Mini Beast Reports compiled by individual students or in collaborative groups are also on display during the Science Project Based Learning.
Below are few reports compiled by students about the mini beasts which they captured, observed and cared for while in captivity.
Mini Beast Report On Worms – By Jeremy Koyama and Kanau Kanah
When we heard that there was an upcoming project were we had to build a model of a selected mini beast my friend and I started planning on what to do and how to do it. In the end both of us decided to make a model of a worm.
Who helped prepare for my materials?
When we wrote down a rough plan on how we were going to build a model of a worm, we started considering things like materials, quantity, time it will take, and who would get to bring what.
We finalized our list and decided to bring the following:
Scissors
Lots and lots of news or scrap paper
Masking tape
Paint
Wire
Pliers
Paint brushes
Accurate information about my observations over the period of time
We discovered that worms like to eat organic food like:
Fruits
Fruit pilings
Damp bread crumbs
Tea bags
Rotten vegetables
Twigs and leaves
And they don’t like meat and dairy products like:
Ox and palm
Cheese
Yogurt
Milk
Tulip meat
Tined meat and fish
What I learnt
We learnt that worms appear at night and work all day. When they appear at night they make little casts and when the sun comes up they go back into the soil and continue working.
A worm has no arms, legs or eyes.
There are about 2,700 different kinds of earthworms.
Worms live where there is food, moisture, oxygen and desired temperature. If they don’t have these things, they go somewhere else.
Worms are cold-blooded animals.
Worms can eat twice their weight each day
They keep the soil fertile so plants can grow
Our Reflections about the project
My partner and I really enjoyed working on this project. Even though it took longer than expected but we managed to finish before the presentation date. Working on the model was extremely challenging and exciting. Overall I think my partner and I did a good job.
NAME OF MINI BEAST: Garden Tiger Moth Caterpillar – By Lola Fisher and Aleksanne Mawe
HOW DID WE PEPARE FOR THE PROJECT?
I prepared for the project with a few materials namely:
- A strainer bowl
- A basin
- A bit of soil
- Leaves for the caterpillar to eat (give fresh leaves daily)
We both got a lot of help from each other. Aleksanne got the materials and I got the caterpillars and when we finally got our materials, we both started on our mini beast observation.
WHO HELPED US PREPARE THE MATERIALS?
Aleksanne got home and she asked her mother to use a few kitchen wares for the observation. I went back home and started looking for a caterpillar but she found at least eight caterpillars. When Lola came to school with the caterpillars we researched on what type of caterpillar it was and then we both found out that the caterpillar was a Garden Tiger Moth Caterpillar. Then we started observing the live mini beast and started feeding it daily.
WHAT WE LEARNT?
We learnt that looking after a live mini beast in captivity is hard and they are fragile and we had to look after the mini beast really well or else it would die after a few days. We also learnt that the live mini beast is really dangerous to the skin.
WHAT WE DISCOVERED ABOUT THE LIVE MINI BEAST?
We discovered that when you touch the caterpillar or its cocoon, you will get rash. The mini beast may shred its skin a few times because it’s growing. The caterpillar eats a lot of leaves and normally caterpillars only eat the leaves they are hatched from.
OUR REFLECTIONS ABOUT THE PROJECT
Aleksanne and I had a lot fun while observing the live mini beast. It was great learning all types of facts about the caterpillar which we looked after.
NAME OF MINI BEAST: DRAGON FLY – By Godfreeman Kaptigau, Keith Hau and Andrew Mapai
How did we prepare for the project?
At the beginning of this project we decided to choose spiders as the mini beast to work on. It all went well. We, filled in our personal observation sheet, fed and kept the spiders alive. But when the constructing part came we weren’t able to construct a spider so we changed to building a dragonfly.
Where or who did we get help from?
We got information on spiders and dragonflies. Thanks to the books in the class library, the computer especially programs like the Internet and The Children’s Encarta, and our prior knowledge. For constructing we used our own materials and some other materials from other groups. For the label of the constructed Dragonfly, technology plan, this report and our personal A bug’s life version we used the computer to type it out.
What have we learnt from this Project?
We have learnt much from doing this project especially facts on dragonflies. We learnt that dragonflies are hard to catch/see and also very hard to keep. Like all/most insect it has wings, six legs, a head, thorax and abdomen .We learnt that a dragonfly’s life stages go like all flies (eggs, larva, pupa, and adult). We also learnt that the baby of the dragonfly is called a nymph. The part leading to the final stage (adult) is when the dragonfly climbs out of the water on to a reed, its skin splits open (sheds its skin) and it becomes an adult. Lastly we have learnt that they are called dragonflies because their head looks like a mythical dragon and they are related to flies.
What have we discovered?
We discovered that
• Dragonflies almost have the same properties of a helicopter
• Dragonflies are born in water
• Dragonflies are hard to catch
• They fly very fast (are the fastest flying insects)
• They have large eyes like all flies
Reflections
When we did this project we found out lots of things about dragonflies. We personally feel that this project was very beneficial for all students in our class. This project helped us to realize that “time doesn’t wait for anyone”. We also realized that “teamwork is very important” the next time we have a group project we’ll try to improve on these two areas.
Mini Beast Report on the spider: By Alcindo Uware and Benjamin Kare
Last term our class studied on mini-beasts, my friend and I selected spiders. We prepared ourselves by getting our materials together, finding the spider and looking for the right place to keep it.
Observation days. Observation times. Feeding behavior. Changes noticed. Movements observed. Amount of water consumed/ changes of water. Amount of food consumed/ notes on new food placed. Additional observation noted in terms of growth.
Thursday: 2:30pm: Did not eat anything yet. Since 2:30pm, stayed still until 7:00pm. Jumping everywhere.We don’t know yet if it drinks water.We gave it a Gecko, but it did not eat it. Did not even grow 1cm.
Friday: 8:00am: Wanted to eat.Began to go even black. Made webs everywhere.Gave it water again but it did not consume it. Gave it 2 dead flies and it ate them.I think it grew or maybe not.
Saturday: 1:45pm Did not feel like eating. Its skin began to go slacker.Did not move anywhere, just stayed at one corner. Knew it wouldn’t drink water. Gave it 2 flies again and it did not eat. It died and we had to throw it away.
We got our materials from the house, friends and our parents. We also used some recycled materials and got some from the school workshop.
What we have learnt that:
Spiders belong to a group of animals known as arachnids. Some people mistakenly think that spiders are insects, but spiders differ from insects in many ways. For example, spiders have eight legs instead of the six found in most insects.
We discovered that the spider we caught was a female, because it laid an egg. We didn’t start quite well but on the way we begun to enjoy doing our project. We learnt new things about our mini- beast.
MINI BEAST REPORT ON GRASSHOPPER
BY: GRACE MAIAH AND HADASSAH KIL
HOW DID WE PREPARE FOR THE PROJECT
For this project, first we caught a grasshopper and observed it for some days. Then Ms Ravu asked the class to make models of the mini beasts that they were working on, out of recycled materials. So we brought everything we needed to make a grasshopper. For all the paper work, we did them on the computer. And that includes technology plan, label, a bug’s life version and our report.
WHO HELPED US PREPARE OUR MATERIALS?
For the paint we went to the resource room and got some. We were also short of straws so we asked Kerrie-Anne Kune and she was kind enough to lend us some.
ACCURATE INFORMATION ABOUT OUR OBSERVATIONS OVER THE PERIOD OF TIME.
OBSERVATION DAYS OBSERVATION TIMES CHANGED NOTE’S MOVEMENT’S OBSERVED
AMOUNT OF WATER CONSUMED/CHANGES OF WATER AMOUNT
OF FOOD CONSUMED/NOTES ON FOOD PLACED FEEDING BAVAVIOUR ADITIONAL OBSERVATIONS NOTED IN TERM’S OF GROWTH,ETC.
