Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach

Cover page – Mini beasts at a glance
This unit focuses on the location, features and habitats of mini beasts. It explores
the characteristics and lifecycles of mini beasts and their needs to survive.
Throughout the unit, the students will strengthen their existing knowledge, and use
their skills to observe mini beasts to further develop their understandings. This unit
has been developed around the AusVels content description within the science
domain. The first week will be used as a “get to know” mini beasts where students
will begin to engage and explore this topic. The 5 lesson plans provided below
represent the ‘explore’, ‘explain’ and ‘elaborate’ phases of the unit (Department of
Education and Early Childhood Development, 2009). The students will use scientific
terminology and language to explore aspects of the unit. Through craft and
structured activities the students will be encouraged to explore and make discoveries
and experience the surroundings of mini beasts. The skills and knowledge the
students will acquire throughout this unit include; locating, information, observing,
predicting, questioning, reading, classifying, cooperating, considering options,
designing, elaborating, explaining, generalizing, inferring, listening, reflecting,
sharing ideas, viewing, visually representing and working independently (Hachey &
Butler, 2012). With each lesson the students will gain knowledge about the specific
weekly focus, increasing their overall understanding of mini beasts. By the end of
this unit the students will be able to appreciate the needs, wants and purposes of
mini beasts as well as know the differences in mini beasts and their habitats.
students will be assessed on the knowledge they have gained each week. The
teacher will use assessment work, as well as overall participation in this unit to
evaluate the learning that has occured. The students will be required to have some
responsibility for their own learning (PoLT 2.1) several times during this unit there
are opportunities and strategies that build skills of productive collaboration (PoLT
2.2). Each lesson builds on students' prior experiences, knowledge and skills (PoLT
3.3) (Victorian Department of Education and Training, 2013).

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach

YEAR LEVEL:

CLASS SIZE: 20

DURATION:

Preps

55 mins

DATE:
Term 3-Week 2

Lesson Title : Classifying Mini Beasts – Many types of Mini Beasts
Mini Beast Up Close - Ants

MENTOR TEACHER: Marianne Johnson & Lauren Kennedy
AusVELS STATEMENTS: (linked clearly to objectives)
-

Living things have basic needs, including food and water(ACSSU002)

-

Explore and make observations by using the senses(ACSIS011)

OBJECTIVE
At the end of this lesson students will have and understanding of the differences and
characteristics of minibeasts.
They will be able to articulate and record and correct fact about ants.
RESOURCES and MATERIALS
Book – Funniest MiniBeasts by Annabel Lynch published 12 April 2012
Book - the magic school bus get ants in pants
Activity sheet found in the appendix
White board and markers
LESSON OUTLINE (written in

TIME

TEACHING POINTS:

numbered point form - focusing

Key questions

mainly on what the teacher and

Key organisational/management issues

students will be expected to be
doing)
Introduction/Opening
1. Children sit on the mat to
listen to a story and complete

5
Minutes

a group task.

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach

Emphasize the points of difference

Whole Class Activity:

5

and details of the mini beasts in the

Minutes

book.

2. Read the whole the book
called The Funniest Mini
Beasts.

Mini Beasts come in a huge range of

5
Minutes

3. Have out a range of pictures

size, shape and colour. They are
grouped according to their

of Mini Beasts (spiders,

characteristics. One way we can

butterflies, grasshoppers,

group Mini Beasts is by the way they

ants, bee etc.).

move.

As a class decide how some

Draw three columns on the white

of these Mini Beasts move (by

board. Label each column crawling,

slithering, crawling or flying).

flying, slithering.

As a class sort out Mini

Show children pictures of minibeasts

Beasts on the mat into one of

and guide the class to classify the

the three categories.

pictures. Stick them on the columns
with blue tack.

Then send the children to their tables
for the independent activity.
Independent Activity:
4. Students classify their own
mini beasts into categories.
Classifying Mini Beasts

Children have a page of minibeast
15

pictures and a table to place them on.

Minutes

Students to colour the minibeasts, cut
them out and stick them on the

activity sheet.

columns.

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach
5. Students to colour the
minibeasts, cut them out and
stick them on the columns.

Ants Up Close 6. Whole Class Activity: Read

10
Minutes

a text the magic school bus

Make the list on large paper or

presents insects by Joanna

whiteboard

Cole and Tom Jackson.
7.

As a whole class make a list
of the most interesting facts.

8. Independent Activity: Ant

15

Send students to their desks.

Minutes

Explain the activity and what is

craft – Students make their

required

own ant. On the back
students write one fact they
have learnt about ants.
Display ants in the classroom.

Closure/Pulling it all together

https://www.youtube.com/watch?v=z4DF8QVszI

9. Time permitting watch the
episode: The Magic School

20

bus, episode 12 Gets Ants In

minutes

The Pants

CRITERIA FOR ASSESSMENT OF STUDENT ACHIEVEMENT
For students be able to correctly classify the minibeasts on the work sheet.
To be able to articulate a correct fact about ants.

