Year 4 Science - Investigating Living Things

Animals give birth and lay eggs

Learning Objective:
At the end of the lesson, pupils will be able to analyze life processes in animals.

Learning Outcomes:
At the end of the lesson
(a) Make generalization that some animals give birth to their young and some lay eggs after watching clip.
(b) Name at least another additional three animals that give birth to their young and animals they lay eggs each without repeating the animals shown by the teacher through video clip.
(c) Classify the animals given by the way they reproduce during group activity.

Teacher show some video.
(a) Dog giving birth

(b) Horse giving birth

(c) Panda giving birth

(d) Whale giving birth

(e) Chicken laying eggs

(f) Fish laying eggs

(g) Turtle laying eggs

(i) Snake laying eggs

Teacher asks:
(a) Do animals reproduce?
(b) From what you have seen?
How does a dog reproduce?
How does a horse reproduce?
How does a panda reproduce?
How does a whale reproduce?
How does a chicken reproduce?
How does a fish reproduce?
How does a turtle reproduce?
How does a snake reproduce?

Teacher stress that:
(a) Not all the fishes lay eggs
(b) Not all the snakes lay eggs

Teacher asks:
(a) Can you give me additional three animals that lay eggs?
(b) Can you give me additional three animals that give birth?
(c) Why do animals need to reproduce?

Group Activity:

1. Pupils are divided into six groups.
2. Teacher gives instruction for group activity.
3. Teacher distributes pictures of different types of animals to each group of pupils.
4. Pupils group the pictures given according to the way they reproduce and paste it in the correct column after discussion.
5. Teacher invites a group of pupils to present their answer.
6. Teacher discusses the answer with the pupils.

Teacher asks:
(a) Can you give me three examples that give birth?
(b) Can you give me three examples that lay eggs?
(c) Teacher distributes exercise sheets as the pupils homework.

Reflection:

Video clips on the reproduction of animals managed to the pupils' attention during the lesson. However, the general response of the pupils was not as good as they still faced some problem in understanding English. At most times, the questions have to be repeated in Chinese in order to get their response. Their participation in the lesson is motivated using reward system started from the previous lessons. I discovered that the reward system had directly encouraged pupils to response in English even though sometimes they may make mistakes in pronouncing the words or forming a proper sentence.

Many pupils made mistakes during group activity especially for the reproduction of offer, echidna, platypus, scorpions and some involved peahen and penguin. These mistakes made are most likely cause by the pupils' unfamiliarity with the animals shown. They did not see these animals in their daily life. The discussion of answers was taken place before other groups managed to paste all the animals correctly since they had made a lot of mistakes. Some misconceptions is corrected during discussion and supported by powerpoint slides. Hopefully through that misconceptions can be altered.

Inquiry is questions and issues, which have a focus and a meaning to engage the learner in going further. Inquiry must have a structure. It must make sense to the learner. It helps the learner construct his or her own understanding. Through asking good questions and having students do the asking and discovering, I know that there is more learning going on in my classroom. It is allowing the students to wonder and ask, be engaged and go further along their own continuum of knowledge building. As more understanding occurs, more questions pop up wanting the learner to continue and continue. I facilitates learning, facilitates an environment that allows that learner to feel comfortable, allows that learner to feel challenged, and allows that learner to try something more than they have already tried before. Through this the learner continues to ask more questions, to push further along their own journey of learning continually asking more questions.

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Life cycle

Learning Objective:
At the end of the lesson, pupils will be able to analyze life processes in animals.

Learning Outcomes:
At the end of the lesson, Pupils will be able to
(a) Arrange the pictures of stages of life cycles of a frog, a butterfly and a chicken in a correct sequence after watching video clips.
(b) Make generalization that animals have different life cycles after watching video clips of a frog, a butterfly and a chicken.
(c) Arrange the pictures of stages of life cycles of a praying mantis, a dragonfly, a mosquito, and a honeybee with labels correctly during group discussion.

