Year 1 Science and Technology: Pedagogy Assignment on Butterfly

This assignment presents a detailed exploration of a Year 1 science and technology unit centered around the life cycle of a butterfly, applying the teaching learning cycle. The student, focusing on the Key Learning Area (KLA) of Science and Technology, outlines a comprehensive unit plan that incorporates various activities and resources. These include a KWL chart to gauge student understanding, compare and contrast exercises involving pictures of living things, and a labeling activity of a butterfly's life cycle. The assignment also leverages the children's book, "The Very Hungry Caterpillar," to illustrate the butterfly's life cycle, integrating vocabulary and grammar lessons. The student justifies the use of the book and describes how it facilitates reading comprehension, grammar acquisition, and understanding of insect life cycles. The assignment further outlines a structured lesson plan, including modeling and deconstruction of key concepts, joint construction exercises to identify grammar components, and dialogic moves to enhance critical thinking. Finally, the assignment aims to foster independent construction skills, enabling students to create their own stories and apply metalanguage. References to relevant pedagogical and scientific literature are included.

0Assignment on Pedagogy- Applying the teaching learning cycle
Assignment on Pedagogy- Applying the teaching learning cycle
Name of the student
Roll number
Date of submission

1Assignment on Pedagogy- Applying the teaching learning cycle
The KLA and Unit Focus is
 Science and Technology
 Stage: 1 - Year 1
 Unit of work: Living World
Description of Unit Focus
The unit is based on The Living World for the subject of science and technology. It deals
with the Key Learning area for Stage 1, Year 1 for young minds. This unit will be exploring
the living world of butterfly (life cycle of butterfly). The student will be involved in
activities, text and lessons to understand the lifecycle of a butterfly. How a butterfly that
gives colour to the world and pollinates flower and develops in four basis stages to attain the
full growth. The young students will learn to locate nouns, verbs and adjective while
studying metalanguage that will define the topic.
Learning outcome
 Vocabulary and grammar (EN1-5A: Learning the wide range of vocabulary and also learning
the basic use of grammar in different kinds of texts books. Reading and observing the text
and picture to understand the purpose and subject matter)
 Science (SC1-8LW: Learning based on example and practical experiments. To understand the
basic formation of living being and science behind it).

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 Living Being (The basic model of how a living being come into existence. Birth,
development, and maturity).
Building knowledge of the field
Activity 1: (Appendix 1, KWL chart) The young pupil will start to explore the topic by listening
to the lessons that the teacher will complete in the class. After reading session the teacher shall make
each one stand one buy one to ask if they have seen this or have any related example to share. They
will emphasis on thing and identifying what are living thing according to their understanding
(Aksikas, Andrews, & Hedrick, 2019). In this way the knowledge from one student will be shared to
another and this will develop a listening habit. Students will be given the KWL chart ( K- What I
know, W- What I wonder) to complete by themselves. An exercise of the topic helps the tutors to
gain insight of what is required to be improved in students based on their understanding.
Activity 2: (appendix 2, compare and contrast) The young students should collect the pictures
from their home with the help of their parents and fill their scrap book. The theme of the book will
be “all living thing around my home”. The teacher shall show them some videos of similar kind of
insects to explain their life cycle. This activity will involve the educator to tell them the name of the
creature, their activity, how they reproduce and what they eat. The activity can also help the student

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to gain an insightful knowledge of their environment surrounding them. For example, tree,
caterpillar, bee, butterfly, insects and grass. How do they use sunlight and water.
Activity 3: (appendix 3, labelled parts of a butterfly)
To make them understand the basic life cycle of a living being all the students will attend the
explanation class of butterfly. The tutor will draw the life cycle and the body parts of the butterfly
on the board, to which the students will try to copy on their sheets. After which they will label each
life cycle and also the parts of the full grown butterfly. This will be a creating a mark in their mind
that exactly how a butterfly looks and what is their life cycle. Being an interesting and creative
activity all the student will enjoy it.
Supported Reading
Description:
The story of “The Very hungry caterpillar” written by Eric Carle explains the young children how a
egg develops into a butterfly. The title of the story emphasis upon why, a caterpillar loves eating and
what happens when they stop eating. The story clearly explains the life cycle of the caterpillar. Carle
tells how an eggs hatch in the sun and a small tiny caterpillar comes out from those eggs. Then this

