Card 1 Year 2.

This card must be printable and suitable for this age group to use with some teacher support. Curriculum http://www.australiancurriculum.edu.au/Science/Curriculum/F-10#level=2 Biological Sciences Science Understanding: Living things grow, change and have offspring similar to themselves (ACSSU030). Elaborations: exploring different characteristics of life stages in animals such as egg, caterpillar and butterfly. Science as a Human Endeavour Nature and development of science: Science involves asking questions about, and describing changes in, objects and events (ACSHE034).

Science Inquiry Skills Questioning and predicting. Respond to and pose questions, and make predictions about familiar objects and events (ACSIS037). Processing and analysing data and information. Use a range of methods to sort information, including drawings and provided tables (ACSIS040). Through discussion, compare observations with predictions (ACSIS214).

Evaluating. Compare observations with those of others (ACSIS041).

Communicating. Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS042).

Declarative Knowledge: Students will know. The lifecycle of a butterfly moves though the stages of egg, caterpillar and butterfly. Changes can be observed and recorded though the life stages of butterfly.

Procedural Knowledge: Students will be able to. Pose an investigation question to be answered in teams of three.

Recognise the stages in the butterflys lifecycle. Photograph the four stages and digitally record changes. Sort collected information using tables and drawings. Compare observations with predictions. Compare observations with those of others. Represent and communicate ideas, observations and evidence (oral language, written journal, drawings or role play).

Teacher information page. Students will work through an investigation over six weeks. Learning experiences will be completed as whole class, mixed ability groups of three and individual tasks. The digital task card scaffolds students in team of three through the final components of Engage, Explore and the first component of Explain. The task card is designed to use over two sessions, several days apart. The unit follows the 5 Es model and allows students to work scientifically as they make discoveries through: Posing questions. Collecting and representing data. Analysing evidence Relating evidence and conclusions Developing further investigations.

How do caterpillars grow, change and have offspring? Engage Teacher collects and provides samples of each stage of the butterfly life cycle (eggs, caterpillars, and chrysalis). Students care for the animals as class pets. Students examine collections. Students predict what will happen. How will caterpillars become butterflies? (Draw out current understandings). Students record predictions in investigation journal. Teacher collects predictions to determine current understandings or misconceptions of each group.

Explore How do caterpillars become butterflies? Students pose questions they would like answered through their investigation. Scaffold example questions: How do caterpillars change into butterflies? How much will the caterpillars grow each week? How many eggs will hatch? How many days will it take? How long will they be caterpillars for? Resource. The Very Hungry Caterpillar by Eric Carle Explain Students observe collections every two days to notice changes. Students take digital photos of changes. Students collect and record data in table. Students draw pictures of each stage detailing findings including dates to monitor changes. Students reflect on if their predictions have changed. Teacher addresses all misconceptions. Students watch time laps YouTube clip of butterfly lifecycle which presents scientific explanation for changes observed. Students analyse findings. What does that mean? Does it answer our question?

Students sort information and compare findings with predictions. Students compare their information with the observations of other teams (group share session).

Elaborate Students reflect on investigations and pose questions to develop further investigations.

Eg. Would predators (spiders, ants, wasps, people) decrease the caterpillars chance of survival? Would more butterfly friendly plants increase numbers? What species of plants would be used in a butterfly garden at school to attract local species of butterflies? Evaluate Students demonstrate their new understandings in a photostory using digital photos they have collected. Students prepare a role play, oral presentation or drawing (differentiation for student preferred learning styles) to share their predictions, observations and evidence with peers.

Teacher information. Lifecycle Butterflies have a metamorphic life cycle. There are four stages in the lifecycle: egg, caterpillar (larvae), pupae and adult. Females may lay from several to tens of thousands of eggs. Eggs hatch into small larvae called caterpillar. Caterpillars grow quickly and when fully grown (may take a few weeks depending on the species), form a pupa. Inside the pupa the caterpillar turns into an adult butterfly. This process is called Metamorphis. There are around 416 species of butterflies in Australia. The use of herbicides may reduce caterpillar numbers by reducing the weeds caterpillars need for food (CSIRO, nd). Feeding Most larvae are herbivores and eat foliage. Adults may feed on nectar and are attracted to flowering plants. Butterfly numbers may be increased by planting species of plants which attract local species of butterflies (CSIRO, nd).

http://caterpillar.ento.csiro.au/education/insects/lepidoptera.html