG:
Working Scientifically (highlight the relevant skills)
Early years • • • • • • • • • • •
Raise questions Plan, conduct and evaluate investigations, with help Interact with materials Interpret things in terms of own experience Develop science through play Make measurements Observe through the senses Draw comparisons give recounts compare, order and classify in different ways Develop attitudes towards fairness
Primary years
Middle years
• • • • •
• •
• • • • • •
Ask investigable questions Plan investigations Collate evidence Find patterns in data Make measurement using standard units Make summaries Draw conclusions seek explanations Use a range of equipment Predict, observe, hypothesise and test Report in variety of ways Question evidence and fairness
• • • • • • • • • •
• • •
Identify science in the media Use science to question Take ethical action
• •
Formulate questions Plan and conduct investigations using fair testing Select or adapt equipment Methodical and precise with measurements Use qualitative and quantitative data to describe their findings Predict, hypothesise Control variables Evaluate findings Critically minded Use analogies and models Use information based on scientific evidence Consider ethical, social, environmental dimensions Aware of impact of science on their lives and others Take effective action
SACSA Strands Bands
Science
Key Ideas
Children reflect on the way people age in order to examine stages of growth and anticipate a range of preferred personal futures. They also explore the life cycles of other living things. [F] [Id] [KC1] [KC6]
Strands Outcomes
Life Systems
1.6 - Explores their own stages of growth and those of other living things. They develop personal future timelines. [F] [Id] [C] [KC6] Reception – Early Years. Standard 1 (Towards the end if Year 2)
Lesson #1 Introduction / Attention Gaining: Lead in to the topic on Life Systems
“The Caterpillar’s Story” By Achim Broger
“Lifecycles” Norry, S., and McEvoy, S
DETAILED PLANNER: Activity Sequence LESSON #1 LEARNING OUTCOME(S)
LESSON SEQUENCE
RESOURCES
INTRODUCTION: Listening Skills
Gather the students on the carpet Ensure the students are seated appropriately and will all be able to see the story
Recollection
Revisit the prior knowledge activity that they performed yesterday. Discuss with the students that today we will be reading a story that will help us see a life cycle changing. BODY: Begin by showing the students the front cover of the ‘The Caterpillar’s book and read out the title, author, and illustrator Story’, By Achim Broger
Thinking Skills / focussing
Begin to read the story to the students. Ensure to emphasis how desperately the caterpillar Page 5, page 8 wished he could fly.
Applying newly shown information
Prior Knowledge
When you get to page 13 ask the students what they Page 13 think the little caterpillar is thinking when he is looking up at the baby birds who are about to learn to fly?? (the he wishes he could fly, and had wings too) Ask a similar question of the bees on page 15
Page 15
The caterpillar wraps himself up in a leaf and goes to sleep, question the students and ask them;
Page 16
• •
What this is called? What is happening in there? (cacoon / chrysalis / pupa. Butterfly transformation)
Caterpillar to
Recollection After the story ask the students, • What happened to the caterpillar? • Where did the caterpillar come from?
Thinking skills, prior knowledge
‘Lifecycles’ A2 This line of questioning will lead into the life cycle posters, diagrams/flow charts. By Norry, S., and McEvoy, S Hold up one poster at a time, whilst asking the students to explain what is happening at each stage. For example – the Butterfly lifecycle: Point to the picture of the egg, ask the students what they think this is, what it will become etc. Follow this process for all of the posters, this way the students will be able to see the basic lifecycles of both animals and plants. CONCLUSION: Conclude this lesson by informing the students that over the coming weeks we will be looking more closely at the lifecycle of the Butterfly, and that we will also be getting a class Caterpillar to study and look after
Lesson #2 Monitoring and Observing Changes This lesson would follow the first lesson.
“The Very Hungry Caterpillar” By Eric Carle
Introduction of the class caterpillar
DETAILED PLANNER: Activity Sequence LESSON #2 LEARNING OUTCOME(S)
LESSON SEQUENCE
RESOURCES
INTRODUCTION: Listening Skills
Gather the students on the carpet Ensure the students are seated appropriately and will all be able to see the story
Recollection
Revisit the story that was read previously and the lifecycle charts that were looked at. Discuss with the students that today we will be reading another story that includes life cycles. BODY:
Listening Skills
Processing Skills
Recollection / Thinking Skills
Collecting / Analysing skils
READ BOOK Read through the story asking for students predictions of what they think might happen The Wonderful Painted INTRODUCE THE NEW ‘CLASS PET’ In the next phase of the lesson the students will be Lady Butterfly: The Life Cycle introduced to the caterpillar. This will help the Bring out the Caterpillar, and let each of the children teacher to plan for how long the experiment look at it. will run. Ask the children what they think would happen if they (Appendix #3) kept the Caterpillar in the classroom for the next month?? (It will turn into a Butterfly) Explain to the children that their task each day will be to observe the Caterpillar and record their daily findings. The first thing that will need to be done is to create the Caterpillar a home. As a class you should discuss what the Caterpillars in ‘The Caterpillars Story’ and in ‘The Very Hungry Caterpillar’ did before they became Butterflies?? (Ate lots of food)
Listening skills
Have the children brainstorm about what they would like to put into the Caterpillars home. Then as a class walk around the school yard to collect these items. Eg: leaves, twigs, grass, flowers, rocks.
