Penguins -Saplings: Week 1 Moth

Material

Material

Material

Thursday Literacy

Material

Material

Material

Wednesday Literacy

Material

Material

Material

Material

Material

Tuesday Literacy

Material

Monday Literacy

Are you ready for this week?

DAY 1

WEEK 1

Are we ready and focused?

Do you have your bina materials?

Are you saving food for after class?

Are you in a quiet room?

Did you arrive a few minutes early?

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

Our pre-class checklist:

Where can you see this insect?

Drag the insects from the oval to the biome.

not scary

scary

What do you think of this animal?

Drag the insects from the oval to the line.

Time to switch!

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.

Literacy

How does it make you feel?

How would you describe what you see?

What do you think you know about this creature?

What do you notice in this image?

Let's discuss.

What animal do you think it is? Why?

Place the moth on the scale and describe why!

lovely

horrible

What do you think about the moth?

= Violeta

= Aurelia

= Elias

= Alex

• 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.

= Berry

= Viya

= Maxime

Totally confident!

I think I got it!

No idea!

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

Time to switch!

Let's go to Seesaw.

Are we ready and focused?

Do you have your bina materials?

Are you saving food for after class?

Are you in a quiet room?

Did you arrive a few minutes early?

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

Our pre-class checklist:

DAY 2

WEEK 1

Learning goals

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

Literacy

moth

butterfly

Can you sort these images into their groups? Why?

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.

unknown

moth

butterfly

characteristics

characteristics

characteristics

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

moths

butterflies

Can you find any similarities and differences now?

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

moth

butterfly

VS

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

= Violeta

= Aurelia

= Elias

= Alex

= Berry

= Viya

= Maxime

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

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

Totally confident!

I think I got it!

No idea!

Time to switch!

Go to page 2 of the Seesaw!

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

Are we ready and focused?

Do you have your bina materials?

Are you saving food for after class?

Are you in a quiet room?

Did you arrive a few minutes early?

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

Our pre-class checklist:

DAY 3

WEEK 1

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.

Literacy

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

How is it different from the previous one?

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

What do you like about it?

Let's discuss.

How can you learn new things about the moths?

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

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

What do you already know about moths? How?

Let's discuss.

/6

Score:

✔️

✔️

✔️

✔️

✔️

✔️

Fiction

Non-fiction

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

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

Water boils at 100 degrees Celsius.

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

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

Elmer the elephant flew away using his enormous ears.

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

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

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

Let's discuss.

= Violeta

= Aurelia

= Elias

= Alex

= Berry

= Viya

= Maxime

= Elias

= Alex

= Berry

= Viya

= Maxime

• 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 drag our animal onto the line where we feel we are with our learning goal today!

Totally confident!

I think I got it!

No idea!

Time to switch!

fiction

non- fiction

fiction

non- fiction

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

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

Let's go for a book hunt!

Are we ready and focused?

Do you have your bina materials?

Are you saving food for after class?

Are you in a quiet room?

Did you arrive a few minutes early?

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

Our pre-class checklist:

DAY 4

WEEK 1

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.

Literacy

Let's discuss our Seesaw from yesterday.

What do you think you can say about these moths?

What can you say about this illustration?

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

What is happening in this image?

Let's discuss.

Let's discuss.

= Violeta

= Aurelia

= Elias

= Alex

= Berry

= Viya

= Maxime

= Elias

= Alex

= Berry

= Viya

= Maxime

• 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 drag our animal onto the line where we feel we are with our learning goal today!

Totally confident!

I think I got it!

No idea!

Time to switch!

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.

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.

References

Icon Key

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.

6. Add slide or resource to student's toolboxes

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

4. Make multiple break out rooms

2. Take a screenshot

3. Model the activity for the students

1. Teacher reference point with more examples or info

Icon Key

7. Link to the Unit Plan of the lesson

Caterpillars form a cocoon before becoming moths.

Caterpillars form a chrysalis before becoming butterflies.

Before adulthood

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

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

Activity

Body

Butterflies have a slender and more streamlined body shape

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

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

Wings

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.

Antennae

characteristics

Moths have feathery, thick, antennae.

Butterflies have thin, straight, and long antennae.

moths

butterflies