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach

YEAR LEVEL:

CLASS SIZE: 20

DURATION:

prep

50

mins

DATE: Term 3
week three

Lesson title: Where do Mini Beasts live?
Mini Beast Up Close – Spiders

MENTOR TEACHER: Marianne Johnson & Lauren Kennedy

AusVELS STATEMENTS: (linked clearly to objectives)
-

Living things have basic needs, including food and water(ACSSU002)

-

Daily and seasonal changes in our environment, including weather, affect everyday
life(ACSSU004)

-

Explore and make observations by using the senses(ACSIS011)

-

Respond to questions about familiar objects(ACSIS014)

-

Engage in discussions about observations and use methods such as drawing and
painting to represent ideas(ACSIS233)

-

Share observations and ideas(ACSIS012)

OBJECTIVES
Students will gain understanding and knowledge of where some minibeasts live and be
able to verbally label different habitats.

RESOURCES and MATERIALS
Activity sheet - where do we live (can be found in the appendix)
Book - Where Do Insects Live? Insects Close-Up by: Molly Aloian
Book - National Geographic Readers : Spiders By: Laura Marsh
Craft resources: plastic cups, pipe cleaners, paper and googly eyes.
Laptop and projector.
Whiteboard or butches paper.

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach

LESSON OUTLINE (written in

TIME

TEACHING POINTS:

numbered point form - focusing

Key questions

mainly on what the teacher and

Key organisational/management issues

students will be expected to be
doing)
Whole Class Discussion: Ask

Introduction/Opening
1. Children to sit on the mat for
class discussion of

students where they have seen Mini

10
Minutes

Beasts before.

minibeasts

Discuss where specific Mini Beasts

Use guided questions to

may live (for example, a spider lives

discover what the children

in its spider web, a bee lives in its

already know

bee hive, worms live in the soil etc).
Where Do Insects Live?

Activities
Spiders Up Close –
Whole Class Activity:
2. Read National Geographic
Readers: Spiders. As a

10

whole class make a list of the

minutes

most interesting facts.
Display this poster in the
classroom.

5

White board or poster paper

minutes

Independent Activity:
3. Students complete activity
sheet ‘Where do we live’?

4. Spider craft

10

Work sheet attached in appendix

Minutes
Students to create a spider using
10

plastic cups, pipe cleaners, paper

minuntes

and googly eyes.

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach

5. Teach students nursery
rhyme Incy Wincy Spider:

Youtube Clip: Incy Wincy spider
5 minutes

1. Incy Wincy Spider went up

http://www.youtube.com/user/hooplakidz?v

the water spout

=doyv0fL0YJw#aid=P8GOGoNtIfg

Down came the rain and
washed the spider out
Out came the sunshine and
dried up all the rain
And Incy Wincy Spider went
up the spout again.

6. Closure/Pulling it all
together

10
minutes

7. Going down to the veggie
path to do some digging to
see what mini beasts we may
be able to find.

CRITERIA FOR ASSESSMENT OF STUDENT ACHIEVEMENT

Students able to successfully complete the provided worksheet

Students are able to verbally label different habitat

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach

YEAR LEVEL:

CLASS SIZE: 20

DURATIO
N:

Preps

DATE:
Term 3-Week 4

55 mins
Lesson Title :What do minibeasts eat
Mini Beast Up Close - Snails

MENTOR TEACHER: Marianne Johnson & Lauren Kennedy
AusVELS STATEMENTS: (linked clearly to objectives)
-

Respond to questions about familiar objects(ACSIS014)

-

Engage in discussions about observations and use methods such as drawing and
painting to represent ideas(ACSIS233)

-

Share observations and ideas(ACSIS012)

OBJECTIVE
Students learn what minibeasts eat and how they trap, hunt or gather their food.
To learn about the parts and body structure of a snail.
RESOURCES and MATERIALS
Book – “Lets look at snails, author Laura Hamilton Waxman”.
Activity sheecraft materials

LESSON OUTLINE (written in numbered

TIME

TEACHING POINTS:

point form - focusing mainly on what the

Key questions

teacher and students will be expected to be

Key organisational/management

doing)

issues

Introduction/Opening
Whole Class Discussion:

10 Minutes

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach
1. Using guided questions, lead the

Do they eat things smaller

class discussion about what they

than themselves, other

think Mini Beasts might eat.

bugs?
Do they eat plants or
seeds?