Teacher shows video clips on
(a) life cycle of a butterfly

(b) life cycle of a frog

(c) life cycle of a chicken

- Teacher invites some pupils to arrange and paste the picture showing state of life cycle of animal on the board.
- Pupils are asked to label each state of life cycle of the animal with teacher guidance.
- After arranging picture and labeling life cycles of a butterfly, a frog, and a chicken.
- Teacher asks: (a) What does the complete process of change that an animal undergo after they are born until grown to be an adult called?
(b) Do all the animals have the same life cycles?
- Teacher guides pupils to make generalization that animal have different life cycles.

Group Activity:

1. Pupils are divided into six groups.
2. Teacher gives instruction for group activity.
3. Teacher distributes four sets of pictures and labels to each group of pupils.
4. Pupils arrange the pictures showing different stages of life cycles in a correct sequence for a praying mantis, a dragonfly, a mosquito, and a honeybee.
5. At the same time, pupils paste the correct label to the corresponding picture.
6. After the pupils had completed, teacher discuss the answer one by one.

Teacher asks:
(a) What does the complete process of change that an animal undergo after they are born until grown to be an adult called?

Teacher distributes exercise sheets to the pupils as homework. 

 

Reflection:

Generally, the lesson went on in a rush. Most of the time pupils need translation of an English sentence into Chinese in order to understand the meaning before answering any question or continuing the activity. Sometimes I also faced some difficulties in translating since the structure of English language and Chinese are different. Pupils had difficulties in understanding the definition of life cycle. Teacher may has to introduce the word or vocabulary of "life cycle" rather than recall back or take their ideas through questing if they could not answer it.

During group discussion, I also discovered that some of pupils may confuse between larva and pupa stage. Some of the pupils did not notice the number on the space given and mispaste the stages of life cycle. In whole, Most of the pupils are able to paste the labels and pictures in a correct order.

Through their own experiences in arranging the pictures showing different stages of life cycles in a correct sequence for a praying mantis, a dragonfly, a mosquito, and a honeybee and to paste the correct label to the corresponding picture, they were able to make their significance to what they were thinking and where their ideas were taking them. They were able to make their own connections and create something meaningful for themselves. I found that i was able to take something required in the curriculum and actually make it important to the students.

Accessment 1

Meal Worm Life Cycle Classroom Activities

Learning about life cycles is common in elementary school classrooms across the country. From frogs to butterflies, students observe and collect data about the life cycles of these animals. Mealworms are a popular animal in which to study its life cycle. There are many activities that students can do when learning about the life cycle of a mealworm.

1. Mealworms and Darkling Beetles

   • Although they look like it, the mealworm is actually not a worm. Instead, it is the larvae of a darkling beetle. The darkling beetle is a member of the phylum Arthropoda, meaning that it wears its skeleton on the outside of its body like a suit of armor. The mealworm transforms into this beetle after several weeks of going through the life cycle. Darkling beetles are also known as stinkbugs and are dark brown to black with hardened front wings that are not used in flight. Darkling beetles are about 1 inch long.

   The Life Cycle of a Mealworm

   • Darkling beetles go through a complete metamorphosis. This means they go through four distinct changes during their life cycle. The first stage is the egg stage. A female beetle lays an egg on a leaf and after a couple of weeks the egg hatches and the mealworm emerges. This is the larvae stage of the life cycle. The larva spends its time eating and growing. As it grows, it molts its soft shell periodically. This continues about a half a dozen times for about 3 months. The final molt reveals the next stage of the life cycle, which is the pupa stage. The shell around the larva has hardened and inside the mealworm is turning into a darkling beetle. The pupa does not eat or move. In approximately two weeks the beetle emerges from the pupa and the life cycle is complete.

   Activity 1: Flip Book

   • Students can create a flip book to describe the four stages of the life cycle. To do this, they take a 9 by11 sheet of construction paper and fold it in half length-wise. They then fold it in half two more times to make three creases. Students cut along the creases to the fold, being careful not to cut the bottom paper. This creates four separate flaps. On the cover of each flap they write the name of each stage of the mealworm life cycle: egg, larva, pupa and adult. When the student lifts the flap they draw a picture of each stage on the top flap, and write a description of the stage on the bottom.

