Rumbidzai Diana Kanyanda Student Number: 56290721 Assignment 02 – LSK3701

Rumbidzai Diana Kanyanda

Student Number: 56290721
Life Skills: Science and Technology in Foundation
Phase – LSK3701
Assignment 02 – Unique Number 783253

Table of contents

Section A – Lesson Plan …………………………………………………….... Pages 2 – 10

Section B
Question 1 ………………………………………………………………………. Page 11
Question 2 ………………………………………………………………………. Page 11
Question 3 ………………………………………………………………………. Page 11 – 12
Question 4 ………………………………………………………………………. Page 12 -13
Question 5 ………………………………………………………………………. Page 14
Question 6 ………………………………………………………………………. Page 15
Question 7 ………………………………………………………………………. Page 16 - 17
Question 8 …………………………………………………………………...….. Page 17
Question 9 ………………………………………………………… ………….. Page 17 - 18
Question 10 ……………………………………………………………… …….. Page 18
Bibliography and Declaration …………………………………………… ……. Page 19

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Rumbidzai Diana Kanyanda Student Number: 56290721 Assignment 02 – LSK3701

Section A

FOUNDATION PHASE LESSON PLAN

Student’s name: Student number: Programme: BED Year: Module code:
Rumbidzai Diana 56290721 Foundation Phase Fourth LSK3701
Kanyanda Year: 2020
Subject: Life Skills Grade: 3 Date: 22 June 2020

Content area: Life and Living

Theme: Living and non-living things
Topic: Insects and insect metamorphosis
How does it change?
(The life cycle of a butterfly)
1. AIMS OF THE LESSON 2. OUTCOMES OF THE LESSON:

The National Curriculum Statement (NCS)
aims to produce learners who are able to:
1. Work effectively as individuals and with
others as members of a team.
2. Collect, analyse, organize and critically
evaluate information.
3. Demonstrate an understanding of the
world as a set of related systems by
recognizing that problem solving contexts
do not exist in isolation.
At the end of the lesson, learners must be
able to:
1. Learners will be able to identify the four life stages
of a butterfly.
2. Learners will be able to ask and answer questions
to help determine or clarify the meaning of words
in a text.
3. Learners will be able to differentiate between
living and non-living things in the story.
4. Learners will be able to observe, classify, compare
and measure time.

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Rumbidzai Diana Kanyanda
3. RESOURCES YOU WILL
REQUIRE TO TEACH
THE LESSON
1. The Very Hungry
Caterpillar by Eric Carle
2. Nonfiction butterfly life
cycle books
3. Class set of Draw the Life
Cycle of a Butterfly
worksheet Coloring
supplies
4. Board Markers
5. Pencils
6. Wonder wall
STAGE 1: INTRODUCTION OF
A LESSON
Introduction: 10 minutes
Ask the learners where they
think butterflies come from.
Explain to the learners that
they will be listening to the
story The Very Hungry
Caterpillar by Eric Carle. Show
them the cover of the book.
Ask the learners what they
think the book will be about
by looking at the illustration
on the cover and reading the
title.
Call on a few learners to offer
their ideas.
Explain to the learners that
while you are reading, they
should listen for the following
words: butterfly, chrysalis,
eggs, and caterpillar.
Have them consider how
these words relate to the
story The Very Hungry
Caterpillar.
Explain that a butterfly is a
winged insect. The butterfly
starts as an egg (which is a
non-living thing) and then
hatches to be a caterpillar (A
living thing), which looks like a
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Student Number: 56290721
4. METHODS/STRATEGIES TO
DELIVER THE LESSON
I used the inquiry method to meet
the lesson outcomes.
6. PROCEDURES OF A LESSON
TEACHERS’ ACTIVITY
 Read The Very Hungry
Caterpillar aloud. When I hear
the words I wrote on the board,
(caterpillar, chrysalis, eggs, and
butterfly), I’ll pause and ask
learners what they think the
words mean.
 Invite learners to share their
ideas with a partner.
 Provide sentence frames to
support learners in asking and
answering questions about the
word meanings (e.g. I'm
wondering what the word ____
means. I think it means ____
because ____ / I think the word
____means ____. I know this
because ____.)
 When you get to the word
cocoon, explain that it is a non-
living thing that houses a moth.
Explain that it is non-living
because it is a shelter and does
not eat or grow. Go on to
explain that a caterpillar and
butterfly are living things
because they eat, grow and
reproduce.
 Pause and discuss pictures and
what the pictures are showing
Assignment 02 – LSK3701
5. SKILLS TO BE LEARNT
Scientific concepts
 Prototype of a butterfly
 Examples of insects that
have wings
 Theory of butterflies
Science process skills
 Observing
 Comparing
 Communicating
 Classifying
 Gathering and organizing
information
LEARNERS’ ACTIVITY
 Learners will say what they
know about the life cycle of
a butterfly and give their
prior knowledge about the
topic also stating the
prototype of a butterfly.
 Listen to the story and
answer the teacher’s
questions.
 Share their ideas with a
partner.
 Say why a cocoon and an
egg are non-living thing and
why a caterpillar and
butterfly are living things.
Rumbidzai Diana Kanyanda Student Number: 56290721 Assignment 02 – LSK3701