DAY.1. 2.OOPM/6.00PM NIL HOPPS AROUND 2CM OF WATER CONSUMED 3 LEAVES & GRASS PLACED IN JAR IT FINISHES FOOD & WATER NIL
DAY.2. 6.30 AM/3.30PM NIL HOPPS AROUND SAME AMOUNT SAME AMOUNT FINISHES EVERYTHING NIL
DAY.3. 7.00AM/4.00PM NIL HOPPS AROUND SAME AMOUNT SAME AMOUNT FINISHES EVERYTHING NIL
DAY.4. 6.30PM/7.OOAM NIL HOPPS AROUND SAME AMOUNT SAME AMOUNT FINISHES EVERYTHING NIL
DAY.5. 2.30PM/6.00AM/7.OOAM NIL HOPPS AROUND SAME AMOUNT SAME AMOUNT FINISHES EVERYTHING NIL
We learnt that:
*A grasshopper is a common name for any of the winged orthopteran insects with hind legs adapted for jumping.
*Grasshoppers are closely related to crickets and male grasshoppers make chirping or stridulating noises similar to those produced by crickets.
*Only adult grasshoppers can fly
*There are lots of species of grasshoppers in the world
*Grasshopper’s can grow up to 13cm long when fully grown.
WHAT WE DISCOVERED ABOUT THE LIVE MINI BEAST
We discovered that:*If we break the hind legs of the grasshopper, it has less effort of escaping
*Grasshoppers roam around in the day and hide in the night
*And the grasshoppers need lots of water to survive
6. OUR REFLECTIONS ABOUT THE PROJECT
P: We learnt a lot about the mini beast that we were working on. And got some new ideas about how to care for the mini beast
M: We were not able to get pictures of the mini beast that we were working on.
I: We enjoyed caring for the mini beast and making models.
Tuesday, November 18, 2008
Monday, November 17, 2008
Students' Version of the movie; 'A Bug's Life'.
Below are few completed work which will be on display during the PBL Exhibition.
Bug's Life:
This is a computer animated movie released in 1998 which tells a story about an ant colony. Once every year, some grasshoppers come to an anthill and eat what the ants have made. One year, a bug named Flik by accident drops the seeds into the river. The grasshoppers give the ants one last chance to find the food by the next season. Flik goes off to find help, and meets up with a circus crew, giving the ants some hope. The movie features a variety of mini beasts.
BELOW ARE FEW STUDENTS' VERSION OF THE BUG'S LIFE MOVIE – You’re welcome to read a variety of students’ version on display in the classroom.
A BUG’S LIFE
Once upon a time, there lived a colony of Ants. They lived on an island called Ant Island. One hot summer day, the Queen ant and her family were looking for food. There was this ant called Flick, he always liked to invent things. They were collecting food for the grasshoppers, after some minutes they had a signal that the grasshoppers were coming.
Flick heard and went to leave the food but, he accidentally dropped the stone and everything fell. Then the grasshoppers came and told them to double the food before summer ends .They didn’t want to be bullied so they told Flick to go and look for warrior bugs to come and fight for them so they made this bird to scare Hopper the gang leader but the Flea put the bird on fire, then it started to rain and all the ants were running to their colony.
Flick had been hurt, then Hopper came and started to punch Flick, Hopper got princess Atta and tried to take her, Flick got on Dim and chased after him, Hopper was really fast but Flick caught up .Hopper dropped Atta and Flick caught her .Hopper went down and a bird ate him and the ants lived happily ever after.
By Kanau Kanah
A bug’s life
On an island in the middle of the country, Flik and the rest of the colony are picking food for the grasshoppers. Suddenly the warning bell goes for them to leave the food on the altar and get into the anthill.
Flik was the last ant to leave the food at the alter, he roughly takes his machine of f of him and imminently drops the food. He didn’t realize that his contraption had bumped a small pebble and all of a sudden the whole alter undoes it self and all the food go plummeting into the water. When the grasshoppers arrive and find that their food weren’t there they get really angry, but they decide give the ants another chance. They said that when the last leaf falls they’d come back to collect their food.
The colony soon finds out that Flik tipped the food into the water and they decide to send him on a journey to find some warrior bugs. After a long and tiring journey he finely made it to the city were he encounters the fired circus bugs. They put on a heroic show and convince Flik that they are heroic warrior bugs. Soon after Flik and the “warrior bugs” leave for the anthill.
When they arrived, they are greeted with applause. After a while Flik finds out that the warrior bugs are actually circus bugs. After some time Flik comes up with a plan, he plans to build a fake bird. When the bird was done they awaited the arrival of hopper and his gang. They had distracted hopper and managed to keep the queen out of sight.
All was going according to plan until P.T the flea showed up, he unknowingly set the fake bird on fire. At that time Hopper was really angry but Flik encourages them to fight. Suddenly hopper is shot out of the cannon grabbed Flik and shot of into the air when princess Atta saw what had happen she and the circus went into hot pursuit. With a little help from Roll and Tuck the princess was able to steal Flik from Hopper. Flik told the princess to go towards a real bird nest. When Hopper saw the real bird he thought it was the blueberry scouts fake bird then the bird pecked him and fed him to the chicks.
By: Jeremy Koyama – 6R
My Version By Samantha Sikari
It was summer and almost rainy season and the ants were collecting food for the grasshoppers, Flik was using one of his inventions .The grasshoppers were coming so all the ants rushed into the colony.
Flik was the last ant, he accidentally knocked one of the stones that was supporting all the food, and all the food fell into the water. The grasshoppers came but couldn't find the food, so they broke the ants’ house and went in to look for food. The grasshoppers couldn't find the food so they told the ants to double the food before the last leaf on the tree falls.
Flik went to court for making all the food fall into the water. The court then agreed to send Flik to the city and search for tough bugs. He got some bugs but didn't know they were circus bugs. Flik brought them back to the colony. The ants made a celebration for the bugs. Flik came up with an idea to build a bird to scare the grasshoppers away. Princess Atta found about the truth about the bugs when Pitte came to get them.
Princess Atta then told Flik and the bugs to leave and never come back. After Flik and the bugs left, the grasshoppers came back. Dot believed in Flik so she flew to Flik and brought back the bugs to the Blue Berry Club house. The Blue Berry Club and Flik climbed to where the ants put the bird that they made, while the circus bugs distracted the grasshoppers.
Flik and the Blue Berry Club controlled the bird. Pitte thought it was a real bird so he put it on fire. The bird crashed and Hopper was angry and hit Flik. All the ants were angry so they chased the grasshoppers away. When the rain came, Hopper grabbed Flik and flew away. Princess Atta and the circus bugs went after him. Princess Atta grabbed Flik off Hopper and flew to where a real bird was. Hopper thought it was one of Flik's tricks again, but then the bird caught Hopper and fed him to the chicks.
Andrew Mapai’s Version
Once upon a time there lived a colony of ants that lived on Ant Island. Now there was a problem every autumn there is a group of grasshoppers who get their food from the ants. The grasshoppers were now on Ant Island to check the progress of the Ants and then told them that they’ll be back to see twice much more than what they first gathered.
After this Princess Atta had a meeting with her advisers and finally decided to send Flik to find some tough bugs so they can help the ants get rid of Hopper (the smart, young and energetic leader) and the rest of the grasshoppers. So Flik went to the city and he found this group of bug’s that looked and acted tough but were actually circus bugs.
Once the circus bugs (Rosie - black widow spider, Manny – praying mantis, Gypsy - butterfly, Slim – stick insect, Heimlich - young caterpillar etc.) and Flik got to Ant Island the circus bugs realized they were expected to be warriors and Flik found out that they were circus bugs not Warriors. Then Flik overheard Princess Atta talking about the time where Hopper’s brother mentioned that Hopper was afraid of Birds.
