Butterflies Life Cycle - Assignment Example

UNIVERSITY NAME LEARNING THROUGH OBSERVATION BUTTERFLY LIFE CYCLE STUDENT NAME & REG. NO: COURSE NAME & CODE: SUPERVISOR SUBMISSION DATE Background Most of the preschool pupils in Australian school have actively been involved in the projects to nurture their development and understanding of many things. The pupils of Sydney Academy have enthusiastically been involved in a project “Life Cycle of a Butterfly” where they observe butterfly metamorphosis, starting with hatching to growth of maggots to an adult butterflies. The lesson is learned through observation of almost a fortnight, and later on, pupils are advised to carry out a small rough draft illustrating what they have learned and observed throughout the Butterfly Life Cycle. The “Butterfly Life Cycle” topic was chosen based on pupils’ interest, as it tends to inspire them throughout their learning. A three sequential enquiry based learning experiences were extended to fit into pupils’ interests and promotes effective skills for learning, whilst building on their knowledge across subject areas: literacy, science, mathematics and creative arts. These experiences are reflective of sociocultural learning theories which argue that children learn through social relationships within their environment (Kearns, 2010). This study features Vygotsky’s zone of proximal growth and development among school going children, given the fact that the experiences availed invite children to work mutually with peers and educators to discover and ascertain new understandings. Educators support children through a range of strategies which help children to engage, explore, apply and reflect in order to be active in their learning (Anita & Wool, 1980). Educators ask open ended questions to encourage children to speculate and hypothesise; provide specific learning materials and resources to the environment and offer displays and explanations where needed, as they work collaboratively with children to solve problems. As such, during a learning process, especially for children around age of 5 years, teachers are supposed to play the role of researcher, they closely observe and listen attentively to children in order to gain insight as to what it is that they know, and what they wish to further investigate (Anita & Wool, 1980). Successful teachers are supposed then to employ this information to plan experiences where children can fit into place in enquiry based learning experiences to explore possibilities, discover new things and make sense of their world and what they learn. As such, the experiences availed is meant to design a way of supporting children in seeking answers, to questions like: What process butterflies go through to mature? What are the similarities with other insects? What the four phases of life cycle a butterfly goes through? Barber et al., (2010) tell us that such experiences always tend to support children in developing and in dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity Furthermore, the experiences promote effective learning skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating. Educators play a vital role in promoting an environment where children can develop and maintain these valuable skills and dispositions for lifelong learning. EXPERIENCE PLAN Time: 8.30 AM – 10.30AM Year Level: Preschool Year Date: 20/04/2013 Topic/Experience Title “Butterflies Life Cycle” – Observational Drawing PREPARATION Rationale/Goal: The preschool pupils have shown interest for “Butterflies Life Cycle” project. As such, class discussions have been scheduled on the same topic, to create awareness on the same and build their interest in the life cycle of a butterfly: laying eggs, which develop into larva, then pupa and then to butterfly. The project relates learning to needs of the learner. Learning should provide a chance for the practice of the acquired knowledge in order to foster active application of concepts. The pupils found it so interesting and were rearing to have practical experience over the same (Anita & Wool, 1980). This experience is likely to help pupils’ learn by cheering them up as active contributors in their learning and scrutinize their areas of interest at the same time as they build on their observation skills, fine motor skills and communication skills along with opportunities for putting on paper what is learned. Assessment Strategies: A study on butterfly life cycle offers a great opportunity for pupils close review of what they intend to know about insects. The project intends to avail relevant skills learners through the application of their skills in thinking and in a creative manner (Kearns, 2010). The teacher is able take on a small group of pupils and engages them in the assignment and evaluates their understanding on the project or they are demonstrating the learning objectives as listed. The teacher uses open-ended questioning on every child to evaluate