worm that will eventually the learners. Invite them to

grow into a butterfly (which is discuss how the pictures help
a living thing). The caterpillar them understand the word
turns into a chrysalis, which is meanings.
like a small protective house.
Write the vocabulary words
on the board (butterfly,
chrysalis, and caterpillar).
Explain to the learners that
you also want them to think
about what happens in the
beginning of the story, the
middle of the story, and the
end of the story.

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Rumbidzai Diana Kanyanda Student Number: 56290721 Assignment 02 – LSK3701

STAGE 2: DEVELOPMENT TEACHERS’ ACTIVITY LEARNERS’ ACTIVITY

OF A LESSON (What will you say or do? What questions will (What will learners say or do?)
(New content based on big ideas you ask?)
and habits of mind and body)
Exploration:  Pass out coloring materials,  Learners will listen to
 Ask the learners to pencils, and the Butterfly Life instructions.
explain, or retell, what Cycle worksheets.  They will then illustrate their life
happened in the  Read the directions to the cycle on their worksheets and will
beginning, the middle, learners, and read the caption strive for accuracy.
and the end of the in each box.  Learners respond with
book. (Thinking and  Refer to the bottom of the wonderment and awe upon
communicating with sheet that gives a drawing learning new facts about
clarity and precision) tutorial for learners to use. butterflies.
 Next, point to the  Instruct the learners to begin
words on the board. illustrating their life cycle.
 Ask the learners to
stand up if they heard
you read any of the
words that were on
the board. Explain to
the learners that the
words on the board
are the four stages of
a butterfly’s life cycle.
 Ask for a volunteer to
come up to the board
and put the life cycle
stages in order from 1-
4 (1 is the first stage
and 4 is the last).
These stages show
adaptation as the
insect adapts to
survive in unfavorable
conditions in egg form.
A caterpillar is
adapted to feed as it
does in the story the
very hungry
caterpillar. A pupa is
adapted to rest and to
transform into a
butterfly. A butterfly is
adapted for
reproduction.
 Have the learners
write the numbers
next to the words.
 Ask the learners to
share their
connections about

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Rumbidzai Diana Kanyanda Student Number: 56290721 Assignment 02 – LSK3701

butterflies, the
butterfly life cycle, and
any of the stages that
they’ve seen in nature.
(Applying past
knowledge to new
situations)
 Explain to the learners
that they will get to
illustrate the butterfly
life cycle on their own.
(Thinking
independently)

Designing an  Allow learners at least 15  Plant and design the garden.