So the Ants got together with the circus bugs and created a big bird that Flik, the Blueberry Club (made up of young princess Dot and her friends) would steer. Just then the warning bell goes on and everyone prepares to use the bird, but it was only P.T Flea the x- manager of the circus bugs. And worse of all he came to retain them to make more money, and lived up to his name (pity, get it) by blabbing out to the Ants that the bugs were not warriors and were just a bunch of clowns. So the circus bugs went, and since the ant colony hated Flik now he went along as well.
Now all the Ants were discouraged of using the bird, and tried to get all the food they can before Hopper and the rest of the grasshoppers came. Suddenly the real warning bell went on and they all gathered with not enough food for the grasshoppers. When Hopper realized this he got mad and told the colony of ants to collect every speck of food on the island, while this was happening Princess Dot caught up with the circus bugs and Flik, and changed their hearts to use the bird.
Once the circus bugs and Flik came back the grasshoppers were already helping the ants search for food, so they got straight into it and flew the bird with help from the blueberry club but unfortunately it got caught on fire. Now Hopper was mad more than ever. Then out of the bird comes out courageous Flik who told Hopper that he is scared of the ants because they are overpopulated so they started a fight an eventually put Hopper in a cannon. When the cannon was set to go Hopper pulled Flik to him and they both shot out of the cannon. When Princess Atta saw this she flew to them and tried to direct Flik to the anthill but He had a better Idea he asked Princess Atta to fly to a territory where birds where common. Finally Hopper found the two ants and another bird. Thinking it was another one of their tricks he didn’t care about it but went on talking to Princess Atta and Flik. The bird not noticing the ants picked up Hopper instead and swallowed him up.
Now because the grasshopper’s leader was gone they fled to their country, all except Hopper’s brother who joined the circus. Apart from that everything turned out all right the circus bugs left but were welcomed anytime to Ant Island. Princess Atta became Queen and that made Princess Dot next in line for the throne.
Tamarua Kila’s Version of the Bug’s Life
Once upon a time there lived an ant called Flick, Flick is part of an ant colony and the colony prepares food for the grasshoppers every year. This year Flick accidentally hit a stone that supports the food bowl and the bowl fell in the lake with all the food in it.
When the grasshoppers arrived there was no food, so the grasshoppers got angry, but the grasshoppers felt sad and gave the ants another chance. Since Flick was the one that spoiled this years plan, he was the one that went on the journey to find warrior bugs. Instead he found circus bugs and brought them back to the colony.
That was when he found out that the bugs he got were circus bugs. So he begged the bugs to stay and pretend they were warrior bugs, so the circus bugs decided to stay.
Flick comes up with an idea to create a bird that will scare the grasshoppers away and so all the ants worked together to create the bird. Some days later the grasshoppers arrived, so the ants let out the bird, it scared most of the grasshoppers away but someone put the bird on fire, after that one of the grasshoppers chased Flick and Flick ran to a real birds nest and the real bird ate the grasshopper.
Aleksanne Mawe’ s Version
Once upon a time there lived a colony of ants.
As it was going towards rainy season the colony was gathering food for themselves and the grasshoppers as their offering.
One of the ants named Flik invented a new type of machine to harvest.
While they were all busy gathering the food, the bell rang, which meant that the grasshoppers were coming for their food.
So the entire colony left all their in the food basket and ran into their homes.
While Flik was trying to put his food in the food basket, his invention knocked down one of the rock that was supporting the food and all the food fell into the creek.
So Hopper the leader of (the grasshoppers) and his gang told the entire colony to work harder and collect double food for them, and they’ll be back after the last leaf fell (from the tree).
Then Flik came up with an idea to travel to the city to look for warrior bugs to defeat Hopper and his gang.
So they all agreed.
But actually they meant that while Flik was gone, there won’t be any more trouble.
Then Flik found bugs that he thought were warrior bugs but they were actually circus bugs.
He brought them to the and introduced them.
Then Flik came up with an idea of building a fake bird to scare away Hopper and his gangs because grasshoppers are scared of birds.
So they started working on it until they completed it and waited for the last leaf to fall.
When the last leaf fell Hopper and his gangs arrived to get their food.
Then Flik flew down the fake bird towards the grasshoppers, but unfortunately the bird went on fire. So Flik led Hopper to a real birds nest and the bird had Hopper for dinner.
After Hopper died, the ants lived happily ever after.
Tarabelle Duigu’s Version
Once upon a time, there lived a colony of ants.
One morning, the ants went picking food and gathering them on a big leaf.
When they were about to finish, the grasshoppers came looking for their food.
After the ants collected their food, an ant named flik accidently knocked over the food and it fell in the river.
When the grasshoppers asked for the food, the ants said it was there on the big leaf.
When the grasshoppers went to check, there was no food on the big leaf, so the grasshoppers said they’d come back when the last leaf fell.
When the grasshoppers left, Flik decided he’ll leave the island and go to the city to look for help.
The big princess agreed and off went Flik.When Flik arrived at the city, he found some circus bugs and asked them if they could help him fight the grasshoppers. When they came back the circus bugs all agreed to help Flik and the rest of the ants. When they arrived at ant Island, Flik introduced them to the rest of the ants and they got themselves ready. They built a big bird with leaves and waited for the grasshoppers to come. When the last leaf fell, the grasshoppers were on their way to Ant Island.
When the ants saw the grasshoppers coming, they rang the bell to let the circus bugs and the ants get into their position. When the grasshoppers arrived, the circus bugs were distracting the grasshoppers by putting on a circus show. The show went on for a while an then Flik and his club were unsuccessful with the fake bird so they fought with the grasshoppers. Flik stood up and told hopper the boss of the grasshoppers to leave Ant Island alone and never come back again. Then they started fighting until the circus bugs and the ants scared the hopper grasshoppers away and they never came back to Ant Island again.
When the grasshoppers left, the ants and the circus bugs celebrated until the circus bugs left for the city and the colony of ants lived a normal life.
Lola Fisher’s Version
On Ant Island, the ant colony was busy collecting food for the grasshoppers and themselves because it was almost rainy season.
Flick invented a machine that could help the ant colony collect food faster. The ants got a signal that the s grasshoppers were coming. All the ants were running back into their home except Flick. Flick’s invention knocked over a rock that was supporting the food bowl, the food then fell into the little creek an there was nothing left in the food bowl.
The grasshoppers were really upset and Hopper, the grasshoppers’ leader made the ants work hard to double the food before the last leaf fell from the tree. All the ants were really angry at Flick for doing what he did. Flick had an idea of going into the city to look for warrior bugs, so the ants all thought and agreed but they actually meant that he leave and not cause any trouble while he was away.
Flick was in town and was looking for warrior bugs. Then he found bugs which he thought were warrior bugs but were actually circus bugs but he didn’t know that. He took the bugs to the ant colony and introduced the bugs to the ants.
Flick had an idea of building a bird out of leaves because grasshoppers were scared of birds. When they finished building the bird, the colony had a party, but it was interrupted by a horn signal that the grasshoppers were coming. So Flick and other ants got the bird flying but it caught on fire. So Flick ran all the way to a real bird’s nest and Hopper followed Flick and was eaten by the real bird. The ants lived happily without the grasshoppers.
Bug's Life:
This is a computer animated movie released in 1998 which tells a story about an ant colony. Once every year, some grasshoppers come to an anthill and eat what the ants have made. One year, a bug named Flik by accident drops the seeds into the river. The grasshoppers give the ants one last chance to find the food by the next season. Flik goes off to find help, and meets up with a circus crew, giving the ants some hope. The movie features a variety of mini beasts.