   Acitivty 2: Poster

   • In order to show their understanding of the life cycle of a mealworm, students can create an informational poster showing each stage. Using different materials that can be found around the classroom or house, students can create each stage on the poster. For example, students can use a piece of rice as the egg stage and affix it to a real leaf. Students can use several pieces of rice or even a gummy worm to represent the mealworm! This activity allows students to demonstrate their creativity and knowledge of the life cycle and is a good culminating activity.

   Activity 3: Life Cycle Observation

   • The best way to learn about the life cycle of a mealworm is to observe it. Teachers can help their students do this by ordering darkling beetle larvae from many companies across the country, such as Ward's Natural Science.
     When the larvae arrive it is important to create a habitat that they will thrive in. Carefully read the instructions that arrive with the mealworms. Student should prepare their own observation journals in which to record their daily observations as the mealworm goes through the life cycle. Students can conduct investigations of how each organism responds to different stimuli, such as black and white surfaces, light, touch, barriers, moisture and temperature. These observations can be recorded in their observation journals. Over a two week period, students can observe the mealworms changing from the larvae to pupae. Being able to observe the darkling beetle emerge from the pupa is an experience they won't forget.

Accessment 2

Activities for Children About the Life Cycle of a Butterfly

Children are naturally curious about insects including butterflies. Year 4 pupils can learn about the life cycle of a butterfly through memorable classroom activities. Read books, implement crafts and create flip books to introduce them to a butterfly's metamorphosis. In addition, provide an opportunity for direct observation to teach preschoolers about the four stages of the butterfly life cycle: egg, larva, pupa and adult.

 

1. Story Time

   • Share stories with children that describe the life cycle of a butterfly. Select picture books with simple phrasing and lively, captivating illustrations. Some age-appropriate books to share with preschoolers are "A Very Magical Caterpillar Tale: The Story of the Butterfly Life Cycle" by Audrey M. Roy and "Waiting for Wings" by Lois Ehlert. Share the books with preschoolers during story time. Encourage children to discuss what they know about the life cycle of a butterfly and the new things they have learned.

   Life Cycle Mobile

   • Draw a spiral on a paper plate and then cut along the line. Draw a leaf, pupa, butterfly body and butterfly wings on construction paper and cut them out. Children can draw butterfly eggs on the leaf and decorate the pupa and butterfly wings using paint, glue, glitter, or any other embellishments. Help them glue the wings to the butterfly body. Staple the stages in the butterfly's life cycle to varying lengths of string and then staple the strings to the paper plate. Attach another string to the top of the paper plate and use it to hang the mobile.

   Life Cycle Flip Book

   • Fold a piece of construction paper in half. On one half, cut three vertical slits, stopping at the fold to create four flip sections. Help children write the numbers 1 through 4 on each section. Provide each child with four pictures representing the stages of the butterfly's life cycle. Encourage them to put the life cycle stages in order by pasting the correct picture under the corresponding number. Once the flip book has dried, children can flip through the book regularly to review the lesson.

   Direct Observation

   • Purchase a live butterfly kit to allow children to directly observe the life cycle of a butterfly. Live butterfly kits usually contain several caterpillars and habitat with instructions. Children can observe these caterpillars as they transform into butterflies. Create a chart to enter the children's observations each day. Allow them to make predictions about how long it will take for the metamorphosis to the next stage of development.

Accessment 3

Life Cycle of a Caterpillar

Primary school children love magic and the wonder of discovery; sometimes, nothing can seem more magical than the idea of having a caterpillar go to sleep and wake up with wings. Growth and seeing how insects, people and animals change as they get older is also a source of fascination for them. Sequential pictorials can help illustrate the life cycle of the butterfly, which is one of the more dramatic of all.