investigation:
The following should be
done well before the
lesson and continued
during the lesson:
 Planting and designing 
a student-created
"butterfly garden."
This will afford
learners an  Ensure learners safety when
opportunity to interact
with butterflies in
their natural
environment.
 Purchase a butterfly
kit. The kit should
have the eggs and not
the butterfly in order
for learners to observe
the metamorphosis.
minutes a day to observe the
changes happening with the
eggs in the butterfly fly kit
right until it becomes a
butterfly. (Start this well
before the lesson)
Group learners in threes and
facilitate group discussions
about what should happen
during metamorphosis.
planting the butterfly garden.
 Following the group discussions,
the learners answer questions
about what they would like to
know.
 These questions are based on the
learners’ curiosity and should be
recorded on a wonder wall.
 The learners then develop plans
to answer their questions.
 All learners in a group write these
plans in their science journals
 They can identify living and non-
living things in the butterfly kit as
part of their discussions.

Conducting the
investigation:
From their observations,
they will compare and
classify insects with wings
and those without.
(Insects that can fly and
those that cannot fly).
They will measure the
hatching time and the
time it take for the
 Help learners to make correct
observations and to take
notes (data handling).
 Explain practices and reflect
on the learners’ procedures.
 Ensure that the learners use
the new scientific words while
they discuss what they are
doing.
 Learners observe one organism
over time and compare its early
development (caterpillar) to its
later development (butterfly).
 Learners will also compare actual
characteristics of a butterfly with
a fictional representation of a
butterfly.
 Learners will study the life cycle
of a butterfly while noting its
development as it

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Rumbidzai Diana Kanyanda Student Number: 56290721
caterpillar to become a
butterfly.
They get to see the life
cycle and understand what
metamorphosis is.
EXPANDED OPPORTUNITIES
Learning support opportunity
Measurement of time in days rather than
hours. Measurement is of the time it takes
for the eggs to hatch and the time it takes
for the caterpillar to be a butterfly.
Flashcards for words to be used in writing
in the science journal.
Words written in English and the learners’
home-language so that every learner
understands the lesson.
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Assignment 02 – LSK3701
metamorphoses from a
caterpillar to a butterfly.
 During this time, they learn about
the attributes of a butterfly
through both observation and
comparing and contrasting.
 Learners will keep a "butterfly
journal" of observations and
activities. Depending upon the
individual skill level, learners can
use words, pictures, or
illustrations to record their
observations.
(Gathering and organizing
information)
 Learners will measure time.
 Learners will classify insects
without wings like caterpillars
and worms then insects with
wings like butterflies, wasps and
bees. Here they will also give
examples of insects with wings.
Enrichment opportunity
Learners can read interesting facts about butterflies.
They can also read the questions on the wonder wall that
are not answered.
Learners watch a video on YouTube of metamorphosis of a
butterfly on this link:
https://www.youtube.com/watch?v=30e2tmXng8I
Feb 3, 2018 - Uploaded by Ankes World
Rumbidzai Diana Kanyanda
STAGE 3: CONCLUSION OF THE
LESSON (consolidation, recapping of new
knowledge/concepts/skills)
Conclusion:
 Ask the learners to think about
whether the data they collected
answers the questions they
asked for the investigations and
if the data is what they expected
to find.
 Facilitate groups’ reflections on
their observations in a fun way
by asking learners to come up
with movements to go with a
song. The song should
summarize the butterfly life
cycle using the words they
learned (caterpillar, chrysalis,
eggs, and butterfly).
 Pick one of the movements, and
practice as a class.
 Challenge learners to turn and
talk to a partner, explaining the
meaning of one of the words
they learned today during the
lesson.
Presentation/Communication:
Have groups design and present
posters of the life cycle of a
butterfly.
Make sure that in their journals,
learners have written about:
 The characteristics of insects.
 Names of the butterfly in its
different stages of
metamorphosis.
 Make a table of living and non-
living things as well as insects
with wings and those without.
 Write down the measurements
of the time it takes for eggs to
hatch and the time it takes for a
caterpillar to become a
butterfly.
Deepening/Broadening:
Go back to the big idea which is
adaptation and refer back to the
concept map.
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Student Number: 56290721
TEACHERS’ ACTIVITY
(What will you say or do? What questions
will you ask?)
 The teacher will listen to
and correct the learner’s
responses.
 Maintain order and safety
of the learners during the
movement activity.
 Group learners in threes so
that they can design
posters of the butterfly life
cycle.
 Let the groups design
posters and plan their
presentations.
 Reflect on the groups’
results and how best to
present them.
 Develop a group
assessment checklist.
 Let each group present
their poster to the whole
class.
Teacher returns to the concept
map and asks what else they
know about metamorphosis.
These ideas are added to the
concept map. The teacher goes
Assignment 02 – LSK3701
LEARNERS’ ACTIVITY
(What will learners say or do?)
 Come up with a song and
suitable movements.
 Practice the movements
and song.
 Explain meaning of words
out loud to a partner.
 Compare their results with
their predictions or
assumptions in order to
come up with one
meaningful song.
 Work together in groups to
develop their poster
presentations
 The learners make notes
of the new words they
have learnt
 Learners listen attentively
when a group is presenting
their poster in front of the
class.
 Record their observations
in their journals.
Learners reflect on the inquiry
process which deepens their
understanding of the topic.
Learners must add their new
thinking to the concept map.
Rumbidzai Diana Kanyanda Student Number: 56290721 Assignment 02 – LSK3701