BELOW ARE FEW STUDENTS' VERSION OF THE BUG'S LIFE MOVIE – You’re welcome to read a variety of students’ version on display in the classroom.
A BUG’S LIFE
Once upon a time, there lived a colony of Ants. They lived on an island called Ant Island. One hot summer day, the Queen ant and her family were looking for food. There was this ant called Flick, he always liked to invent things. They were collecting food for the grasshoppers, after some minutes they had a signal that the grasshoppers were coming.
Flick heard and went to leave the food but, he accidentally dropped the stone and everything fell. Then the grasshoppers came and told them to double the food before summer ends .They didn’t want to be bullied so they told Flick to go and look for warrior bugs to come and fight for them so they made this bird to scare Hopper the gang leader but the Flea put the bird on fire, then it started to rain and all the ants were running to their colony.
Flick had been hurt, then Hopper came and started to punch Flick, Hopper got princess Atta and tried to take her, Flick got on Dim and chased after him, Hopper was really fast but Flick caught up .Hopper dropped Atta and Flick caught her .Hopper went down and a bird ate him and the ants lived happily ever after.
By Kanau Kanah
A bug’s life
On an island in the middle of the country, Flik and the rest of the colony are picking food for the grasshoppers. Suddenly the warning bell goes for them to leave the food on the altar and get into the anthill.
Flik was the last ant to leave the food at the alter, he roughly takes his machine of f of him and imminently drops the food. He didn’t realize that his contraption had bumped a small pebble and all of a sudden the whole alter undoes it self and all the food go plummeting into the water. When the grasshoppers arrive and find that their food weren’t there they get really angry, but they decide give the ants another chance. They said that when the last leaf falls they’d come back to collect their food.
The colony soon finds out that Flik tipped the food into the water and they decide to send him on a journey to find some warrior bugs. After a long and tiring journey he finely made it to the city were he encounters the fired circus bugs. They put on a heroic show and convince Flik that they are heroic warrior bugs. Soon after Flik and the “warrior bugs” leave for the anthill.
When they arrived, they are greeted with applause. After a while Flik finds out that the warrior bugs are actually circus bugs. After some time Flik comes up with a plan, he plans to build a fake bird. When the bird was done they awaited the arrival of hopper and his gang. They had distracted hopper and managed to keep the queen out of sight.
All was going according to plan until P.T the flea showed up, he unknowingly set the fake bird on fire. At that time Hopper was really angry but Flik encourages them to fight. Suddenly hopper is shot out of the cannon grabbed Flik and shot of into the air when princess Atta saw what had happen she and the circus went into hot pursuit. With a little help from Roll and Tuck the princess was able to steal Flik from Hopper. Flik told the princess to go towards a real bird nest. When Hopper saw the real bird he thought it was the blueberry scouts fake bird then the bird pecked him and fed him to the chicks.
By: Jeremy Koyama – 6R
My Version By Samantha Sikari
It was summer and almost rainy season and the ants were collecting food for the grasshoppers, Flik was using one of his inventions .The grasshoppers were coming so all the ants rushed into the colony.
Flik was the last ant, he accidentally knocked one of the stones that was supporting all the food, and all the food fell into the water. The grasshoppers came but couldn't find the food, so they broke the ants’ house and went in to look for food. The grasshoppers couldn't find the food so they told the ants to double the food before the last leaf on the tree falls.
Flik went to court for making all the food fall into the water. The court then agreed to send Flik to the city and search for tough bugs. He got some bugs but didn't know they were circus bugs. Flik brought them back to the colony. The ants made a celebration for the bugs. Flik came up with an idea to build a bird to scare the grasshoppers away. Princess Atta found about the truth about the bugs when Pitte came to get them.
Princess Atta then told Flik and the bugs to leave and never come back. After Flik and the bugs left, the grasshoppers came back. Dot believed in Flik so she flew to Flik and brought back the bugs to the Blue Berry Club house. The Blue Berry Club and Flik climbed to where the ants put the bird that they made, while the circus bugs distracted the grasshoppers.
Flik and the Blue Berry Club controlled the bird. Pitte thought it was a real bird so he put it on fire. The bird crashed and Hopper was angry and hit Flik. All the ants were angry so they chased the grasshoppers away. When the rain came, Hopper grabbed Flik and flew away. Princess Atta and the circus bugs went after him. Princess Atta grabbed Flik off Hopper and flew to where a real bird was. Hopper thought it was one of Flik's tricks again, but then the bird caught Hopper and fed him to the chicks.
Andrew Mapai’s Version
Once upon a time there lived a colony of ants that lived on Ant Island. Now there was a problem every autumn there is a group of grasshoppers who get their food from the ants. The grasshoppers were now on Ant Island to check the progress of the Ants and then told them that they’ll be back to see twice much more than what they first gathered.
After this Princess Atta had a meeting with her advisers and finally decided to send Flik to find some tough bugs so they can help the ants get rid of Hopper (the smart, young and energetic leader) and the rest of the grasshoppers. So Flik went to the city and he found this group of bug’s that looked and acted tough but were actually circus bugs.
Once the circus bugs (Rosie - black widow spider, Manny – praying mantis, Gypsy - butterfly, Slim – stick insect, Heimlich - young caterpillar etc.) and Flik got to Ant Island the circus bugs realized they were expected to be warriors and Flik found out that they were circus bugs not Warriors. Then Flik overheard Princess Atta talking about the time where Hopper’s brother mentioned that Hopper was afraid of Birds.
So the Ants got together with the circus bugs and created a big bird that Flik, the Blueberry Club (made up of young princess Dot and her friends) would steer. Just then the warning bell goes on and everyone prepares to use the bird, but it was only P.T Flea the x- manager of the circus bugs. And worse of all he came to retain them to make more money, and lived up to his name (pity, get it) by blabbing out to the Ants that the bugs were not warriors and were just a bunch of clowns. So the circus bugs went, and since the ant colony hated Flik now he went along as well.
Now all the Ants were discouraged of using the bird, and tried to get all the food they can before Hopper and the rest of the grasshoppers came. Suddenly the real warning bell went on and they all gathered with not enough food for the grasshoppers. When Hopper realized this he got mad and told the colony of ants to collect every speck of food on the island, while this was happening Princess Dot caught up with the circus bugs and Flik, and changed their hearts to use the bird.
Once the circus bugs and Flik came back the grasshoppers were already helping the ants search for food, so they got straight into it and flew the bird with help from the blueberry club but unfortunately it got caught on fire. Now Hopper was mad more than ever. Then out of the bird comes out courageous Flik who told Hopper that he is scared of the ants because they are overpopulated so they started a fight an eventually put Hopper in a cannon. When the cannon was set to go Hopper pulled Flik to him and they both shot out of the cannon. When Princess Atta saw this she flew to them and tried to direct Flik to the anthill but He had a better Idea he asked Princess Atta to fly to a territory where birds where common. Finally Hopper found the two ants and another bird. Thinking it was another one of their tricks he didn’t care about it but went on talking to Princess Atta and Flik. The bird not noticing the ants picked up Hopper instead and swallowed him up.
Now because the grasshopper’s leader was gone they fled to their country, all except Hopper’s brother who joined the circus. Apart from that everything turned out all right the circus bugs left but were welcomed anytime to Ant Island. Princess Atta became Queen and that made Princess Dot next in line for the throne.
Tamarua Kila’s Version of the Bug’s Life
Once upon a time there lived an ant called Flick, Flick is part of an ant colony and the colony prepares food for the grasshoppers every year. This year Flick accidentally hit a stone that supports the food bowl and the bowl fell in the lake with all the food in it.
When the grasshoppers arrived there was no food, so the grasshoppers got angry, but the grasshoppers felt sad and gave the ants another chance. Since Flick was the one that spoiled this years plan, he was the one that went on the journey to find warrior bugs. Instead he found circus bugs and brought them back to the colony.