his or her understanding, and support them in their explanation and drawings. The assessment is done through, recording and documentation of their learning through photographs and narratives. Thereafter, a reflection on the subject matter is made based on the interpretation fronted, which may comprise of a list of outcomes and objectives that have been established (Anita & Wool, 1980). Provision of practical activities like this one enhances sensory simulations through the use of wall displays, other relevant resources and practical learning experiences. Environment/Preparation/Resources The project will be carried out in enclosed garden surroundings, with leafy and flowery plants. Clipboards will be provided to every pupil, plus paper and lead pencils, along with eraser. This practice need to be completed most excellently in small groups of 2 to 4 pupils. Chairs for each participant should be added, along with that of the teacher. PROCEDURE Introduction of the subject: After pupils have entered the garden, in relation to 10 minutes after coming in to, bring in this observation: “As your teacher, I have learned that most of you have always love to chase butterflies in the garden as you play around. I had taught you a while ago about butterfly life cycle which entail the laying of eggs then growing from larva, pupa to adult. I placed some paper and pencils at the table for you to draw what you see on the leaves, that is butterflies eggs. We can do this together, in small groups to make sure that everyone has a turn.” Main Body of the Experience: The manila paper of drawing and clipboard was given to each pupil, followed by instruction of how to hold a pencil, especially for pupils who did not know how to do it. As they continued to draw, it was observed that some did not understand the reason why clipboards were availed to them, and the teacher had to intervene and explain to them the reason behind its usage. Attentive listening should be given by the teacher, and respond accordingly to their queries concerning eggs, larva, pupa and adult butterfly. The teacher used statements such as “good”, “great” and “fine work” are believed to be consistent reinforcers. Frequent social approval contingent on desirable behaviour is likely to be a teacher’s most trustworthy device when academic achievement or behaviour needs to be improved (Kearns, 2010). Closure: After the lesson, a teacher needs to initiate a conversation concerning the experience. The conversation should give corrective feedback. Kearns (2010) argues that the value of evaluation as an incentive for learning cannot be underestimated. It provides learners with clarity about the real worth of their efforts. Pupils should be allowed to share their observations with the entire class, in regard to what they drew. Provide an encouragement for their efforts. Communicate your observations about the drawings, and encourage children to draw attention to aspects of their work. Pupils need to be encouraged in positive manner, for instance, “Well done boys and girls! You have good pictures for the eggs, congrats Hudson! Cecily you are great!!! To appreciate your good work, am buying each one of you a bunch of ice-cream, alright class? Every day I will place paper and pencils on the table so that you can draw the butterfly as it grows.” REFLECTION Follow-Up Teachers’ expectations about learners’ achievements and behaviour, and thus determine learner achievement. Persuade pupils to add a sentence to their drawing, communicating their observations and features of their drawings, like naming the eyes and wings. Pupils, who drew adult butterfly, may add colours to their drawings using the pencils. They should be encouraged to revisit their experience, and draw a larva as it grows. Present their previous drawings, and ask them to discuss the changes they have noticed. Record their comments on drawings. Evaluations, Review and Reflect in terms of: space, time, people, learning experiences and resources. Positive attitudes and realistic expectations to pupils’ works fuel an urge to learn new things by allowing all of them to get involved in class work. For example, a learner who is needlessly placed in a low grade is unlikely to realise his or her full potential because his or her teachers do not expect much from him or her. (Kearns, 2010) In most cases, this experience is termed to be effective when all pupils were provided with sufficient time to complete their drawings. Some pupils could have chosen to have a break from their work, and revisited it afternoon. Based on this assignment, there were no spatial issues. Most children demonstrated enthusiasm, and approached the task with creativity, curiosity and commitment. The set objectives and intended outcomes were attained. Each child demonstrated successful observation skills, and verbally communicated this with the teacher, and throughout group time with the class. All pupils demonstrated a