Aquarium for the Caterpillar
The next task is the gather the students on the carpet. Show the students a copy of the Caterpillar to Butterfly Appendix #4 - Booklet Recording Booklet (appendix #4). Each day until the caterpillar turns into a Butterfly the students will need to fill out the relevant section. They may draw a picture to show what they noticed or write some words to describe what they can see. This recording will be done once a day in the morning after the role is done.
Observational skills / recreation
Go through the Caterpillar to Butterfly Booklet with the students. Point out and read the information on the Caterpillar and the Butterfly. Next show the students how to fill out their daily observations. At this point you should point out the “Things to consider when drawing and writing your daily observations” as a suggestion for what the students could think about every day. In today’s session ask the students in groups of four to come up and take a good look at the Caterpillar. They should then go back to their seats and draw or describe what they saw. Those students who finish early may wish to decorate the front cover of their booklet.
Following Instructions
CONCLUSION: Students are to pack away their pencils and textas. Ask the students to place their booklets into a plastic sleeve and into their book trays. **Every morning until the caterpillar changes into a butterfly the students will continue charting the growth of their class pet** ***At the end of the Butterfly transformation the students will then also be set the task of presenting their findings. Most likely this will be a poster with 4 to 6 pictures and labels of what they learnt / observed about a Butterfly’s life cycle***
Lesson #3 Human and Animal Changes NB: Prior to conduction this lesson a letter to the students parents would need to sent home requesting that each students bring in a photo of themselves as a baby, at 23 years of age, and a recent photo. It would also be handy if the photos were named as well.
From Baby to Now: Photo Comparison & Activity Sheet “Growing Up”
DETAILED PLANNER: Activity Sequence LESSON #3 LEARNING OUTCOME(S)
LESSON SEQUENCE
RESOURCES
INTRODUCTION: Listening Skills
Ask the students to take out their series of three Students photos photographs (1x baby, 1x 2-3 years old, 1x recent, of themselves) Instruct the students that in a moment they will be placed into groups. Whilst in these groups they must each take a turn to describe each of their photos and how they have changed from the baby phot until now. Pair the students up into groups of four
Thinking skills / prior knowledge
Teacher to walk around the room to listen and stimulate the conversations. BODY:
Reporting skills / justification
Regroup the students on the floor and have the groups report back on what they discussed prompt them by using the following questions…. “What changes have occurred? “What can you do now that you couldn’t do as a baby” “What changes might happen as you get older?” “How do humans change over their lives?” (eg from baby, toddler, child, teen, adult, elderly) Record these findings on the blackboard
Prior Knowledge Recollection Guessing / Anticipating
The next task will be to complete the worksheet Appendix #5 “Growing Up”. Before distributing the worksheet, explain to the students what needs to be done. Question 1: Match up the baby with the adult Question 2: What couldn’t you do as a baby that you can do now? Question 3: Draw yourself as a baby, now, then what you might look like as a baby. Hand out the sheets and ask the students to take their seats and begin work.
CONCLUSION: Once the worksheet is complete ask the students to trim their sheet and then stick it into their science books. Now pack up all rubbish, glue, scissor, pens, and pencils.
**Included in the appendix are additional activities that could be done with the students. A life cycle sheet, which could be used as a form of assessment for the students. There are also two songs about the life cycle of a butterfly, with could be learnt. They could be presented at the school assembly along with the students’ final piece of work showing their observations from the pet caterpillars transformation.
Reference List
•
Broger, A. (1971) The Caterpillar’s Story. The Bodley Head Ltd, Thetford, Norfolk.
•
Carle, E. (1979) ‘The Very Hungry Caterpillar’ Philomel B ooks.
•
Kujawa, and Huske (1995) The Strategic Teaching and Reading Project Guidebook.
