Lesson 5: Insect Life Cycles - Group Stations
Stage: 2 Duration: 1 hr
Objective: Children will work in small groups as they investigate, problem solve, design and make, imagine, create, record and hypothesise. Children will participate in a variety of work stations where they will be given opportunities to use what they have learned about insect life cycles to create interesting and engaging work. Children will create their own insects, detailing their metamorphosis and provide reasons for their choices, as well designing and inventing their habitat, diet and life cycle. Children will extend their emerging knowledge of which insects undergo which metamorphosis through the use of picture cards – this will develop their ability to recall and match correct insects to their metamorphosis. This lesson will also encourage the development of computer skills as children research, make and design information posters about silkworms.
Curriculum Links
Science and Technology K-6:
CONTENT STRAND: Living Things LTS2.3 – Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment INDICATORS:
INV S2.7 – Observes and reports on the growth and change of silkworms DM S2.8 – Draws and designs own insects and labels metamorphosis, habitat and diet UT S2.9 – Uses a touch sensitive pad or computer keyboard to help develop or design an information report on silkworms VALUES AND ATTITUDES: VA4 – Gains satisfaction from their efforts to investigate, to design, to make, and to use technology KLA INTEGRATION: Creative Arts – VAS2.1 , English WS2.12 |
Australian Curriculum:
OUTCOME:
English - EN2-10C |
Key Specific Knowledge
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![]() Image from: http://www.vtaide.com/png/images/grasshopper.jpg ![]() Image from: http://www.brisbaneinsects.com/brisbane_insects/images/wander1.gif |
Lesson Overview
Group Station 1:
(15 minutes) 1. Insect life cycle game: (Rotating to the right or left) Each child has 4 picture cards each. One card is placed down and the appropriate picture card of the animal belonging to the metamorphosis is placed next to it – (in correct order of growth). The child to complete the metamorphosis and correctly identify whether it is incomplete or complete wins. Group Station 2: (15 minutes) 2. Create your own insect: Children work together to create their own insect. They decide which type of metamorphosis it undertakes – Incomplete or complete? Using a three or four grid template they draw up, they draw images of its metamorphosis. They also detail its habitat, diet and any interesting facts about its life cycle. Group Station 3: (15 minutes) 3. Observation Centre – Information poster: Children create an information poster about the silkworms to place in the observation centre as a group. Children use Microsoft Word on computers in classroom to create an information poster. The poster consists of information about the silkworms metamorphosis – detailing their growth, diet and needs. Children can touch and feel the silkworms, expressing their texture and feel in their posters. (15 minutes) Posters made are shown to class. Discussion on insects that have been designed. Children can discuss their reasons for particular body features, metamorphosis type, diet, habitat etc. Discuss transformation of silkworms with children. Watch Webcam Timershot video. Compare measurements of silkworms over the last 3 weeks. How much did they grow? What transformations did they take on? What colour were their silk casks? Why? Did the eggs hatch? Encourage children to share their findings to the class – any photographs on blog? |
Resources
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Modifications:
Simplification: Children can engage in work stations best appropriate for their level of engagement and knowledge – choosing which they prefer, rather than completing them all.
Extension: Children can create independent information posters about the silkworms to further extend their individual technology capabilities and skills.
Simplification: Children can engage in work stations best appropriate for their level of engagement and knowledge – choosing which they prefer, rather than completing them all.
Extension: Children can create independent information posters about the silkworms to further extend their individual technology capabilities and skills.