[PDF]Mini beasts

mini-beasts

Portland Aluminium Environmental Education




PORTLAND

ALUMINIUM

Partnering Stronger Communities



UNIT SUMMARY



SPECIALIST MATERIAL



C/3
CT3
CD



This unit of work focuses on the study of
mini-beasts, both within specific areas of
Portland Aluminium Smelter and in the
local environment. The proposed activity
sequence incorporates elements of an
interactive approach to teaching, whereby
students use their prior knowledge, explore
topics, pose their own questions and report
their findings. This unit can be linked to other
units within the 'Environmental Education for
the SouthWest Folder'.

LEARNING OBJECTIVES /
FOCUS AREAS

Students will be able to:

• Identify the variety of mini-beast in the
local environment.

• Discover what particular habitats mini-
beast prefer and why?

• Study the life cycle of a mini-beast.

• Understand the threats and
competition mini-beasts experience.

• Learn ways to enhance their
environment.



RESOURCES ATTACHED

• Suggested Teaching Sequence

• Activity Sheet 1 (Gotcha Identification
Sheet)

• Activity Sheet 2 (Mini-beast in its
Home)

• Mini-beast Safety Code



• Mini-beast Activities, Gould League, 1998

• www.gould.edu.com.au

• Backyard Wildlife, Gould League,

• Backyard Insects , Gould League.

LEARNING OUTCOMES



Relevant outcomes from the Victorian
Essential Learning Standards:
SCIENCE: Life and Living / Biodiversity
Level 2, 3 &4

• Identify features of living things that
change over time.

• Map relationships between living things in
a habitat

• Identify living and non-living things that
affect the survival of organisms in an
ecosystem.




mini-beasts

Portland Aluminium Environmental Education




PORTLAND

ALUMINIUM

Partnering Stronger Communities



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TEACHING SEQUENCE
OUTLINES

Pre-visit (~2 lessons)

• Preparing to find out (List what
students know about different mini-
beasts}

• Explore the special characteristics of a
mini-beast.

• Discover the Life-cycle of a mini-beast
The Visit (1/2 Day at Portland Aluminium
Wetlands!

• As a group students, discuss the
Safety Code of a mini-beast hunt.

• Mini-beast Hunt - Activity Sheet 1
(Gotcha Identification Chart)

• In pairs, students choose a search
area. Activity Sheet 2 (Mini-beast in its
Home)

• Group discussion to share information
& display specimens caught.

• Group discussion about ways we can
help mini-beasts in their homes.

Post Visit (~3 lessons)

• Write a story about a day in the life of a
mini-beast.

• Create a habitat at your school for
some special mini-beasts.



ACTIVITY INFORMATION

During the visit to Portland Aluminium's
education centre, students will be:
Briefed on safety

Given a background talk about Portland
Aluminium's 'Smelter in the Park'
Divided into small groups of 8-10
Allocated time at 3-4 stations relevant to
the Mini-beast Unit
Involved in a Mini-beast Hunt.
Discussing, discovering and sharing
information about Mini-beasts & their
habitats

• Completing activity sheets relevant to
their year level

MATERIALS

School

• Clipboards, pencils, appropriate clothing
Portland Aluminium

• Lenses, containers, nets, activity sheets
& ID charts



Further Study Suggestions:

• Refer to other units represented in the
"Environmental Education for the South
West" Resource Kit.



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mini-beasts

Portland Aluminium Environmental Education




PORTLAND

ALUMINIUM

Partnering Stronger Communities



BACKGROUND INFORMATION

There are thousands of types of mini-beasts to be found. The best places to start looking are

listed below:

HOMES:

Under bark - By gently pulling back some bark from a tree you might see some scurrying insects
or even a huntsman spider.

In mulch - Scratching some leaf litter on the ground will interrupt a multitude of creatures, such
as hunting spiders, centipedes, slaters, earwigs and earthworms, just to mention a few creatures
that enjoy this damp, decomposing environment.

On gum leaves - Many of our small creatures depend on them as their home. Eg: Stick insects,
katydids, ants, caterpillars and lerps.

Among flowers - Numerous buzzing insects consider flowers and the nectar they produce as
important food. Flowers also rely on these insects to transport pollen from one flower to the
other.

Among tall weeds - Butterflies and moths give some weeds constant attention. Hungry beasts,
such as a caterpillar or grub also find some weeds ravenous.

Around plant roots - By pulling a sod of grass or a weed from the soil you will often find a fat,
white curl grub. This grub will grow into a scurrying beetle.

In the compost - Lifting the lid of your compost bin will release a swarm of surprises. The
average compost bin can contain dozens of different creatures, the most famous being the
earthworm. Remember, by placing your kitchen and garden waste into your compost bin they
are becoming a vital part of a fabulous food web.

In ponds and puddles - There is more to ponds than just tadpoles. Look closely and you will
(/) discover ferocious tiger beetles, mudeyes, backswimmers, leeches and many other magic
aquatic animals.

CO Under rocks & logs - Something lying on the ground for an extended period of time is likely to
£2 attract a host of creatures. Remember to always replace the objects to ensure the creatures get

their home back.
C MAKING HOMES:

For those backyard rangers who would like to make a home for our friendly mini-beasts, here are

a few ideas:

• Plant native plants and grasses in your garden

• Build a shallow pond with a few water plants and plenty of cover.

• Mulch and pile kitchen and garden waste

• Underlay a garden bed with old carpet & spread thick mulch over the top.

• Find some old rotting logs and rocks to decorate your garden with.
CREATURES:

Below is a short list of some of the creatures you might find in your schoolyard:
Moths and their caterpillars, butterflies, sawflies and their grubs, ants, European wasps, bees,
stick insects, praying mantis, slaters, snails, slugs, cockroaches, flies, earwigs, aphids, ladybirds,
grasshoppers, crickets, cicadas, beetles and their grubs, spiders, centipedes, millipedes,
harlequin bugs, dragonflies, damselflies and earthworms. These mini-beasts provide a vital link
in many food chains.



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ALUMINIUM

Partnering Stronger Communities


mini-beasts

Portland Aluminium Environmental Education







GOTCHA

Activfty Sheet 1



CIRCLE WHAT YOU HAVE FOUND:




Drag



Earth worm Dracjonfty Snail



Blowfly



Beetle
Bushily

Mosquito Huntsman Butierfty Grasshopper

Spider

%

Ladybird Mantid Bug Black house Daddy long

Spider Legs Spidet

3f? Jfe ^





Scorpion



Web Spider Bee



Caterpillar Moth



Ceni |JeUe



Mayfly



mini-beasts

Portland Aluminium Environmental Education




PORTLAND

ALUMINIUM

Partnering Stronger Communities



Mini-Beasts at home...

Activity Sheet 2



Draw the Mini-beasts in their home:

Extract 'ram Gould League Mini-baas! Aeliwlies.




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mini-beasts

Portland Aluminium Environmental Education




PORTLAND

ALUMINIUM

Partnering Stronger Communities



MINI-BEAST SAFETY CODE

Always walk - do not run
No throwing

Be careful of low branches
Do not walk while holding sticks
Use a ruler to probe at places you can't see
Do not put your hands or fingers anywhere you can't see
Do not use your hands to pick up spiders, centipedes or other biting animals
Stay with the group

Always place rocks, logs and other objects back where you found them,
because they are animals' homes
Do not harm any animals

Respect animal's homes and don't break branches, pull out grass or rip bark
off trees

Always return animals to the exact place you found them
Don't touch any sharp objects
Respect other members of your group
Always watch where you are walking




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