Gateway Schools to Agribusiness
Career Pathways into the Cotton Industry
Classroom resources
Watch It Grow
Year 2
January 2013

Authors:

Sally Bidstrup, Teacher & Cotton grower

Dianne Fullelove South Region Coordinator

Mobile: 0413 101 646

Phone: 07 3374 0453

Email:

PO Box 913

KenmoreQLD4069

Permissions:

Permission is given to teachers to make copies by photocopying or other duplicating processes for use within their own schools. This permission does not extend to the resale of this material to third parties, the making of copies for use outside the immediate school environment for which they are made, and the use of the materials for hire.

Outside these guidelines, all material is subject to copyright under the Copyright Act. 1968 (Commonwealth) and permission must be obtained in writing from the copyright holder.

Disclaimer

The views expressed in this work do not necessarily represent the views of Skills Queensland and the Department of Agriculture, Fisheries & forestry, Queensland. These organisations do not give warranty nor accept any liability in relation to the content of this work.

Acknowledgement

This work has been produced initially with the assistance of funding provided by the Cotton Catchment Communities Cooperative Research Centre Ltd.

Contents

1Background

2Watch It Grow- Year 2

3Lesson 1- How Do They Grow?

4Lesson 2- Monitoring Cotton bollworm

5Lesson 3- Now and Then

6Lesson 4- Egg Detectives

7Lesson 5- Life Stage Stories

8Lesson 6- How Many Days?

9Lesson 7- Life Stage Models

10Appendix 1 Lifecycle of Helicoverpa

11Appendix 2 From Young to Old

12Appendix 3 Cotton Bollworm Calendar

13Appendix 4 Farm Visit

14Appendix 5 Cotton information websites

1Background

The Australian Curriculum: Science provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives.

These lesson plans were developed to provide this opportunity through contextualisation to an agricultural industry i.e. Cotton. The lesson plans are based on five sequential steps that build on a topic in a logical manner. These are Engage; Explore; Explain; Elaborate; and Evaluate: the 5Es[1]

This is an inquiry-orientated teaching and learning model where students use their prior knowledge and literacies to develop explanations for their hands-on experiences of scientific phenomena. Students have opportunities to represent and re-represent their developing understanding. They are engaged actively in the learning process.

Table 1 The 5 Es

Engage / A lesson that mentally engages students with an activity or question. It captures their interest, provides an opportunity for them to express what they know about the concept or skill being developed, and helps them to make connections between what they know and the new ideas.
Explore / Students carry out hands-on activities in which they can explore the concept or skill. They grapple with the problem or phenomenon and describe it in their own words. This phase allows students to acquire a common set of experiences that they can use to help each other make sense of the new concept or skill.
Explain / Only after students have explored the concept or skill does the teacher provide the concepts and terms used by the students to develop explanations for the phenomenon they have experienced. The significant aspect of this phase is that explanation follows experience.
Elaborate / This phase provides opportunities for students to apply what they have learned to new situations and so develop a deeper understanding of the concept or greater use of the skill. It is important for students to discuss and compare their ideas with each other during this phase.
Evaluate / The final phase provides an opportunity for students to review and reflect on their own learning and new understanding and skills. It is also when students provide evidence for changes to their understanding, beliefs and skills.[2]

The 5 E’s have been further developed by the Australian Academy of Science into ‘Primary Connections: Linking science with literacy’ that focuses on developing students’ knowledge, skills, understanding and capacities in both science and literacy. It is an approach to teaching which aims to enhance primary school teachers’ confidence and competence for teaching science. Refer

The cotton curriculum in these lessons has been aligned to Primary Connections as many Australian primary schools are currently using this science program. The Year 2 unit has adapted the study of a common cotton pest, Helicoverpa rather than the standard use of mealworms in “Watch it grow”.