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caterpillar starts to eat whatever food they get in their way to find a perfect leave to attach. The
caterpillar is always hungry. Whatever food it eats does not stays long in their stomach and they
become hungry again. How each day it eats one apple and then the next day eats two oranges and on
third day 3 plums and so on and so forth keeps eating till Saturday. When on Sunday it eats cake,
burger, pie ice cream and every sweet thing to quench the hunger (Robertson, & Reese, 2017). After
the caterpillar is no hungrier it forms a pupa and after sometimes develops into a beautiful butterfly.
This is a kid’s friendly text with simple words and grammar which students will like and enjoy. The
concept of life cycle of butterfly is very clearly given in the book by the author.
Justify:
The book “The hungry caterpillar”, it provides the needed explanation about the life cycle of the
butterfly. As a butterfly is an insect the student will also be able to relate the same life cycle for all
the other insects. The whole activity shall be involving reading and understanding. Thus, it will
automatically bring the grammar and vocabulary part into action. The kids will be able to gain the
reading skills they will also understand the different phase of life. How a butterfly takes birth and
also be able to relate to the other insects that take birth in the same manner. The whole book is one
of the most loved texts that every student loves to study. The colourful pictures will interest them
and clarify the actions that the caterpillar is taking. It also describe the beauty of the nature.
Identify/Describe:
The reading shall start with the first student who shall read two lines and then the teacher will
explain the meaning with action and diagrams. The reading will continue by giving chance to
random students to read two lines and the teacher shall explain in the same manner. How the eggs
develop into butterfly while first developing into a caterpillar and then a pupa. As the story will
come to end the tutor will take time to explain the different body parts of the butterfly (McCall &

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Owens, 2020). In the end of the story the tutor will take a discussion class where the entire student
shall share their point of view what they understood and what they most liked about the book.
LO- With this activity the students will be able to gain insight in the life cycle of an insect like
butterfly. They will be able to correlate the story and the explanation. The readings will emphasise
their grammar part and their understanding of the story.
Modelling/ deconstruction:

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Features Learned
 Science – What is the base of living
being. How do they reproduce and
how they develop.
 Grammar- Learning the use of
noun, adjective and verbs.
 Discussion in class- Creating
refluxed actions in mind to cease
the curiosity.
 Metalanguage- defining particular
topic or terminology for a particular
subject.
Structural Features
 Imagination to words- To teach them to relate
sentences to give from to their ideas.
 Self discussion- Highlights the key idea that will be
discussed within the report with each other.
Joint construction:

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Identifying verb, noun and adjectives are a fundamental aspect of grammar this will be justifying the
joint construction session. Before forming the sentence the students should clearly know the basic o
f grammar that shall be made clear in this text lesson. The tutor will be able to draw the attention the
class to identify the construction of connectives and conjunctions verbs, nouns and adjectives for
constructing the sentences.
Dialogic moves:
the tutor can teach and strengthen the thinking process of the students by giving them thoughts and
ideas, to use noun and verbs in a sentences. The teacher can also speak a sentence and ask the
student to identify the verb, noun and adjectives in the sentences.
Teacher: Questions- “Please find the verb in the first two line of the story book”.
Emma: “Moon, leaf and egg”
Teacher: Expresses deepness of thought- “Well done! How does caterpillar come into the world?”
Emma: “By hatching from the egg.”
Teacher: “why does caterpillar eat so much”.
Emma: “The caterpillar has to grown into a butterfly thus, it eats so much.”
Teacher: “What happens to the caterpillar when it eats too much?”
Emma: “ The caterpillar turns into a pupa and then in to a butterfly”.
Teacher: “Please find the verbs in the story”
The whole class gets into exercise that develops their critical thinking. They are trying to imagine
and remember where they have seen the similar incidence. The question answer with students will
develop curiosity in them to learn more and explore by themself. The finding of grammar prepares

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them for future challenges. The student is able to understand the life cycle as well as the grammar
usage in the text.
Independent construction:
By the activities and text reading session the students will be able to develop an independent skill of
creating a story own their own. The purpose of the activity was to introduce them with the
knowledge of the life cycle of the living being around us in the nature (Anderson, 2017). The
student will learn to use the metalanguage and develops an understanding of the knowledge of
grammar.
References:

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Aksikas, J., Andrews, S. J., & Hedrick, D. (2019). Cultural Studies, Teaching and Critical
Pedagogy: An Introduction. In Cultural Studies in the Classroom and Beyond (pp. 1-15).
Palgrave Macmillan, Cham.
Anderson, K. (2017). Expanded noun phrases, adjectives, adverbs and beyond: helping to create a
world full of colours and sounds in children’s writing. Looking After Literacy: A Whole
Child Approach to Effective Literacy Interventions, 119.
McCall, G. E., & Owens, D. (2020). Butterfly Lifecycle Research with Pre-Service Elementary
School Teachers.
Robertson, S. J. L., & Reese, E. (2017). The very hungry caterpillar turned into a butterfly:
Children's and parents' enjoyment of different book genres. Journal of Early
Childhood Literacy, 17(1), 3-25.

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Appendix 1:
Appendix 2:

11Assignment on Pedagogy- Applying the teaching learning cycle
Appendix 3: