two short legs at the front and four longer legs at the back
a long tongue.
Provide the students with their own copy of the worksheet. (Note: There are two versions of the worksheet; one of which is a more scaffolded version.) Ask the students to draw and label the features of a butterfly using the key vocabulary provided. Monitor and support the students as they complete this task.
Display and discuss the instructions on the remaining pages. Explain to the students that they must complete these questions independently in order to demonstrate what they have learned during the unit.
Monitor and support the students as they complete page three and four of the worksheet independently. Once the students have finished, collect the worksheets. These can be used to assess the students’ understanding of the unit objectives.
As a class, reflect upon the unit. Gather the students’ feedback about the learning experiences they particularly enjoyed and those which they found challenging. Encourage volunteers to share something they learned from the unit.
Encourage more capable students to draw an additional mind map to show what they have learned about the external features of small animals.
Allow students with lower literacy levels to verbally share their ideas about the external features of a butterfly, rather than submitting a written paragraph.
Suggested Assessment Strategies
used strategic whole class or individual questioning
observed student participation during learning activities