•
Meish Goldish. Life of a Butterfly. (song)
•
Meyer. H. (2003) Novice and Expert Teachers’ Conceptions of Learners’ Prior Knowledge. Teacher Education. University of Cincinnati. Accessed via the internet [September 20, 2008] http://www.duke.edu/arc/documents/Meyer_NoviceExpertTeachers.pdf
•
Miers, J (2007) Butterfly Appearance. Accessed via: http://www.teachers.ash.org.au/jmresources/butappearance/bginform.html
•
Norry, S., and McEvoy, S (1994), Lifecycles, RN Education Pty Ltd, Victoria
•
Primary Science (2002) Curriculum Linked A. R.I.C. Publications,
•
SACSA –South Australian Curriculum Standards and Accountability Accessed via the internet [September 20, 2008] http://www.sacsa.sa.edu.au
•
The Wonderful Painted Lady Butterfly: The Life Cycle Accessed via: http://www.earthsbirthday.org/butterflies/bflys/activitykit/2.html
Appendices:
Appendix #1 BOOK – The Caterpillar’s Story Appendix #2 BOOK AND POSTERS – Lifecycles Appendix #3 WEBSITE – Time line for Caterpillar to Butterfly transformation Appendix #4 WORKBOOK– Caterpillar the Butterfly Recording Booklet Appendix #5 WORKSHEET– Growing Up Appendix #6 – Additional Resources WORKSHEET– Butterfly life cycle Appendix #7 – Additional Resources SONG – Life of a Butterfly Appendix #8 – Additional Resources SONG – Ballad of the Bugs
Appendix #1 BOOK – The Caterpillar’s Story
The Caterpillar’s Story By Achim Broger
Appendix #2 BOOK AND POSTERS – Lifecycles
Norry, S., and McEvoy, S (1994), Lifecycles
Appendix #3 WEBSITE – Time line for Caterpillar to Butterfly transformation
The Wonderful Painted Lady Butterfly The Life Cycle A Timeline of Transformation Four Stages of a Painted Lady Butterfly: The Egg (3 to 5 days) Adult female butterflies lay their eggs on plants that Painted Lady caterpillars like to eat, like thistle. The eggs are the size of a pin head, each one containing a caterpillar beginning to grow.
The Larva or caterpillar comes out! (5 to 10 days) The hungry caterpillar uses its strong jaws to munch through leaves, eating constantly and growing quickly. As it eats, the caterpillar's skin gets tighter. Soon it sheds this tight skin, emerging with new skin underneath. Each caterpillar changes skin four times before it's fully grown. After three weeks, this hairy, black and yellow caterpillar stops growing it's almost 2 inches long!
The chrysalis metamorphosis begins. (7 to 10 days) The caterpillar finds a safe place to rest. With a silk thread that comes out of a hole just below its mouth (spinneret), the caterpillar spins a silk pad to attach to. The caterpillar hangs from this pad. Soon, the caterpillars' skin splits open, from head to abdomen, revealing a shiny green case underneath the chrysalis.
The butterfly emerges! (2 weeks) When the butterfly first emerges from the chrysalis, its wings are soft and crumpled. The tired butterfly rests, and then slowly unfolds its wings to dry.
After a few hours, the butterfly will be ready to fly. The Painted Lady Butterfly has a 2week life What is happening in the chrysalis? span. During that time, its main goal is to Inside the chrysalis, the caterpillar is becoming completely liquid and reforming itself into a butterfly. The reproduce and lay eggs so the cycle can begin again! butterfly pushes from inside and slowly struggles out, until the case splits open. (See poster.)
Appendix #4 WORKBOOK– Caterpillar the Butterfly Recording Booklet
Science: Life Systems
Caterpillar to Butterfly Recording Booklet
Classroom: ______________ Name: ___________________________
Caterpillar Information
Anatomy: The body of the caterpillar (like all insects) is divided into 3 parts, the o Dead, o Thorax, and o Abdomen. The Head contains The ocelli (simple eyes that detect light) are located on the head. The mouth and jaws (mandibles) are also located on the head. The Thorax contains o Setae are o o
sensory hairs located all over a caterpillar's body, giving it a sense of touch. The caterpillar breathes through holes in its side called spiracles. The six prolegs are attached to the thorax
Caterpillars are the larval stage of butterflies and moths. o The caterpillar hatches from a tiny egg, o It then spends its time eating and growing. o This stage usually lasts from two weeks to about a month. o As caterpillars grow, their exoskeleton becomes tight on them, so they molt (lose their old exoskeleton) o Then the caterpillar pupates, covering itself with a protective shell, and transforms into an adult butterfly.