better understanding of the butterfly life cycle. However, some pupils were not sure in drawing what they saw. But the teacher encouraged them to draw parts of what they saw: eggs, larvae, pupa and wings. Some pupils needed direction on how to hold a pencil while drawing, while others chose to make use of a fist grip. Chances to promote pencil holding while drawing will be developed later. Questioning session is vital in any class work as it brings pupils’ attention lively on certain details, and their responses were in support of their decisions in relation to their drawings (Kearns, 2010). A teacher who relates well with learners maintains an optimistic frame of mind and is able to appraise the learners realistically. EXPERIENCE PLAN Time: 11:30AM-1.30PM (After Tea Break) Year Level: Preschool/Foundation Year Date: 28/04/2012 Topic/Experience Title “Butterflies Life Cycle” – Creative Movement PREPARATION Rationale/Goal: In the previous learning experience, i.e. observational drawing of butterfly life cycle, eggs, and pupils presented their interest and surprise for the larva inside the butterfly egg. Mostly, experience occurs after a learner has undergone learning in a practical in a practical situation (Kearns, 2010). For example, a child may learn that fire is dangerous only after playing with it and being burnt. This experience stretches on pupils’ interests and avail them an opportunity to advance their scrutiny on the topic from beginning to end, especially on creative movement of larva and pupa. It is said that experience is the best teacher. As the teacher persuaded them to confer on their drawings, most pupils proved that they had hypothesized what was in the eggs and how it looked like. Some instances of their answers: “it looks like a snake, the kids want to come out and stare at us, no, and it wants to be carried by its mother.” Assessment Strategies: The assessment strategy that was utilised here was observation. It was made to show whether pupils are learning the intended results or objectives. The teacher will take photos of the pupils as they are aggressively engaging in the imaginative movement assignment. This experience and display will need to be displayed in photos within the classroom for everyone to view. The teacher will take account of a list of learning results similar to this experience. Environment/Preparation/Resources The teacher needs to prepare a good environment for this part of the project. Look for an empty space in the classroom, enough to permit free movement of pupils. Enough space should be created and carpet laid down for pupils to sleep on. Soft music should be played in close proximity during this experience. The teacher may use notes to help in guiding pupils throughout this experience. PROCEDURE Introduction/Motivation: As pupils prepare to go for lunch, while tuned to soft music, the teacher should invite them to sit on the floor of the room (on spread carpet). While sited, the teacher should now make introduction of the experience: “Thanks so much for drawing the butterfly, from your observation on how larva/pupa could be inside an egg, you a fantastic observation and drew it. Before we go for lunch, let us try to imagine what a butterfly would be like inside an egg. Main Body of the Experience: The teacher is advised to take into account, a slow and calm tone when taking pupils through this experience. This assists in maintaining serene and tranquil surroundings, which prop up a sober mood of commitment. “Pupils should be told to imagine that you are lying on a soft cloud. You feel very light. You look out and see some colourful birds flying in the sky. You follow them. You are floating through the sky on your soft cloud, feeling happy and relaxed. Now curl and stretch yourself as if you are a small larva, inside an egg. What do you feel is inside there? Can you hear anything outside there? Imagine how you will get out? Slowly and steadily, start making your way out. After coming out, make some move around by crawling slowly. Think of you have developed dome wings and now you are trying to fly. Great!!! Class. Thanks.” Closure: After the creative movement session, the teacher should invite pupils to in a circle and then open a conversation to have an overview on the experience: “Commendable job class! I can now see that you were using your imagination and you can perceive information on reality of things.” The teacher, then draw attention to the observations by asking few questions, for example: “I noticed that Marley Carey was her legs to crawl on leaves. Can you share with us how you found it? Can you tell the class how you found it inside an egg? How harsh was the environment when you came out of an egg? Harsh? Or friendly?” REFLECTION Evaluations, Review and Reflect in terms of: space, time, people, learning experiences and resources. The radio tunes was wonderful for this experience, and class had enough time and space to make