to the wonder wall and asks if They add new wonderings to

all the learner’s questions have the wonder wall. The learners
been answered and if they must make connections
have any more questions. The between the first stage of the
teacher asks if the learners can life cycle to the last one.
tell their families about the life
cycle of a butterfly.
7. ASSESSMENT:
(How you would determine whether learning took place? Were the outcomes achieved? What type of assessment? )

Informal assessment of science journals during and after doing the activities.
Check for the following:
 Do learners know the life cycle of a butterfly in the correct order?
 Can learners list the characteristics of insects?
 Can learners name insects with wings and those without?
 Can learners make a table of living and non-living things that are part of the butterfly life cycle?
(Data handling).
 Can learners draw a table of flying and crawling insects? (Data handling)
 Can learners illustrate the life cycle and describe it using science words?
 Can learners write down the measurements of the time it takes for eggs to hatch and the time it
takes for a caterpillar to become a butterfly?

I rotated in the classroom during independent work time to check that learners were organizing the life
cycle stages in order.

I asked questions about the life cycle randomly as they worked on illustrating their life cycles.
Outcomes were achieved as learners were able to do the following:
 Learners will be able to identify the four life stages of a butterfly.
 Learners will be able to ask and answer questions to help determine or clarify the meaning of words
in a text.
 Learners will be able to differentiate between living and non-living things in the story.

8. SELF-REFLECTION

(NB: Please note that this section can only be completed AFTER the critique lesson has been presented and/or AFTER reflection with the
mentor/supervisor)
Write a narrative essay reflecting on your lesson. Critically reflect on the learning opportunity created through this lesson. Assess this lesson
according to the learning outcomes used. Provide evidence that the learners were able to achieve the stated outcomes. List the strengths and
weaknesses of the lesson as well as your presentation and indicate how you could improve this lesson.