 

1. Egg

   • An egg is laid on the underside of a leaf. It appears to look like a small green translucent marble. Preschooler's attention would be engaged right away, if the teacher were to make a game of finding the egg under a leaf. Make leaves out of green construction paper and have the children turn them over to find the "egg" -- a small green bead -- you have colored or glued to the back of a single leaf. If you have room for a display in your classroom, get an artificial tree, and glue a marble to the underside of one leaf. Tell the children that the egg has been laid in a secret spot and have them look for it individually. Another idea is to draw a mural of a tree and give each child an outline of a leaf to color and cut out. Have them glue an egg to the back of their leaf. Attach each leaf to the tree at the stem with tape or tacks, so that the underside can be lifted.

   Caterpillar

   • The caterpillar emerges from the egg in the next stage of the life cycle. In order to illustrate that, draw a fat caterpillar with lots of sections that the preschooler can color. Encourage them to use their favorite colors on the caterpillar, while explaining that these colors will be similar for the butterfly. Or, draw a poster size outline of a caterpillar and let each child color in a section. Hang this next to the artificial tree. If you have done the tree mural, cut out individual caterpillars that are smaller than the leaves. Have the children color their caterpillars and then attach them to the leaves.

   Chrysalis

   • The caterpillar wraps himself in a cottony cocoon called the chrysalis to undergo the process of metamorphosis that will turn it into a butterfly. Demonstrate the size and shape of the chrysalis. Have the children paste cotton to a simulated caterpillar, which can be formed of clay or crayon pieces. Attach the chrysalis to the branches of the tree. You can also make up a little song about the caterpillar sleeping through the winter.

   Butterfly

   • Have each child color a butterfly and cut them out. Hang the butterflies with thread from the ceiling, so that they can appear to be flying in the breeze, or tack them to the wall by the tree mural. Point out the differences between some of the colorings of the butterflies, explaining that nature provides us with many different colors and types of butterflies.

Assessment:

http://www.oldschool.com.sg/index.php/module/PublicAccess/action/Wrapper/sid/f164d7689ea0314176660c3215130fae/cat_grp_id/23

Introduction: PLAY AND LEARN -Year 1 ENGLISH

SHOWTIME: Learn English with extracts from songs, rhymes and stories

SONGS: Sing along to catchy tunes and learn new words

WORD PLAY: Remember new words through repetition and association with visuals and sounds

PLAYTIME: Fun activities that ensure an understanding of the lessons

Lets make English fun,easy and entertaining

Our child will have a great time singing along to songs and participating in activities that will strengthen the grasp of the English language.

The singing lesson aspect of our theatre arts training offers an immediate and spontaneous way for children to express themselves within the group fostering a sense of inter-relationship and peer support.

Singing classes at school are guaranteed to be lively and fun.

When your child learns to sing at school is to: .
~ Build a collection of songs that can be used for performance and fun.
~ Vocal development of the basic skills required to shine.
~ Engender musicality.
~ Build understanding of dynamics, tonality, texture and musical coloration

Two Little Duckies

Two Little Duckies I once knew
a fat one a skinny there were two
but the one little ducky with the feathers on he back
he ruled the rest with his quack quack quack
down the river they would go
wibble wobble two and fro
but the one little ducky with the feathers on he back
he ruled the rest with his quack quack quack

Singing combined with dancing and drama provide real and lasting benefit for your child.

Information about this song:

''2 Little Duckies'' or ''Two Little Ducks'' is a young children's song and game the origin of which is unknown. For an alternative version see "Six Little Ducks".

To play the game you can try the following actions:
Two kids stand together one in front and one behind like they were in line. The one at the back puts their hands around the front to clap and one at the front puts their hands at their back to be the feathers, then they wibble wobble through the verse and turn around together to show the feathers on their back while wiggling their fingers, and then turn around again without breaking apart to clap, clap, clap on the quacking.

Lets Watch the video of the song and sing together...

Singing and the associated complementary disciplines of drama plus dance provides a more balanced.