2. Discuss how Mini Beasts trap their
Spiders trap food in a web

food

A good website for
information is
http://www.ypte.org.uk/ani
10 Minutes

mal/minibeasts/30
Send student to their
desks

Independent Activity:
3. Students record one fact in their
books about what Mini Beasts eat or
how they catch their food. – writing

Go to their tables and write
5

in their books

Minutes
4. Snails Up Close –
Whole Class Activity: Read a book
“Lets look at snails, author Laura
Hamilton Waxman”. Look closely at
the different parts of a snail (eye, eye
stalk, feeler, shell etc). Discuss why
they have some of these parts (for

10 Minutes

example, a shell helps protect them).
5. As a whole class make a list of the
Use the white board or

most interesting facts.

large piece of paper to
brainstorm interesting facts

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach

Closure/Pulling it all together
Independent Activity:

10 Minutes

6. Snail craft – Students make their own

Craft activity

snail to be displayed in the
classroom.
10 Minutes

Worksheet

7. Students label the parts of a snail.
Students can colour in the snail and
paste in their topic books.
CRITERIA FOR ASSESSMENT OF STUDENT ACHIEVEMENT
For students be able gain an understanding of what minibeasts eat
For students to learn about the parts of a snail and why they are that way.

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach
YEAR LEVEL:

CLASS SIZE: 20

DURATION:

prep

minutes

55

DATE: Term 3
week five

Lesson title:
Mini Beast Up Close – Caterpillars and Butterflies

MENTOR TEACHER: Marianne Johnson & Lauren Kennedy
AusVELS STATEMENTS: (linked clearly to objectives)
Science:
-

Living things have basic needs, including food and water(ACSSU002)

-

Respond to questions about familiar objects(ACSIS014)

-

Share observations and ideas(ACSIS012)

English :
-

Know that spoken sounds and words can be written down using letters of the alphabet
and how to write some high-frequency sight words and known words (ACELA1758)

-

Create short texts to explore, record and report ideas and events using familiar words
and beginning writing knowledge (ACELY1651)

OBJECTIVE
Students will learn about the life cycle of a butterfly and correct terminology for a butterfly
body parts.
Using independent writing to demonstrate this knowledge.

RESOURCES and MATERIALS
Worksheet – label the parts of an insect found in the appendix
Book – The Very Hungry Caterpillar
By: Eric Carl
Book – Spot 50 Insects How to identify 50 species
By: Camilla de la Bedoyere

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach

LESSON OUTLINE (written in

TIME

TEACHING POINTS:

numbered point form - focusing mainly

Key questions

on what the teacher and students will

Key organisational/management issues

be expected to be doing)

Introduction/Opening
Whole Class Activity:
1. Read ‘The Very Hungry

10

Make a chart of this process to display

minutes

in the classroom.

Caterpillar’.
2. Discuss how caterpillars turn
into butterfly.
Activities:
Whole Class Activity:
3. Look closely at the different
parts of a Mini Beast. Many of
them consist of a head, thorax

Spot 50 Insects
15

How to identify 50 species

minutes

By: Camilla de la Bedoyere

and abdomen. Use book from
the library tub to show these
major part. Using a giant
butterfly have students work out
Students given opportunity to complete

the major parts.

worksheet, early finishers will have time

4. Worksheet: Label the parts of an 10
insect - students complete parts of

minutes

an insect activity sheet

12

to colour the sheet.

Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach

Closure/Pulling it all together:

10

Ask children to share a fact with their

Whole Class Activity: Review facts

minutes

table group.

about caterpillars and butterflies.

Everyone in the group must share a
different fact

Independent Activity: Students think

Students independently write a sentence

about one thing they have learnt about

10

caterpillars and butterflies. Students

minutes

independently write a sentence to
record this.
CRITERIA FOR ASSESSMENT OF STUDENT ACHIEVEMENT:
-

Students able to correctly label the parts of the body, using the words given to them on
the worksheet.

-

Students independently write a sentence.

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach

YEAR LEVEL:

CLASS SIZE: 20

DURATION:

prep

60

mins

DATE: Term 3
week six

Lesson title: Mini Beasts Up Close: Lady Bugs

MENTOR TEACHER: Marianne Johnson & Lauren Kennedy
AusVELS STATEMENTS: (linked clearly to objectives)
-

Living things have basic needs, including food and water(ACSSU002)

-

Daily and seasonal changes in our environment, including weather, affect everyday
life(ACSSU004)

-

Explore and make observations by using the senses(ACSIS011)

-

Respond to questions about familiar objects(ACSIS014)

-

Engage in discussions about observations and use methods such as drawing and
painting to represent ideas(ACSIS233)

-

Share observations and ideas(ACSIS012)

OBJECTIVE
Students will learn about the four stages in the life cycle of a lady bug.
Enjoy a cooking experience and successfully articulate that recipe in their workbooks.
RESOURCES and MATERIALS

Activity sheet - cut and paste lifecycle (can be found in the appendix)