That was when he found out that the bugs he got were circus bugs. So he begged the bugs to stay and pretend they were warrior bugs, so the circus bugs decided to stay.
Flick comes up with an idea to create a bird that will scare the grasshoppers away and so all the ants worked together to create the bird. Some days later the grasshoppers arrived, so the ants let out the bird, it scared most of the grasshoppers away but someone put the bird on fire, after that one of the grasshoppers chased Flick and Flick ran to a real birds nest and the real bird ate the grasshopper.
Aleksanne Mawe’ s Version
Once upon a time there lived a colony of ants.
As it was going towards rainy season the colony was gathering food for themselves and the grasshoppers as their offering.
One of the ants named Flik invented a new type of machine to harvest.
While they were all busy gathering the food, the bell rang, which meant that the grasshoppers were coming for their food.
So the entire colony left all their in the food basket and ran into their homes.
While Flik was trying to put his food in the food basket, his invention knocked down one of the rock that was supporting the food and all the food fell into the creek.
So Hopper the leader of (the grasshoppers) and his gang told the entire colony to work harder and collect double food for them, and they’ll be back after the last leaf fell (from the tree).
Then Flik came up with an idea to travel to the city to look for warrior bugs to defeat Hopper and his gang.
So they all agreed.
But actually they meant that while Flik was gone, there won’t be any more trouble.
Then Flik found bugs that he thought were warrior bugs but they were actually circus bugs.
He brought them to the and introduced them.
Then Flik came up with an idea of building a fake bird to scare away Hopper and his gangs because grasshoppers are scared of birds.
So they started working on it until they completed it and waited for the last leaf to fall.
When the last leaf fell Hopper and his gangs arrived to get their food.
Then Flik flew down the fake bird towards the grasshoppers, but unfortunately the bird went on fire. So Flik led Hopper to a real birds nest and the bird had Hopper for dinner.
After Hopper died, the ants lived happily ever after.
Tarabelle Duigu’s Version
Once upon a time, there lived a colony of ants.
One morning, the ants went picking food and gathering them on a big leaf.
When they were about to finish, the grasshoppers came looking for their food.
After the ants collected their food, an ant named flik accidently knocked over the food and it fell in the river.
When the grasshoppers asked for the food, the ants said it was there on the big leaf.
When the grasshoppers went to check, there was no food on the big leaf, so the grasshoppers said they’d come back when the last leaf fell.
When the grasshoppers left, Flik decided he’ll leave the island and go to the city to look for help.
The big princess agreed and off went Flik.When Flik arrived at the city, he found some circus bugs and asked them if they could help him fight the grasshoppers. When they came back the circus bugs all agreed to help Flik and the rest of the ants. When they arrived at ant Island, Flik introduced them to the rest of the ants and they got themselves ready. They built a big bird with leaves and waited for the grasshoppers to come. When the last leaf fell, the grasshoppers were on their way to Ant Island.
When the ants saw the grasshoppers coming, they rang the bell to let the circus bugs and the ants get into their position. When the grasshoppers arrived, the circus bugs were distracting the grasshoppers by putting on a circus show. The show went on for a while an then Flik and his club were unsuccessful with the fake bird so they fought with the grasshoppers. Flik stood up and told hopper the boss of the grasshoppers to leave Ant Island alone and never come back again. Then they started fighting until the circus bugs and the ants scared the hopper grasshoppers away and they never came back to Ant Island again.
When the grasshoppers left, the ants and the circus bugs celebrated until the circus bugs left for the city and the colony of ants lived a normal life.
Lola Fisher’s Version
On Ant Island, the ant colony was busy collecting food for the grasshoppers and themselves because it was almost rainy season.
Flick invented a machine that could help the ant colony collect food faster. The ants got a signal that the s grasshoppers were coming. All the ants were running back into their home except Flick. Flick’s invention knocked over a rock that was supporting the food bowl, the food then fell into the little creek an there was nothing left in the food bowl.
The grasshoppers were really upset and Hopper, the grasshoppers’ leader made the ants work hard to double the food before the last leaf fell from the tree. All the ants were really angry at Flick for doing what he did. Flick had an idea of going into the city to look for warrior bugs, so the ants all thought and agreed but they actually meant that he leave and not cause any trouble while he was away.
Flick was in town and was looking for warrior bugs. Then he found bugs which he thought were warrior bugs but were actually circus bugs but he didn’t know that. He took the bugs to the ant colony and introduced the bugs to the ants.
Flick had an idea of building a bird out of leaves because grasshoppers were scared of birds. When they finished building the bird, the colony had a party, but it was interrupted by a horn signal that the grasshoppers were coming. So Flick and other ants got the bird flying but it caught on fire. So Flick ran all the way to a real bird’s nest and Hopper followed Flick and was eaten by the real bird. The ants lived happily without the grasshoppers.
PBL Brochure for Thursday 20th November
20th November, 2008
Dear Parents, Guardians and Friends of 6R,
Welcome to the Grade 6R Science Project Based Learning.
Topic: What we discovered while caring for live mini beasts in captivity.
‘Project-based learning is also known as Project Learning which is a dynamic approach to teaching in which students explore real-world problems and challenges, constantly developing cross-curriculum skills while working in small collaborative groups.
Project learning is filled with active and engaged learning, it inspires students to obtain a deeper knowledge of the subjects they're studying.’(Edutopia)
Our Science Project Based Learning topic is; ‘Caring for live Mini Beasts in Captivity’ or ‘What we discovered while caring for live mini beasts in captivity’.
During the exhibition, the students will showcase their learning of the mini beast which they have captured and cared for in captivity and what they have discovered about the mini beast.
The students will also inform you of the process they have undergone to complete their mini beast model.
I hope you will learn from the students during the exhibition.
Yours In Education,
Ms U Ravu
Grade 6R Class Teacher
………………………………………………………………………………………………………………
Here are few questions which you can ask the students regarding their mini beast
What materials did you use to construct your mini beast?
How long did it take to construct your model?
Where did you find the mini beast? Why did you choose this mini beast? Was it easy taking care of the mini beast?
How long did you observe the mini beast?
Did the mini beast adapt in captivity? What did you keep the mini beast in?
What is the natural habitat of the mini beast?
How important is the mini beast in its natural habitat?
Is this an arthropod? How can you tell?
What is the scientific name for the mini beast?
Name the body parts of the mini beast.
Does it consume water? Can it swim or can it survive in the water?
How does it hunt for its food? What does it eat? Does it eat other mini beasts? How does it eat it’s food? How many times does it eat in a day?
How does it move?
Does it have enemies and what are they? What is it afraid of?
How does it defend itself? How does it survive?
How does it camouflage itself in its natural habitat?
How can you tell a female from a male?
How big can it grow?
What type of skin covers the body?
What is the life cycle?
How does it reproduce?
What is it’s life span?
Name the body parts of the mini beast held in captivity.
What is it’s behaviour in its natural habitat?
Did you enjoy your project? What did you learn?
………………………………………………………………………………………………………………………..
Dear Parents, Guardians and Friends of 6R,
Welcome to the Grade 6R Science Project Based Learning.
Topic: What we discovered while caring for live mini beasts in captivity.
‘Project-based learning is also known as Project Learning which is a dynamic approach to teaching in which students explore real-world problems and challenges, constantly developing cross-curriculum skills while working in small collaborative groups.
Project learning is filled with active and engaged learning, it inspires students to obtain a deeper knowledge of the subjects they're studying.’(Edutopia)
Our Science Project Based Learning topic is; ‘Caring for live Mini Beasts in Captivity’ or ‘What we discovered while caring for live mini beasts in captivity’.
During the exhibition, the students will showcase their learning of the mini beast which they have captured and cared for in captivity and what they have discovered about the mini beast.
