Leaders -Middle Support

photostory movie guide from mrholo on Vimeo.

Student Sequence of Learning Checklist
As in http://sjv3d.wikispaces.com/Inquiry+Unit and

Post your wonderings about Mini-beasts and their life cycles on the wallwisher.
Tuning In

YouTube Video
Watch video on “one cubic foot” on YouTube and post a comment.

Playground Safari
Playground Safari: This classification activity encourages us to- find, look, record, sketch and identify.
We will need to care for the space which we are digging in and look after any creature we find.

Investigation for your Inquiry
Questions we want to answer:
What is a mini-beast?
Where do they live?
Does our world need mini-beasts?
Are they pests?
What are the different stages of their lives?
When do we notice mini-beast activity? (seasons)
What is my responsibility to care for mini-beast?

Look at the pictures of different mini-beasts on the pics4learning site.
Finding Out


EXPLAIN And Sorting Out

Each week in groups we will demonstrate their understanding of the life cycle of the “bug of the week” using one of the following:
  • Play dough
  • PowerPoint
  • Poster/flow chart
  • Creative construction

Design a bug
  1. Design and build your own mini-beast using the super bug website http://www.mylearning.org/interactive.asp?journeyid=77

  1. Hand life cycles: develop a life cycle for your bug and demonstrate it using the white gloves and materials.
  2. Resources:
-white cotton gloves
-cut corks
-laminated picture
-and other materials that might be specific for their creature life cycle.
ELABORATE Going Further

Making Conclusions and Taking Action

Taking Action
  1. Discuss any attitude changes e.g. pests and use of bug spray on mini-beasts and the care taken when walking through a mini-beasts environment.
Student Reflection
  • Ask students to record their answers in their learning journals:
  • Write the following questions on three large pieces of butcher’s paper:-
  • Ask groups of students to record their answers on the butcher’s paper.
  • Have each group revisit their mind maps
  • Revisit
  • Bring these together as a class and brainstorm
  • Have students reflect on the process used