Marie biscuits

Smarties

Liquorice pieces

Icing sugar

Red food colouring

Book – Lady Bugs By: Cheryl Coughlan Published: 1st September 2004

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach

LESSON OUTLINE (written in

TIME

TEACHING POINTS:

numbered point form - focusing mainly

Key questions

on what the teacher and students will

Key organisational/management issues

be expected to be doing)

Introduction/Opening
Whole Class Activity:
1. Read a text from library box

15

Lady Bugs By: Cheryl Coughlan

minutes

about ladybugs. As a whole
class make a list of the most
interesting facts. Display this
poster in the classroom.
Cooking Experience:
2. Make lady bug biscuits

Students to create a lady bug with the

Ingredients

Marie biscuits

Smarties

Liquorice pieces

Icing sugar

Red food colouring

15

provided ingredients.

minutes

Class display their lady bugs on paper
plate with their name on it until lunch
time, then they may eat it.

Independent Activity:
3. Students Complete some
independent writing about their

Teacher gives instruction to class, they

15
minutes

cooking experience

must write a recipe with detailed
instructions for how to create a lady bug
biscuit

4. Whole Class Stimulus about the
lifecycle of a ladybug: Youtube

http://www.youtube.com/watch?v=SvH

video

WxDjfFB8

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach

2
minutes

Closure/Pulling it all together

After the video the teacher will instruct

15

Cut and paste lifecycle sheet attached

minutes

Teacher to walk around the class at this

the class to complete a work sheet

time checking students’ progress.

about the lifecycle of a lady bug

CRITERIA FOR ASSESSMENT OF STUDENT ACHIEVEMENT

Successfully replicate the recipe

Place all for pictures on the worksheet in the correct order

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach

Peer teach:
http://youtu.be/hdczlDtHsxI
Peer teach session can be found at the link above

Peer teach reflection by Lauren Kennedy
The peer teach lesson conducted on the 7th of May 2015 by Marianne Johnson and
myself ran much differently to how I had imagined. As a teacher, I was prepared for
this session with all resources at the ready and many set up long before the class
would have arrived. The part that worried me was not the teaching of the lesson as I
felt confident about that, as I before teaching usually. I was most concerned about
the technological side of things, however this was much easier than expected.
Something that did take me by surprise is how off putting it is to be watching yourself
as you teach, this is something I’ve never had to do before and it is very obvious in
the video. I felt the lesson was a little forced due to it being recorded and not having
an audience to work with changed the dynamics of it as well, in some parts of the
video I found that this came off as almost condescending, as I was trying to teach
invisible students. The flow of the lesson was overall not too bad, but could use
improvement, it was a little bit forced, having the student all moving from one activity
to the next, maybe this could have been done in smaller groups and rotations. The
students were given achievable goals that they could met, making the assessment
task the final step to show the students engagement with the topic.
The class was engaged with a fun story about a ladybug. This still offered some facts
about the topic. The book that we had originally intended to use was not available
unfortunately. Then the students got to do some hands on work, making ladybug
biscuits, this is exciting and engages interest with basic facts being retained. The
assessment task was given after an informative video, this was quite straight forward
for the students to complete. Teacher instruction at this point was still necessary for
this age group. The lesson ended with early finishers reading a book on the mat, this
time may been used more effectively in a classroom setting with another worksheet
or being instructed to finish off a task they are working on.
Overall the lesson went well and the students would have taken away some
information about lady bugs, which develops their knowledge about the main topic of
mini beasts that would be the whole term focus. This lesson was simulating and had
elements that engaged and elaborated the topic for the students. The final task was
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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach
the way the teacher could evaluate if the students had engaged with the topic and
how well they were able to retain information they had received. After this lesson
there would need to be one more to tie all of the information about mini beasts
together for the class.

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach

References
Australian Curriculum Assessment and Reporting Authority. (2012). The Australian
Curriculum in Victoria. Retrieved from: http://ausvels.vcaa.vic.edu.au/
Department of Education and Early Childhood Development. (2009). The e5
Instructional Model. Retrieved from:
http://www.education.vic.gov.au/school/teachers/support/Pages/e5.aspx
Hachey, A. C., & Butler, D. (2012). Creatures in the Classroom. Young Children, 39.
Victorian Department of Education and Training. (2013) Principles of Learning and
Teaching P-12 and the Components. Retrieved from:
http://www.education.vic.gov.au/school/teachers/support/Pages/components12.aspx

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach

Appendix
Worksheets week 2 “classifying min beasts”

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach

Work sheet week 3 “where do we live?”

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach
Week four worksheet:
Paper plate snails

Week 6 worksheet
Lifecycle of a lady bug

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Lauren Kennedy 30125179 & Marianne Johnson 30129736 Assessment task 2 – Peer Teach

Source: http://owensfamily-gwyn.blogspot.com.au/2013/03/ladybug-lifecycleprintable.html

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