The students will also inform you of the process they have undergone to complete their mini beast model.
I hope you will learn from the students during the exhibition.
Yours In Education,
Ms U Ravu
Grade 6R Class Teacher
………………………………………………………………………………………………………………
Here are few questions which you can ask the students regarding their mini beast
What materials did you use to construct your mini beast?
How long did it take to construct your model?
Where did you find the mini beast? Why did you choose this mini beast? Was it easy taking care of the mini beast?
How long did you observe the mini beast?
Did the mini beast adapt in captivity? What did you keep the mini beast in?
What is the natural habitat of the mini beast?
How important is the mini beast in its natural habitat?
Is this an arthropod? How can you tell?
What is the scientific name for the mini beast?
Name the body parts of the mini beast.
Does it consume water? Can it swim or can it survive in the water?
How does it hunt for its food? What does it eat? Does it eat other mini beasts? How does it eat it’s food? How many times does it eat in a day?
How does it move?
Does it have enemies and what are they? What is it afraid of?
How does it defend itself? How does it survive?
How does it camouflage itself in its natural habitat?
How can you tell a female from a male?
How big can it grow?
What type of skin covers the body?
What is the life cycle?
How does it reproduce?
What is it’s life span?
Name the body parts of the mini beast held in captivity.
What is it’s behaviour in its natural habitat?
Did you enjoy your project? What did you learn?
………………………………………………………………………………………………………………………..
Thursday, November 13, 2008
Project Based Learning
Grade 6R Plan on the Project Based Learning on the topic; ‘Caring for live Mini Beasts in Captivity’ or answering the question: What we discovered while caring for live mini beasts in captivity.
Introduction
Project-based learning is also known as Project Learning which is a dynamic approach to teaching in which students explore real-world problems and challenges, simultaneously developing cross-curriculum skills while working in small collaborative groups. Project learning is filled with active and engaged learning, it inspires students to obtain a deeper knowledge of the subjects they're studying.
The topic that the grade 6s looked at was; ‘Mini beasts’. This idea of Project based did not surface until the staff of Korobosea was invited to visit Boroko East and look at the Preps exhibition on their Project Based Learning. I am grateful to my Principal for taking us there – I should say it was a rewarding experience for me because I am able to use some ideas from the visit, some helpful ideas from the website forwarded by Mr. Hales to help organize and implement the Project Based Learning.
Ms U Ravu
Grade 6R Class Teacher
Project Based Learning (PBL)
Curriculum Integration: This was a Science Project given out to the students in week 7 of term three. The topic was; ‘Caring for a live mini beast in captivity.’ Students were asked to read and research on a chosen mini beast, be able to understand the changes, natural habitat and the food it took and then they were required plan the home of the mini beast before capturing it. The home for the mini beast had to be similar to the natural habitat of the mini beast so that it would adapt.
Term 3: Week 7 - 9 Science Project Information for 6R Students
Introduction to the project: Observing insects in captivity is the most convenient method of studying live insects.
Read the information below carefully to get you prepared for the insect which you would like to rear and observe over a period of time
• Before you decide on an insect to observe you must have firsthand knowledge of insect ways and means of living: how insects feed, grow, behave, disperse and reproduce.
• Most insect species complete their life cycles in relatively brief spans. They take up little space, and their maintenance requirements are fairly simple.
• It is very important to match the natural habitat of the insects you want to rear, including their preferred food and proper light, temperature and humidity conditions.
• You will need a cage or other container in which to rear most insects. The type of container you use will depend on the insects you decide to raise. But no matter what type of rearing chamber you select, it must be constantly tended. For example, most insects won't eat dried leaves, and without a constant supply of fresh food the insects will quickly die.
• Insects that feed on live plants can be caged over potted plants or fed fresh material from their host plants. With a little ingenuity, a suitable cage can be designed to accommodate your rearing plans. The important thing is to keep the cage tight enough to restrain the insects and still provide enough ventilation that the container doesn't "sweat." Loose, slightly moist soil and leaf litter should also be provided in case the insect pupates in or on the ground.
• Terrestrial insects and scavengers do well in containers with a small amount of sand or soil in the bottom. Keep the cage clean and control moisture to prevent moulds and diseases.
• You can rear insects that infest plants (seeds, galls, leaves or stems) or other materials by placing the infested object in an enclosed container. Don't let such materials get too dry or too moist. If you want to easily gather specimens from such a culture, use an opaque container (one that you cannot see through) and insert an open-ended glass vial through a hole (just big enough for the vial) in one end of the container. As adult insects emerge from the infested material, they will be attracted to the lighted vial.
• Many kinds of containers and cages can be used to hold insects for rearing. Use whatever type is available that suits your needs. A good insect rearing cage should be lightweight, sturdy, escape proof and well-ventilated. It should also allow you to watch the insects easily. Cages constructed of lightweight wood or aluminium and covered with screening make the best all-around rearing cages.
• Most insect cultures need an ample supply of clean drinking water to ensure their successful growth and development. Several ways to provide water to your insects are outlined below. All of the methods are easy to use and require a minimum of maintenance. No matter what method you use, however, you must always keep the "drinking fountain" clean and mould-free.
Fountain 1. Fill a tall, slender glass or plastic jar with clean water. Place several layers of cheesecloth over the jar opening and secure it with an elastic band. Turn the jar upside down in a shallow dish and place it in your rearing cage. The insects will drink from the absorbent material, which will also prevent them from drowning.
Fountain 2. Use a jar or large vial similar to the one used for Fountain 1, except this time you must have a lid or cork big enough to fit the container's opening. Bore a hole in the lid or cork and insert a roll of absorbent cotton or similar material into the lid or cork. Fill the jar or vial with clean water and lay it on its side in the rearing cage. The insects will drink from the moist wick.
Steps students were required to follow while working on the Science Project
Beginning your project on ‘caring for live mini beasts in captivity’.
Step One: Choose a mini beast
Step Two: Read and research about the mini beast in terms of how it feeds, the habitat, life cycle and general behaviour.
Step Three: Read information about the project carefully
Step Four: Set up your captivity plan with the requirements on how to rear the mini beast. Also think about a suitable avenue to keep the live mini beast and be able to observe thoroughly.
Step Five: Bring your suitable cage with the live mini beast inside and set in the classroom or the school environment convenient to rear the live mini beast.
Step Six: Observe the mini beast and fill in the worksheet on their feeding behaviour, their changes, movement, and reproduction.
Step Six: Compile a report about your observation at the end of week nine and attach evidences of your observation.
Step Seven: Present your report to the whole class and set your live mini beast free.
This Project is an integration of Science, Technology, Visual Arts, Maths, Society and Environment, Safety in Health and English Language.
Below is the break up of skills and tasks for each.
• Science – observing and recording growth and development, life cycle of the mini beast and also taking images daily over the period of time
• Technology: information – gathering information and reading about mini beasts on the computer, typing out their version of the Bugs life,
• Visual Arts – painting of the completed model of the mini beast or the mural of the ‘Bug’s Life’
• Maths – measuring length, width and height of the model of the mini beast in order to create a perfect model and at the same time having to place correct legs, antennas and physical features of the mini beast they are working on
• Society and Environment – looking at the natural habitat of the mini beast and providing the same natural habitat of the mini beast so it is able to adapt and survive while in captivity
• Safety in health – researching on how and what to feed the mini beast while in captivity and at the same time being careful with self in case they come into contact with some mini beasts that are harmful to the skin, for example; itchy caterpillars
• English Language
- Viewing: have viewed the movie on Bug’s life and have gone through a writing process and are in the final stages to publish the edited and corrected piece of writing using the classroom computers – a published work on their writing on Bug’s Life
- Procedural text: having to write in procedural texts how they are going to construct their models of the mini beasts and also the materials needed and steps as well as in Technology Plan
- Report: presenting a completed report about their observation of caring for the live min beast in captivity
PBL Schedule: Mrs. Hau from Boroko East mentioned that she does not use the whole day to do Project based learning instead she schedules a particular time every day for the Project based learning. I took her advice on board and compiled a schedules which students followed without any problems.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
PERIOD TWO PERIOD ONE PERIOD ONE PERIOD ONE PERIOD TWO
8:40 – 9:25am TIME: 8 – 8:40am TIME: 8 – 8:40am TIME: 8– 8:40am 8:40 -9:25am
PBL Expectations: These were the expectations which students were required to follow to ensure a smooth running of the program.