Butterfly Information
The head contains the Butterfly's: o Compound eyes, o Its antennae and o Its proboscis. The antennae help the butterfly smell and feel. The proboscis is its tongue. It is a long tube that works like a straw and lets the butterfly suck up nectar. When the proboscis is not being used it stays coiled up like a garden hose. The thorax is the chest part of the butterfly. o There are four wings attached to the thorax. o The forewings are the two wings closest to the butterfly's head
o o
The hindwings are those at the tail. Six legs are attached to the thorax.
The muscles in the thorax make the legs and wings move. At the end of each foot, there is a claw that helps the butterfly hold on to things. The biggest part of a butterfly is the abdomen, which is at the tail end.
Adapted from Jackie Miers (2007)
Things to consider when drawing and writing your daily observations How big is the Caterpillar Has it grow? What do you think it ate last night? Is the Caterpillar the same size? What does the Pupa / Chrysalis look like? Can you see through it? Has the Pups/ Chrysalis changed shape or size? What colour is the Butterfly? Has it changed shape or colour?
Butterfly Life Cycle
Day 1
Monday
Date ____ / ____ / ________
Day 2
Tuesday
Date ____ / ____ / ________
Day 3
Wednesday
Date ____ / ____ / ________
Day 4
Thursday
Date ____ / ____ / ________
Day 5
Friday
Date ____ / ____ / ________
What did you notice or learn this week about our class pet ??? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
Day 6
Monday
Date ____ / ____ / ________
Day 7
Tuesday
Date ____ / ____ / ________
Day 8
Wednesday
Date ____ / ____ / ________
Day 9
Thursday
Date ____ / ____ / ________
Day 10
Friday
Date ____ / ____ / ________
What did you notice or learn this week about our class pet ??? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
Day 11
Monday
Date ____ / ____ / ________
Day 12
Tuesday
Date ____ / ____ / ________
Day 13
Wednesday
Date ____ / ____ / ________
Day 14
Thursday
Date ____ / ____ / ________
Day 15
Friday
Date ____ / ____ / ________
What did you notice or learn this week about our class pet ??? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
Day 16
Monday
Date ____ / ____ / ________
Day 17
Tuesday
Date ____ / ____ / ________
Day 18
Wednesday
Date ____ / ____ / ________
Day 19
Thursday
Date ____ / ____ / ________
Day 20
Friday
Date ____ / ____ / ________
What did you notice or learn this week about our class pet ??? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
Appendix #5 WORKSHEET– Growing Up Sourced from: Primary Science (2002) Curriculum Linked A. R.I.C. Publications
Appendix #6 – Additional Resources WORKSHEET– Butterfly life cycle
Date:____________
Name:_________________________
Life Cycle of a Butterfly 1). Colour 2). Cut 3). Glue in the correct order into you science book 4). Label each picture using its correct name. * Butterfly * Caterpillar * Egg * Chrysalis
Appendix #7 – Additional Resources SONG – Life of a Butterfly
Life of a Butterfly A butterfly begins By laying all her eggs. Out pops a caterpillar Crawling on its legs. The caterpillar first is Very, very thin, But it eats and eats and eats Till it burst through its skin! Soon the Caterpillar’s Grown nice and big. So it climbs on top Of a tiny leaf or twig. It makes a hard shell And there it hangs inside. The shell soon cracks And then the parts divide. Now here’s a fact that’s really, really strange: Inside the shell There’s been a major change? When the shell opens, What comes out? A beautiful butterfly Fluttering about!! Lyrics by Meish Goldish **This song can be sung to the tune of insy winsey spider**
Appendix #8 – Additional Resources SONG – Ballad of the Bugs
Introduce this lively song about insect behavior to the students to the tune of The Wheels on the Bus. The song should be charted on large chart paper for all to see.
Ballad of the Bugs The caterpillars on the leaves go creep, creep, creep, Creep, creep, creep, creep, creep, creep. The caterpillars on the leaves go creep, creep, creep All around the meadow. The caterpillars on the leaves go munch, munch, munch, Munch, munch, munch, munch, munch, munch. The caterpillars on the leaves go munch, munch, munch All around the meadow. The chrysalis on the twig goes sleep, sleep, sleep, Sleep, sleep, sleep, sleep, sleep, sleep, The chrysalis on the twig goes sleep, sleep, sleep, All around the meadow. The butterfly in the sky goes flitterflutter, Flitterflutter, flitterflutter, The butterfly in the sky goes flitterflutter, All around the meadow.
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