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Ten Little Fingers and Toes

Ten little fingers, ten little toes,
Two little ears and one little nose
Two little eyes that shine so bright
And one little mouth to kiss mother goodnight.
Ten little fingers, ten little toes,
Two little ears and one little nose
Two little eyes that shine so bright
And one little mouth to kiss mother goodnight.

Singing combined with dancing and drama provide real and lasting benefit for your child.

Information about this song:

I had ten little fingers and ten little toes, my heat though very small pulsed in time with yours mommy. Mommy my Father knew me before time had begun and breathed forth his love, creating me and placing me inside you.

Though I never got you see your face mommy I see it now, these days are hard for you, you seem to look very sad. I was sad too mommy when those doctors came for me, removing me from the place I felt safe growing inside you. Why did you allow this to happen mommy, I thought I was safe and loved inside you. Now I know that you never really wanted those ten little fingers and ten little toes.

To play the game you can try the following actions:
Touch the different body parts when they are mentioned in the song. You can also count the fingers and the toes.

Lets Watch the video of the song and sing together...

Singing and the associated complementary disciplines of drama plus dance provides a more balanced.

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Three Little Bear

Look, there is three bears
All in the same house
Father bear, mother bear, little bear
Father bear is very fat
Mother bear is very slim
Little bear is so cute I could die
What a happy family.

Singing combined with dancing and drama provide real and lasting benefit for your child.

Information about this song:

Once upon a time there were three little bears, a mama bear, a papa bear, and a baby bear. They lived deep in the forest, far away from any people. One morning, mama bear decided to treat her family to a hot serving of porridge.

To play the game you can try the following actions:
Touch the different body parts when they are mentioned in the song. You can also count the fingers and the toes.

Lets Watch the video of the song and sing together...

Singing and the associated complementary disciplines of drama plus dance provides a more balanced.

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If You're Happy and You Know It

If you're happy and you know it, clap your hands (clap clap)
If you're happy and you know it, clap your hands (clap clap)
If you're happy and you know it, then your face will surely show it
If you're happy and you know it, clap your hands. (clap clap)
If you're happy and you know it, stomp your feet (stomp stomp)
If you're happy and you know it, stomp your feet (stomp stomp)
If you're happy and you know it, then your face will surely show it
If you're happy and you know it, stomp your feet. (stomp stomp)
If you're happy and you know it, shout "Hurray!" (hoo-ray!)
If you're happy and you know it, shout "Hurray!" (hoo-ray!)
If you're happy and you know it, then your face will surely show it
If you're happy and you know it, shout "Hurray!" (hoo-ray!)
If you're happy and you know it, do all three (clap-clap, stomp-stomp, hoo-ray!)
If you're happy and you know it, do all three (clap-clap, stomp-stomp, hoo-ray!)
If you're happy and you know it, then your face will surely show it
If you're happy and you know it, do all three. (clap-clap, stomp-stomp, hoo-ray!)

Singing combined with dancing and drama provide real and lasting benefit for your child.

Information about this song:

Toddlers feel emotions just as older children and adults do. Their frustrations at their inability to say how they feel can be eased with these delightful rhymes that teach words and actions, sung to the tune of “If You’re Happy and You Know It, Clap Your Hands.”
Children need to hear words six to nine months before they can use the words themselves. Babies begin to use the language they hear from birth at about eight to twelve months of age.
Mad, Happy, Silly, and Shy are charming beginner’s introductions to a feelings vocabulary. The sooner parents start using language to express feelings with their babies, the sooner toddlers will be able to say how they feel. Parents know how much easier their job is when their toddlers can make themselves understood!
Mad, Happy, Silly, and Shy will give the youngest children a head start on the road to healthy expression of feelings. These unique board books fill an unmet need in a most engaging way.

To play the game you can try the following actions:
Hand shaking, Clap, Dancing (Legs lifting), Dance with smile.

Lets Watch the video of the song and sing together...

Singing and the associated complementary disciplines of drama plus dance provides a more balanced.