*BE ORGANISED BEFORE IT IS PBL TIME
*BE CREATIVE WHILE WORKING EITHER ON YOUR WORK OR IN GROUPS
*WORK MEANINGFULLY AND MAKE USE OF TIME ALLOCATED FOR PBL
*WORK ONLY AT THE ALLOCATED AREA
*TIDY UP AS SOON AS YOU HEAR THE SIGNAL
*MAKE SURE ALL RECYCLED MATERIALS ARE COLLECTED AND KEPT SAFE IN A BOX AND STORED AT THE BACK BENCH
Organization – students worked individually and also in pairs to construct their models
Materials used – most materials used were recycled items and students also collected recycled items from home and brought to school such as empty containers, empty can drinks, papers to be shredded to stuff the model, egg trays, straws, etc.
What to celebrate during PBL Exhibition – this exhibition which the class will do is a celebration of the students’ work and learning. Below are the following which will be on for exhibition:
- Report booklets showing their observation of the growth and development of their mini beast while in captivity. The report will feature the table showing the record of observation, images taken of the growth and development of the mini beast and what they discovered while observing that mini beast.
- Display of their completed published and typed writing on the movie they viewed on, ‘Bug’s life’
- Display of their min beast held in captivity or images of the growth and development of the mini beast.
- Variety of images about their work showing the process they went through in completing the project
- Display of their completed models of the mini beasts in the classroom
- Display of their procedural writing as in Technology Plan showing how they constructed their models.
Date of exhibition: Thursday November 20 from 10:30 - 11:30.
The class have extended the invitation to the students and staff of Koroboro, their parents and also the public.
Introduction
Project-based learning is also known as Project Learning which is a dynamic approach to teaching in which students explore real-world problems and challenges, simultaneously developing cross-curriculum skills while working in small collaborative groups. Project learning is filled with active and engaged learning, it inspires students to obtain a deeper knowledge of the subjects they're studying.
The topic that the grade 6s looked at was; ‘Mini beasts’. This idea of Project based did not surface until the staff of Korobosea was invited to visit Boroko East and look at the Preps exhibition on their Project Based Learning. I am grateful to my Principal for taking us there – I should say it was a rewarding experience for me because I am able to use some ideas from the visit, some helpful ideas from the website forwarded by Mr. Hales to help organize and implement the Project Based Learning.
Ms U Ravu
Grade 6R Class Teacher
Project Based Learning (PBL)
Curriculum Integration: This was a Science Project given out to the students in week 7 of term three. The topic was; ‘Caring for a live mini beast in captivity.’ Students were asked to read and research on a chosen mini beast, be able to understand the changes, natural habitat and the food it took and then they were required plan the home of the mini beast before capturing it. The home for the mini beast had to be similar to the natural habitat of the mini beast so that it would adapt.
Term 3: Week 7 - 9 Science Project Information for 6R Students
Introduction to the project: Observing insects in captivity is the most convenient method of studying live insects.
Read the information below carefully to get you prepared for the insect which you would like to rear and observe over a period of time
• Before you decide on an insect to observe you must have firsthand knowledge of insect ways and means of living: how insects feed, grow, behave, disperse and reproduce.
• Most insect species complete their life cycles in relatively brief spans. They take up little space, and their maintenance requirements are fairly simple.
• It is very important to match the natural habitat of the insects you want to rear, including their preferred food and proper light, temperature and humidity conditions.
• You will need a cage or other container in which to rear most insects. The type of container you use will depend on the insects you decide to raise. But no matter what type of rearing chamber you select, it must be constantly tended. For example, most insects won't eat dried leaves, and without a constant supply of fresh food the insects will quickly die.
• Insects that feed on live plants can be caged over potted plants or fed fresh material from their host plants. With a little ingenuity, a suitable cage can be designed to accommodate your rearing plans. The important thing is to keep the cage tight enough to restrain the insects and still provide enough ventilation that the container doesn't "sweat." Loose, slightly moist soil and leaf litter should also be provided in case the insect pupates in or on the ground.
• Terrestrial insects and scavengers do well in containers with a small amount of sand or soil in the bottom. Keep the cage clean and control moisture to prevent moulds and diseases.
• You can rear insects that infest plants (seeds, galls, leaves or stems) or other materials by placing the infested object in an enclosed container. Don't let such materials get too dry or too moist. If you want to easily gather specimens from such a culture, use an opaque container (one that you cannot see through) and insert an open-ended glass vial through a hole (just big enough for the vial) in one end of the container. As adult insects emerge from the infested material, they will be attracted to the lighted vial.
• Many kinds of containers and cages can be used to hold insects for rearing. Use whatever type is available that suits your needs. A good insect rearing cage should be lightweight, sturdy, escape proof and well-ventilated. It should also allow you to watch the insects easily. Cages constructed of lightweight wood or aluminium and covered with screening make the best all-around rearing cages.
• Most insect cultures need an ample supply of clean drinking water to ensure their successful growth and development. Several ways to provide water to your insects are outlined below. All of the methods are easy to use and require a minimum of maintenance. No matter what method you use, however, you must always keep the "drinking fountain" clean and mould-free.
Fountain 1. Fill a tall, slender glass or plastic jar with clean water. Place several layers of cheesecloth over the jar opening and secure it with an elastic band. Turn the jar upside down in a shallow dish and place it in your rearing cage. The insects will drink from the absorbent material, which will also prevent them from drowning.
Fountain 2. Use a jar or large vial similar to the one used for Fountain 1, except this time you must have a lid or cork big enough to fit the container's opening. Bore a hole in the lid or cork and insert a roll of absorbent cotton or similar material into the lid or cork. Fill the jar or vial with clean water and lay it on its side in the rearing cage. The insects will drink from the moist wick.
Steps students were required to follow while working on the Science Project
Beginning your project on ‘caring for live mini beasts in captivity’.
Step One: Choose a mini beast
Step Two: Read and research about the mini beast in terms of how it feeds, the habitat, life cycle and general behaviour.
Step Three: Read information about the project carefully
Step Four: Set up your captivity plan with the requirements on how to rear the mini beast. Also think about a suitable avenue to keep the live mini beast and be able to observe thoroughly.
Step Five: Bring your suitable cage with the live mini beast inside and set in the classroom or the school environment convenient to rear the live mini beast.
Step Six: Observe the mini beast and fill in the worksheet on their feeding behaviour, their changes, movement, and reproduction.
Step Six: Compile a report about your observation at the end of week nine and attach evidences of your observation.
Step Seven: Present your report to the whole class and set your live mini beast free.
This Project is an integration of Science, Technology, Visual Arts, Maths, Society and Environment, Safety in Health and English Language.
Below is the break up of skills and tasks for each.
