Penguins -Saplings: Week 1 Moth

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WEEK 1

DAY 1

Our pre-class checklist:

Do you have your bina materials?

Are you sitting at a desk in a well lit room?

Are you in a quiet room?

Did you arrive a few minutes early?

Are you saving food for after class?

Are we ready and focused?

Where can you see this insect?

Drag the insects from the oval to the biome.

What do you think of this animal?

Drag the insects from the oval to the line.

scary

not scary

Time to switch!

Literacy

Learning goals:

• I can explain likes/dislikes for different insects and give reasons for my answers.
• I can look at images in the story and make predictions about the text.

Let's discuss.

What do you notice in this image?

How would you describe what you see?

How does it make you feel?

What do you think you know about this creature?

What animal do you think it is? Why?

What do you think about the moth?

Place the moth on the scale and describe why!

horrible

lovely

Let's drag our animal onto the line where we feel we are with our learning goal today!

= Viya

= Berry

= Maxime

• I can explain likes/dislikes for different insects and give reasons for my answers.
• I can look at images in the story and make predictions about the text.

= Alex

= Elias

= Aurelia

= Violeta

No idea!

I think I got it!

Totally confident!

Time to switch!

Let's go to Seesaw.

Our pre-class checklist:

Do you have your bina materials?

Are you sitting at a desk in a well lit room?

Are you in a quiet room?

Did you arrive a few minutes early?

Are you saving food for after class?

Are we ready and focused?

WEEK 1

DAY 2

Literacy

Learning goals

• I can understand the different characteristics of moths and butterflies.
• I can think through my word choices when categorising moths and butterflies.

Can you sort these images into their groups? Why?

butterfly

moth

We are going to investigate whether our assumptions about moths and butterflies are based on facts and whether the words we use to describe each are fair.

Can you sort these images into their groups based on their common characteristics?

moth

butterfly

unknown

characteristics

characteristics

characteristics

Let's find out why each insect belongs in this group.

butterfly

moth

Can you find any similarities and differences now?

butterflies

moths

Let's learn about the differences between moths and butterflies.

VS

Let's drag our animal onto the line where we feel we are with our learning goal today!

= Viya

= Berry

= Maxime

• I can understand the different characteristics of moths and butterflies.
• I can think through my word choices when categorising moths and butterflies.

= Alex

= Elias

= Aurelia

= Violeta

No idea!

I think I got it!

Totally confident!

Time to switch!

Let's revise our Seesaw from yesterday. What new did we learn? Should we re-short our words?

Go to page 2 of the Seesaw!

Our pre-class checklist:

Do you have your bina materials?

Are you sitting at a desk in a well lit room?

Are you in a quiet room?

Did you arrive a few minutes early?

Are you saving food for after class?

Are we ready and focused?

WEEK 1

DAY 3

Literacy

Learning goals:

• I can understand the difference between fact and fiction.
• I can understand that different books and texts have different purposes and different features.
• I can recognise a variety of books and categorize them.

Let's discuss.

What do you like about it?

How does it make you feel? How does the author feel about the moths?

How is it different from the previous one?

What kind of book is this? Do you think it has facts (non-fiction) or it's a story (fiction)? Why?

Let's discuss.

What do you already know about moths? How?

Have they ever seen a moth in real life? What was that like?

Our book's author is a scientist. What do you think she knows about moths? How did she learn this information?

How can you learn new things about the moths?

Let's remember what fiction and non-fiction is.

Non-fiction

Fiction

Elmer the elephant flew away using his enormous ears.

✔️

The sun is a giant ball of hot, glowing gases.

✔️

The old pirates sailed the seas in search of the hidden treasure.

✔️

Water boils at 100 degrees Celsius.

✔️

The Earth revolves around the sun, completing one orbit every 365 days.

✔️

The talking monkey helped the young boy on his adventure through the magical forest.

✔️

Score:

/6

What type of story do you think our book is going to be? Fiction or non-fiction? Why?

Let's discuss.

These are the other snails in the flock Who all stuck tight to the smooth black rock And said to the snail with the itchy foot, "Be quiet! Don't wriggle! Sit still! Stay put!"

Let's drag our animal onto the line where we feel we are with our learning goal today!

= Viya

= Viya

= Berry

• I can understand the difference between fact and fiction.
• I can understand that different books and texts have different purposes and different features.
• I can recognise a variety of books and categorize them.

= Berry

= Maxime

= Maxime

= Alex

= Alex

= Elias

= Elias

= Aurelia

= Violeta

No idea!

I think I got it!

Totally confident!

Time to switch!

What kind of books these might be? Can you sort them into fiction/ non-fiction?

non- fiction

fiction

non- fiction

fiction

Let's go for a book hunt!

Do you have any fiction or non-fiction books in your home library?

Our pre-class checklist:

Do you have your bina materials?

Are you sitting at a desk in a well lit room?

Are you in a quiet room?

Did you arrive a few minutes early?

Are you saving food for after class?

Are we ready and focused?

WEEK 1

DAY 4

Literacy

Learning goals:

• I can look carefully at the illustration and notice changes.
• I can comment and ask questions about the text and illustration.
• I can respond to the text with a drawing of a moth’s lifecycle.
• I can label my drawing using words I have learnt in the text.

Let's discuss our Seesaw from yesterday.

Let's discuss.

What is happening in this image?

How is it similar or different from the other pages we have seen?

What can you say about this illustration?

What do you think you can say about these moths?

Let's discuss.

Let's drag our animal onto the line where we feel we are with our learning goal today!

= Viya

= Viya

= Berry

• I can look carefully at the illustration and notice changes.
• I can comment and ask questions about the text and illustration.
• I can respond to the text with a drawing of a moth’s lifecycle.
• I can label my drawing using words I have learnt in the text.

= Berry

= Maxime

= Maxime

= Alex

= Alex

= Elias

= Elias

= Aurelia

= Violeta

No idea!

I think I got it!

Totally confident!

Time to switch!

What is this text talking about? What is happening?

A shiny cocoon wiggled and jiggled in the moonlight. Something was waking up from a long winter's sleep. Six little legs uncurled. Two tiny antennae unfurled. And four salt and pepper wings stretched in the breeze.

Let's draw and label the metamorphosis (life cycle) of the moth.

A shiny cocoon wiggled and jiggled in the moonlight. Something was waking up from a long winter's sleep. Six little legs uncurled. Two tiny antennae unfurled. And four salt and pepper wings stretched in the breeze.

References

Icon Key

1. Teacher reference point with more examples or info

Please copy and paste the icons from here directly into your slides as they have tooltips attached to remind the educators of what they mean/what action they need to take.

2. Take a screenshot

3. Model the activity for the students

4. Make multiple break out rooms

5. Share the recording or parts of it with parents or the rest of the team

6. Add slide or resource to student's toolboxes

Icon Key

7. Link to the Unit Plan of the lesson

moths

butterflies

characteristics

Butterflies have thin, straight, and long antennae.

Moths have feathery, thick, antennae.

Antennae

Butterfly wings are brightly coloured, and they hold their wings together, vertically above their body when resting.

The wings of moths are often dull in colour, and their wings are usually held in a tent-like shape over their abdomens when at rest.

Wings

Butterflies have a slender and more streamlined body shape

Moths have a chunkier body shape, and their bodies are often covered in fine hairs.

Body

Most moths are nocturnal and are only active during the night.

Butterflies are active during the day. Sunlight helps to warm them.

Activity

Caterpillars form a cocoon before becoming moths.

Caterpillars form a chrysalis before becoming butterflies.

Before adulthood