Not applicable as this lesson has NOT been presented and reflected with the mentor/supervisor)

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Resources

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Rumbidzai Diana Kanyanda Student Number: 56290721 Assignment 02 – LSK3701

Section B

1. The most appropriate big idea is adaptation. It is appropriate because it helps

learners understand metamorphosis of a butterfly as it is a process of change by
which living organisms or species become better suited to their environment.
Butterflies undergo a complete metamorphosis. They are adapted to survive in
unfavorable conditions in the egg form. A caterpillar is adapted to feed on leaves
hence the eggs hatch on leaves. A pupa is adapted to rest and to transform into a
butterfly. A butterfly is adapted for reproduction. (LSK3701/501 Study guide, p.39)

One of the butterfly's adaptations for predator avoidance is to have the same color or
pattern as its surroundings, making it difficult to see. Since they don't have wings for
a quick escape, many butterfly larvae (caterpillars) depend on camouflage for
survival. Often, caterpillars are green, allowing them to blend in with the leaves on
which they feed.

The resting stage of a butterfly before it becomes a winged adult is called the pupa
(chrysalis). Since it cannot move, it needs protection from predators while it is
1
transforming. The pupa of the butterfly is colored and patterned to look like the
stick or branch where it hangs (Godawa 2019).

2. Lesson plan in Section A.

3. Social science – Big idea

Big ideas allow people to organize information and can be applied to the solution of
new problems in everyday experience. The topic “How does it change?” allowed the
incorporation of adaptation as a big idea. Metamorphosis of a butterfly involves its
changing to suit the environment. I asked the learners what they thought the words
(caterpillar, chrysalis, eggs, and butterfly) meant. After discussing the meaning of
those words and the life cycle of the butterfly, I then asked them to illustrate it on
their own by making posters of the butterfly life cycle during the deepening/
broadening part of the lesson. Through illustration, learners showed how a butterfly
changes and adapts to its environment during the different stages of its life. A
butterfly lays her eggs on a plant, so that the caterpillars will have something to eat
when they hatch. The caterpillar attaches itself upside down to a twig and transforms
into a chrysalis to protect it while it turns into a buttery. All this shows how butterflies
adapt to their environment.

Nature of science
This is knowledge developed through investigations which are guided by current
knowledge. I asked the learners their thoughts on how butterflies come to be. Their
responses were subjective as they were based on human inference, imagination and
were socially embedded. Scientific knowledge is tentative hence this question led to
the learners observing the life cycle of a butterfly in order to develop empirically
based evidence. Through observation, learners built on their previous knowledge of
butterflies and their life cycle and were able to then communicate their findings in
their science journals.
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Conceptual Change
The learners’ concept shifted from a naïve understanding to a scientific
understanding. Most of them thought butterflies just start off as butterflies. This
concept changed when I asked them if they knew what metamorphosis was and
when we discussed the life cycle of the butterfly. I taught them the new scientific
words using the transmission approach and explained the life cycle to them. We
wrote the questions they had on the wonder wall and discussed them. This was
integrated in the language part of the lesson. All this, coupled with asking the
learners to illustrate the life cycle of a butterfly, brought about conceptual change.

Social or group work skills

These were achieved by grouping the learners in threes and asking them to design a
poster of a butterfly in their groups and presenting it in front of the whole class.
Learners got to interact and share ideas in their groups. They interacted throughout
the lesson as I asked them to discuss among themselves. I asked them to come up
with a song and movements to summarize the life cycle of a butterfly and this
allowed for group work.

Process skills
I asked the learners to observe the life cycle of a butterfly and from this, they were
able to gather and organize information. They were able to communicate when I
asked them to tell their class mates what they thought our new words meant and
when they had to discuss their observations and how their posters should look like.
They communicated to come up with movements and a song that I asked them to
come up with. I asked them to measure the time it takes for eggs to hatch and for a
caterpillar to become a butterfly. They also compared the hatching time and the
time a caterpillar becomes a butterfly. They made comparisons of living and non-
living things as well. I asked them to classify insects with wings and those without
wings.

4. Language
 This was integrated through the use of new words which formed our vocabulary.
These words include words like metamorphosis, caterpillar and chrysalis.
 Language was also integrated though listening and comprehension of the story,
The Very Hungry caterpillar.
 Presentation skills as the teacher checks for audibility, correct use and
pronunciation of words and accuracy.
 Speaking and listening were important aspects of the lesson which contributed to
the language aspect as learners discussed among themselves and listened to
the story and to instructions.