• Science – observing and recording growth and development, life cycle of the mini beast and also taking images daily over the period of time
• Technology: information – gathering information and reading about mini beasts on the computer, typing out their version of the Bugs life,
• Visual Arts – painting of the completed model of the mini beast or the mural of the ‘Bug’s Life’
• Maths – measuring length, width and height of the model of the mini beast in order to create a perfect model and at the same time having to place correct legs, antennas and physical features of the mini beast they are working on
• Society and Environment – looking at the natural habitat of the mini beast and providing the same natural habitat of the mini beast so it is able to adapt and survive while in captivity
• Safety in health – researching on how and what to feed the mini beast while in captivity and at the same time being careful with self in case they come into contact with some mini beasts that are harmful to the skin, for example; itchy caterpillars
• English Language
- Viewing: have viewed the movie on Bug’s life and have gone through a writing process and are in the final stages to publish the edited and corrected piece of writing using the classroom computers – a published work on their writing on Bug’s Life
- Procedural text: having to write in procedural texts how they are going to construct their models of the mini beasts and also the materials needed and steps as well as in Technology Plan
- Report: presenting a completed report about their observation of caring for the live min beast in captivity
PBL Schedule: Mrs. Hau from Boroko East mentioned that she does not use the whole day to do Project based learning instead she schedules a particular time every day for the Project based learning. I took her advice on board and compiled a schedules which students followed without any problems.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
PERIOD TWO PERIOD ONE PERIOD ONE PERIOD ONE PERIOD TWO
8:40 – 9:25am TIME: 8 – 8:40am TIME: 8 – 8:40am TIME: 8– 8:40am 8:40 -9:25am
PBL Expectations: These were the expectations which students were required to follow to ensure a smooth running of the program.
*BE ORGANISED BEFORE IT IS PBL TIME
*BE CREATIVE WHILE WORKING EITHER ON YOUR WORK OR IN GROUPS
*WORK MEANINGFULLY AND MAKE USE OF TIME ALLOCATED FOR PBL
*WORK ONLY AT THE ALLOCATED AREA
*TIDY UP AS SOON AS YOU HEAR THE SIGNAL
*MAKE SURE ALL RECYCLED MATERIALS ARE COLLECTED AND KEPT SAFE IN A BOX AND STORED AT THE BACK BENCH
Organization – students worked individually and also in pairs to construct their models
Materials used – most materials used were recycled items and students also collected recycled items from home and brought to school such as empty containers, empty can drinks, papers to be shredded to stuff the model, egg trays, straws, etc.
What to celebrate during PBL Exhibition – this exhibition which the class will do is a celebration of the students’ work and learning. Below are the following which will be on for exhibition:
- Report booklets showing their observation of the growth and development of their mini beast while in captivity. The report will feature the table showing the record of observation, images taken of the growth and development of the mini beast and what they discovered while observing that mini beast.
- Display of their completed published and typed writing on the movie they viewed on, ‘Bug’s life’
- Display of their min beast held in captivity or images of the growth and development of the mini beast.
- Variety of images about their work showing the process they went through in completing the project
- Display of their completed models of the mini beasts in the classroom
- Display of their procedural writing as in Technology Plan showing how they constructed their models.
Date of exhibition: Thursday November 20 from 10:30 - 11:30.
The class have extended the invitation to the students and staff of Koroboro, their parents and also the public.
Monday, November 10, 2008
Term Three Theme Study - Natural Disasters
Our Theme Study for the first five weeks is; ‘Exploring Our Amazing World - Natural Catastrophes’. Natural Catastrophes are simply Natural Disasters. The students have read and researched extensively on various Natural Disasters occurring around the world. In Language, we looked at writing Information Reports. Below are two information reports written about chosen Natural Disasters.
An Information Report on Droughts
Classification: Droughts aren’t just a long time of dry weather; it’s also a time when weather patterns which include unusual ocean currents and wind patterns as well as heavy rain occur in other parts of the world. Droughts are studied by people known as Meteorologists, who often use instruments called Weather Balloons to predict the arrival of a drought and sometimes figure out about other needed knowledge on droughts.
Description: When a drought occurs, it does not strike suddenly or violently like other natural disasters, instead it slowly takes place until people notice that the ‘dry spell’ has arrived. During the dry spell, soil erosion can be caused when a Dust Storm is in motion.
Time / Place: Droughts can occur in any part of the world, but mostly occur in Africa, America, Asia, Australia, some parts of Europe and the Pacific. Droughts hardly occur in deserts because it’s a region in which rain rarely falls.
Dynamics: During the long period of dry weather, droughts can be able to affect the lives of human and animals including crops failing, livestock dying, reservoirs falling to a low level and damages done to land and topsoil.
Ending Comment: Learning about Droughts was an adventure of knowledge and interest. Reading from books was easy but putting the information collected together was quiet challenging. Although I did not hand in my assignment on time, the important thing for me was that I’ve learnt a lot and that I am willing to expand my knowledge on Droughts and other Natural Catastrophes.
Written and Researched by Deborah Stevens
Individual Information Report Writing on Floods
Classification: A flood is a weather disaster that comes during the rainy season. It is also a water disaster.
Description: A flood is caused by continuous rain fall. A flood can rise up to nine metres and can kill anything in its way.
Time / Place: A flood occurs unexpectedly and can continue for several days.
Dynamics: A flood can kill people and can destroy many houses.
Written By: Lachlan Mirupasi
Reflection on Natural Disasters by Elizabeth Nawason
Working on Natural Disasters was really good as we learnt a lot.. Some natural disasters are a consequence of a Natural Hazard meaning they are triggered by another Natural Disaster for example; Tsunamis are triggered by Earthquakes.
Statistics in Maths by Benjamin Kare
In Maths, we have been doing Statistics. I think it’s good because we get to represent data collected in a variety of graphs such as line and column graphs. Using a compass and protractor to construct pie charts is challenging. Before that we convert frequency into size of angles on a proportional table then we construct a pie graph.
An Information Report on Droughts
Classification: Droughts aren’t just a long time of dry weather; it’s also a time when weather patterns which include unusual ocean currents and wind patterns as well as heavy rain occur in other parts of the world. Droughts are studied by people known as Meteorologists, who often use instruments called Weather Balloons to predict the arrival of a drought and sometimes figure out about other needed knowledge on droughts.
Description: When a drought occurs, it does not strike suddenly or violently like other natural disasters, instead it slowly takes place until people notice that the ‘dry spell’ has arrived. During the dry spell, soil erosion can be caused when a Dust Storm is in motion.
Time / Place: Droughts can occur in any part of the world, but mostly occur in Africa, America, Asia, Australia, some parts of Europe and the Pacific. Droughts hardly occur in deserts because it’s a region in which rain rarely falls.
Dynamics: During the long period of dry weather, droughts can be able to affect the lives of human and animals including crops failing, livestock dying, reservoirs falling to a low level and damages done to land and topsoil.
Ending Comment: Learning about Droughts was an adventure of knowledge and interest. Reading from books was easy but putting the information collected together was quiet challenging. Although I did not hand in my assignment on time, the important thing for me was that I’ve learnt a lot and that I am willing to expand my knowledge on Droughts and other Natural Catastrophes.
Written and Researched by Deborah Stevens
Individual Information Report Writing on Floods
Classification: A flood is a weather disaster that comes during the rainy season. It is also a water disaster.
Description: A flood is caused by continuous rain fall. A flood can rise up to nine metres and can kill anything in its way.
Time / Place: A flood occurs unexpectedly and can continue for several days.
Dynamics: A flood can kill people and can destroy many houses.
Written By: Lachlan Mirupasi
Reflection on Natural Disasters by Elizabeth Nawason
Working on Natural Disasters was really good as we learnt a lot.. Some natural disasters are a consequence of a Natural Hazard meaning they are triggered by another Natural Disaster for example; Tsunamis are triggered by Earthquakes.
Statistics in Maths by Benjamin Kare
In Maths, we have been doing Statistics. I think it’s good because we get to represent data collected in a variety of graphs such as line and column graphs. Using a compass and protractor to construct pie charts is challenging. Before that we convert frequency into size of angles on a proportional table then we construct a pie graph.
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