the move and crawl. At some stage in the mediation, some pupils were given more space to avoid disturbing others with the crawling. In the learning experience, a distinctive place with more space will be used, like dining hall. The music, volume as well as tempo of my voice were so encouraging to pupils for the period of the experience. A good number of pupils showed the outcomes and objectives were attained. They demonstrated how they crawled slowly with their bodies. Effective talking and listening skills was demonstrated throughout the learning process. Children confirmed that they have mastered what they have been taught regarding butterfly into this experience. EXPERIENCE PLAN Time: 8:30AM – 10.30AM (to be continued all through the morning) Year Level: Preschool/Foundation Year Date: 08/05/2013 Topic/Experience Title “Life Cycle of Butterfly” – the beauty in a butterfly PREPARATION Rationale/Goal: The Sacred Academy pupils have devotedly involved themselves in the “Life Cycle Butterfly” project. A good number of pupils of have been looking at butterfly eggs in the home gardens. When the teacher concluded, questions were asked and two pupils replied, “our garden is full of butterflies of different colours” and the other “my dad keep butterflies for research.” This kicked off a group conversation concerning significance of butterflies to the ecosystem. This enquiry-based learning experience is established on their interest and offers an opportunity to advance a study on diverse methods of handling a butterfly. Assessment Strategies: The butterflies’ photos were positioned in a classroom to be easily seen by pupils. The teacher should take record of pupils’ comments. Environment/Preparation/Resources The pupils should use the large piece of cardboard and paper to draw the butterflies as they fly around in the garden. The teacher can use the title “The Beauty in a Butterfly”, and draw a table with four colour columns (yellow, purple, blue and orange). A picture of the butterfly should be added to support pupils in naming the text. PROCEDURE Introduction/Motivation: At some point in “tune-in time” once pupils have established, approximately 20min after arrival, a teacher should introduce this experience, “I have learned that some of you love watching butterflies fly.” Can you share with me how interesting it is to watch them? How many colours do you think butterflies have? Can you name some? Let’s examine these diverse ways Main Body of the Experience: The teacher should invite pupils to stand next to caged butterflies. Put on view the butterflies in the next as they fly around from one flower to another, and teacher should make the first move a group conversation to share observations. Open-ended questions may be asked in this regard in order to give confidence to pupils in their observation and reflection: Have a look at these butterflies. What do you notice about them? What colours can you see? Closure: During the day, still in the same group, the teacher can initiate a conversation concerning the experience. Who would like to share some of the things that were unique in the butterflies? The teacher then recap some of their observations to support their reflections, Present the completed table: The teacher should then count the colours in each box to find out how many type were the most popular. Choose some children to count the dots in each box. Which colour was the most popular? REFLECTION Evaluations, Review and Reflect in terms of: space, time, people, learning experiences and resources. Objectives and outcomes were attained; pupils observed and discussed different colours of butterflies that were used for observation, all children chose their favourite colours and recorded this onto the table. Pupils came close to the experience with zeal, teamwork and dedication. Most children verbally communicated their observations effectively. Resources that were used were enough. This was an engaging experience – it provided an opportunity for children to explore an area of interest and extend on their knowledge, as all pupils participated devotedly. This experience has provided opportunities for extension. REFERENCES Aloian, M. & Bobbie K. (2005). Insect Life Cycles. New York: Crabtree Publishing Company Anita, E. and Wool, F. (1980) Educational Psychology, 3rd Edn. New Jersey: Prentice Hall Barber J., Nicole, P. &Bergman, L. (2010). Spark Your Child’s Success in Math and Science. Berkeley: U of California at Berkeley. Bybee, R.W. (2000). Teaching Science as Inquiry. In Inquiring into Teaching Inquiry Learning and Teaching in Science. Washington, DC: American Association for the Advancement of Science. Carroll, Sean B. (2005). Endless Forms Most Beautiful. New York: W.W. Norton & Company. Kearns, K. (2010). Frameworks for learning and development (2nd ed.). Frenchs Forest NSW: Pearson Zemlicka, S. (2003). From Egg to Butterfly. Minneapolis: Lerner Publications Company. Read More