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Mathematics – Measurement
Learners had to measure time. They measured the time it takes for the eggs to
hatch and the time it takes for a caterpillar to become a butterfly. They recorded the
time measurements in their journals. Their unit of measurement was days.

Mathematics – Data handling

The learners conduct their investigations and collect data. They then make a table of
insects with wings (flying insects) and insects without wings (crawling insects).
2

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5. Creative art activity

Learners will make their own butterfly using paper.

They will start with small squares of paper (approximately 3 inches by 3 inches).
Limiting the paper helps keep the butterflies small enough to make a ring that won’t
be too big for the child’s hand.
Fold the paper in half. On the side with the crease draw two lines about 1/4 inch
long. This will make the part of the butterfly that will lay on the learner’s finger so the
width should be small enough to fit the child.
They draw a large B or similar shape to connect the two lines and make half of a
butterfly shape. This will give us lovely, unique butterfly shapes.
Leave the paper folded and cut along the lines to create your butterfly shape. Unfold
the paper and decorate with markers, colored pencils, or crayons.
For the rings, you’ll need a chenille stem. Start by make a loop in the middle of the
stem that is the appropriate size to fit the child’s finger. Twist the long ends gently
around the middle of the butterfly craft leaving the long ends out at the top of the
butterfly. Twist those long ends and then curl them to create the antennae, and it’s
done! Put the ring on then soar around the room our outside.

https://www.fantasticfunandlearning.com/easy-butterfly-craft-ring.html
Easy butterfly craft ring
K2By Shaunna Evans

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6. Design and technology activity

What we’ll need:
Green tissue paper cut into 2″ or 3″ squares
Small balloon
Sparkle Mod Podge
Sponge brush
A small length of string or twine
A small butterfly from the floral section in a craft store or the one we made during creative
art
Other fun surprises to put inside the chrysalis

1. Blow up the balloon and tie it off. With the sponge brush and Mod Podge, start pasting
squares of green tissue paper onto the balloon. When they have finished one layer, they
must set it aside (they can place it on top of a small cup) and let it dry completely. They
need to rotate the balloon occasionally to allow it to dry evenly.
2. Continue pasting layers until they have pasted on three full layers, letting each one dry
thoroughly before adding the next. After they have covered the balloon in three layers, they
should let the whole thing dry overnight.
3. To remove the balloon from their cocoon, they should grasp it by the knot, and just
underneath, take a pin or needle and make a small hole. The idea is to let the air out slowly
and not to just pop it. As the air is letting out, the balloon will pull away from the edges. Once
the balloon is removed and depending on what you want to put in the chrysalis, they might
need to use some scissors to cut the opening a little wider.
4. I’ll leave it up to the learners to decide what fun surprises they want to fill the chrysalis
with – butterflies, orange and black confetti, stickers – this is the fun part. We can use
butterflies from a craft store or the ones we made during the art lesson.
5. Once they have filled the chrysalis, they will take a piece of string or twine and tie it in a
loop. They will then drop it into the chrysalis halfway, and then paste one square of tissue
paper with the Sparkle Mod Podge over the opening to create a string for pulling open the
chrysalis. When it is dry, the chrysalis is ready to be opened and the surprises ready to be
revealed.

http://www.classic-play.com/the-science-issue/craft-butterfly-chrysalis/
Craft: Butterfly Chrysalises
By Molly De Aguiar, Posted on November 2nd, 2010 in the Science Issue

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7. Teaching approach

 Teacher introduces the context of the inquiry (introducing the topic)

I will use the interactive teaching approach because for meaningful learning to
occur, the new knowledge has to connect or interact with the prior knowledge.
Learners often fail to make this connection on their own hence the interactive
teaching approach allows for this connection to happen. A lesson introduction
should take the learner’s prior knowledge into account. (Fleer,Jane,Hardy,
2005,pg.159)