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Accessment:

Original size (large) for Accessment paper. (Direct Links)

Robin Hood Story
Robin Hood Worksheets
Robin Hood Notes

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Reflection:

I have worked on ways to teach my pupils how to take responsibility for their learning. I have worked on myself as a teacher to learn how to listen to the voices of my pupils in order to help them progress. In my case, this has been for them to progress in acquiring the English language. I have worked with them on how to set goals which they can and do achieve. I have used a myriad of feedback pages in order to get them to learn how to think critically and reflect on their progress and on their experiences as learners. And most recently I have taken my techniques of feedback one step further. I have asked my pupils to write reflection journals.

The pupils are given a short period of time to sit quietly in class once a week and reflect on their learning during the previous week. When I say, reflect, I mean to think about what s/he did in class and how s/he feels about this. The students might relate to their behavior and how it affected their learning or they might reflect on a grade they got and why it was high or low. Their reflection must be a look inward at themselves and how they functioned in any aspect of the learning process.

In the beginning I gave the students certain prompts to get them going. For instance, the first entry had to be a short paragraph about the pupil's responsibility. The second week each pupil had to reflect on the lessons during the previous week and relate to four different aspects of the lessons. They were asked to write about one positive thing, one negative thing, one interesting thing and one thing s/he had learned. By encouraging the pupils to relate to four specific issues I felt I was enabling them to focus better. Other issues I plan to focus on are how their behavior affected their learning and how the study skills they used to prepare for an exam helped them. For example, "How did you study for the exam and was this useful? Did studying this way help you know the material? "

For the first few months I hope to structure the once a week reflection entries by using such guided questions as : "Think back over the week and write down what you most strongly remember doing in class. How did this make you feel? Did you like it, or not? Why? "Another guided question might be: "What did you learn this week and how can you apply what you learned in class to other areas of your life, either in school or at home?"

Each week at the end of the week, the students are now asked to write in their reflection journals. I hope that by reflecting each week on different aspects of the lessons, their behavior, their successes or failures they will grow from within as critical thinkers and begin to understand the role they should play in the classroom. The experience of writing about how they feel, how they have progressed or not, will permit them to learn to assess themselves and make changes where they feel they are needed. The idea behind learning to self-assess oneself is to be able to understand where changes need to be made (in themselves) in order to continue learning and progressing.

It is important to note here that I do not grade their writing. I don't check spelling, grammar or word order. I simply comment with a few words such as "nice thoughts", "that's interesting." etc... I do however; tell my pupils that writing something in the reflection journal is a class requirement. Even the few rebels in the beginning eventually began to write and even expressed their enjoyment.
These questions are meant to stimulate the pupils' minds and have they become more aware of the part they play in the learning process. I want my pupils to become pro-active learners who engage in the learning the subject at hand and don't expect to be spoon - fed.

My long term goal in teaching English as an international language is to get my students to use it. I want my pupils to go into the world, able to express themselves in English both orally and in writing. I want them to feel confident when they speak, write and take part in any activity where English is being used. Even if they are not as accurate as they need to be in the beginning I hope that by encouraging them to be aware of their capabilities they will be able to keep learning, growing and developing.

I am quite aware that in the short span of the four years I have with my pupils I am not able to teach them the entire English language especially given only 150 minutes a week. I can only hope to instill in them the understanding of the part they play and to provide them with the tools they need in order to keep on learning.

Reflection journals are a tool which can be used by both pupils and teachers. Reflecting on what we have learned, how we have learned it and how we can use it to progress and learn in the future is crucial to healthy development in all learners. I believe that teachers should use this process too. Teachers can also use reflection journals to figure out how they feel about a certain lesson which went well and analyze why or to analyze the way they handled a specific problem in class. Just because teachers have many years of experience doesn't mean that they have learned from this experience. One year of experience repeated 20 times without any growth or change does not build a healthy foundation from which to work and advance.

Assessment:

http://www.englisch-hilfen.de/en/exercises_list/year1.htm