 Learners tell the teacher what they would like to know about the topic
I will use the interactive teaching approach because it allows learners to have
significant control over the learning process. There is research evidence (Biddulph
1990: 68) that, when children have the opportunity in science, they prefer learning
from their own questions, as this often challenges them to think about aspects of a
topic they have not considered. (Fleer,Jane,Hardy, 2005,pg.159)

 Teacher introduces new science words

For introducing new science words, I will use the transmission approach because
although any approach to the teaching of science will involve the use of scientific
terminology, a transmission approach will tend to give more attention to this than
others. It is important to support children so that they move on from a reliance on
their use of everyday and commonsense language when dealing with the world of
science. (Fleer,Jane,Hardy, 2005,pg.108)

 Learners plan their investigation

I would use the process skills approach because according to Harlen’s (1985) web
of process skills, devising investigations falls under this approach as learners will be:
I. Defining operationally
II. Identifying variables to be changed, controlled, measured and
III. Planning procedures for fair testing (Fleer,Jane,Hardy,2005,p.123).
This approach emphasizes the nature of science. It is argued that it is through
observing the world and the things in it that we can devise experiments and discover
scientific laws which help us understand and predict what the things that surround us
are. (Fleer,Jane,Hardy,2005,p.132).

 Learners carry out their investigations

I would use the discovery approach as this implies that children can easily find out
the scientific principles or understandings by interacting with materials. This is the
most appropriate approach because there are other scientific ideas which cannot be
clearly observed like electricity, for example.

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Rumbidzai Diana Kanyanda Student Number: 56290721 Assignment 02 – LSK3701

 Conclusion of theme by referring to the first concept map and adding to it

I will use the interactive approach because it is primarily about achieving
conceptual change in children. It focuses on the changes in children’s conceptions
as an outcome of their learning experiences. This approach allows for the use of
concept maps which are an approach for authentic assessment.

8. Habits of the body are developed through the following:

 When learners observe the life cycle of a butterfly and write their observations in
their science journals. Writing is a fine motor skill which is accommodated in habits
of the body.
 Movements that the learners come up with that go with the words of the song related
to the life cycle of a butterfly. These movements are gross motor skills and include
flapping hands up and down to imitate how a butterfly flies. These movements will
help them remember the different stages of the life cycle of a butterfly.
 When a learner stands up to answer a question he or she makes use of their large
body muscles hence this is a gross motor activity.

9. Three process skills a teacher can assess informally are:

 Comparing
The action of comparing sharpens our observation and is the first step towards
classifying an object or a phenomenon. Teachers should ask questions to
encourage learners to find likenesses and differences between objects. In
assessment teachers should establish if learners can compare phenomena to
identify differences and similarities and if they can record this information in a table.
In my lesson, learners compared the time it took for eggs to hatch to the time it took
for a caterpillar to become a butterfly. They also compared living and non-living
things.

 Measuring
Measuring is a skill of quantifying observations. It explains the world mathematically.
Learners start by learning the difference between short and long and later they have
to be more accurate by specifying how short and how long. Foundation phase
learners measure length, volume/ capacity, mass, time and temperature. In
assessment teachers establish if learners can make measurements using formal or
informal units and record measurements with numbers and units in a data table. In
my lesson, learners measured time, specifically, the time it took for eggs to hatch
and the time it took for a caterpillar to become a butterfly. The unit of measurement
was days.

 Classifying
In my lesson, learners classified insects with wings and insects without wings.
Classification in science learning begins when children sort and group real objects.
To do this, they need to compare and develop subsets. Initially they group objects
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Rumbidzai Diana Kanyanda Student Number: 56290721 Assignment 02 – LSK3701

using one characteristic only, but later they group objects according to two or more
characteristics. Assessment will be based on whether or not learners can group
similar objects according to a small system of classification and if they can represent
the classification system visually.

10. Placeholders used in my theme.

 Activity in the learners’ journals

The placeholder word was “duration.” To assess if learners could use the word
correctly, they had to observe the life cycle of a butterfly and take note of the
duration of the hatching and the time it takes for a butterfly to become a
caterpillar. They had to record this in their science journals. They had to
demonstrate their understanding of this word by using the word in sentences, for
example, the duration of the metamorphosis of a butterfly from a caterpillar to a
butterfly is 14 days.

 Creative art activity

The placeholder word was “metamorphosis” hence in their activity, learners
illustrated metamorphosis by drawing the life cycle of a butterfly. I went
round to informally assess if they were illustrating the life cycle accurately.
Metamorphosis demonstrates the theory of how insects change.

 Creative drama activity

The placeholder words here would be (hatch, caterpillar, chrysalis and butterfly).
Learners dramatise the life cycle and show that the process where the
caterpillar leaves the egg is called hatching. They will curl up in a ball pretending
to be an egg, when suddenly they slowly stretch (hatch) and start crawling along
the floor like a caterpillar. They will climb up onto a chair and become a
chrysalis by covering up with a blanket. They will then start tugging and pulling
at the blanket as they slide out of the chrysalis, fly across the room with their
arms flapping like a butterfly. They will describe each stage as they perform it.

 Poetry
The placeholder word would be “reproduction.” To assess this, learners will
recite a poem about the life cycle of a butterfly. As they get to the stage
where the butterfly if fully developed, they should be able to say that the butterfly
is an adult now and will be ready to reproduce and the life cycle starts all over
again. In this poem, learners will demonstrate their understanding 3 of scientific
words involved in the life cycle of a butterfly.

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Rumbidzai Diana Kanyanda Student Number: 56290721 Assignment 02 – LSK3701

Bibliography and Declaration

Godawa, J, What are the structural adaptation of a butterfly?, Updated 22 November

2019,
https://sciencing.com/structural-adaptations-butterfly-8305508.html

https://www.fantasticfunandlearning.com/easy-butterfly-craft-ring.html
Easy butterfly craft ring
By Shaunna Evans

LSK3701/501 Study Guide

Fleer,Jane,Hardy,2005,Science For Children: Developing A Personal Approach to
Teaching,3rd edition, Prentice-Hall Australia, Australia
http://www.classic-play.com/the-science-issue/craft-butterfly-chrysalis/
Craft: Butterfly Chrysalises
By Molly De Aguiar, Posted on November 2nd, 2010 in the Science Issue

https://www.education.com/download/lesson-plan/a-butterflys-life-cycle/a-butterflys-life-
cycle.pdf
By April Brown, 28 July 2015

http://sciencenetlinks.com/lessons/butterfly-1-observing-the-life-cycle-of-a-butterfly/
Butterfly 1: Observing the Life Cycle of a Butterfly

Name: Rumbidzai Diana Kanyanda

Student number: 56290721
LSK3701 Assignment 02

I declare that this assignment is my own original work. Where secondary material has been
used (either from a printed source or from the internet), this has been carefully
acknowledged and referenced in accordance with departmental requirements. I understand
what plagiarism is and am aware of the department’s policy in this regard. I have not
allowed anyone else to borrow or copy my work.

Signature: Rumbidzai Diana Kanyanda Date: 2 July 2020

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 RESULTS
Inquiry based theme plan = 29

Big ideas = 3

Questioning = 15

Integration = 6

Creative Art Activity = 8

Design and Technology Activity = 8

Teaching approach = 8

Habits of body = 3

Process Skills = 6

Informal Assessment activities = 8

------------------------------

Total = 94 / 100 (94%)

 COMMENTS
1 Read up on the other big ideas described in unit 2.
2 Your understanding of questioning and integration is evident.
3 Good undersrtanding of the content.
4 Refer to Unisa guidelines on how to reference correctly.