Permission from the Australian Academy of Science has been obtained to refer teachers to appropriate resources in the Primary Connections teaching guides. Schools need to purchase the correct year level teaching guide to use in conjunction with these lesson plans.

“Watch it grow” is available from

2Watch It Grow- Year 2

This sequence of lessons meets the requirements of the Australian Curriculum in Science Year 2. This is:

Living things grow, change and have offspring similar to themselves with elaborations of:

  1. Representing personal growth and changes from birth
  2. Recognising that living things have predictable characteristics at different stages of development
  3. Exploring different characteristics of life stages in animals such as egg, caterpillar and butterfly
  4. Observing that all animals have offspring, usually with two parents

The lessons illustrate the lifecycle of the cotton pest, Helicoverpa (cotton bollworm) as a rural industry example to teach students about growing and changing.

The lesson sequence is based on Australian Academy of Science Year 2 Biological sciences Watch it grow!

The lesson sequence is best delivered in Term 1 of a school year to utilise the life cycle of Helicoverpa and the cotton plant to best advantage.

Schools need to purchase “Watch it grow!” to present these lessons as material from this resource is referred to in the lesson sequence.

Cotton Australia will support teachers in organising visits to cotton farms. Contact Cotton Australia Telephone 02 9669 5222

An activity sheet for a farm visit is available in Appendix 4.

2.1Lesson sequence

PHASE / LESSON / SUMMARY
ENGAGE / LESSON 1
How do they grow?
Session 1
Young and Old
Session 2
Agree to Disagree? / To capture students’ interest and find out what they think they know about the way things grow, change and have offspring similar to them.
To elicit students’ questions about the life stages of living things.
EXPLORE / LESSON 2
Monitoring cotton bollworm / To provide hands- on, shared experiences of the life stages of an invertebrate animal through investigating the growth of a cotton bollworm under different temperature conditions.
Lesson 3
Now and Then / To provide shared experiences of similarities and differences between features of babies and children.
Lesson 4
Egg Detectives / To provide shared experiences of matching eggs with parents, using evidence.
EXPLAIN / Lesson 5
One Step At a Time / To support students to represent & explain their understanding about the way living things grow, change and have offspring similar to themselves, and to introduce current scientific views.
ELABORATE / Lesson 6
How Many Days? / To support students to represent & discuss their investigations of the growth of a Cotton bollworm under different temperature conditions.
EVALUATE / Lesson 7
Life stages / To provide opportunities for students to represent what they know about the way living things grow, change and have offspring similar to themselves, and to reflect on their learning during the unit.

3Lesson 1- How Do They Grow?

To capture students’ interest and find out what they think they know about the way things grow, change and have offspring similar to them.
To elicit students’ questions about the life stages of living things.
Session 1 Young and Old
Students
  • Predict how living things will grow and change
  • Create drawings of living things when they were younger and older.
Session 2 Agree to Disagree?
Students
  • Record their ideas about how living things grow, change and have offspring similar to themselves.

3.1Key Lesson Outcomes

Science
Students will be able to / Literacy
Students will be able to
explain & draw their ideas of the way living things grow & change / contribute to discussions about living things & how they grow & change
identify questions about how Helicoverpa & humans grow & change / identify the purpose & features of a Science journal, annotated drawing & word wall

3.2Teacher Background Information

Some types of living things go through many different life stages. For example, a Cotton bollworm changes from egg to larva to pupa to adult moth. Other living things do not experience the same changes. For humans, the body change but the basic form remains the same. By analyzing the lifecycles of a Cotton bollworm and a human, students will not only gain a greater appreciation for the diversity of growth cycles but also make comparisons between these life cycles.

There are two different species of Cotton bollworm including Helicoverpa armigera and Helicoverpa punctigera. Each species is quite different to the other but difficult to tell apart by an untrained eye.

Obtaining Cotton Bollworms

You can find Cotton bollworms on many different crops such as cotton (of course) but also lettuce, tomato, mug beans, green beans and sweet corn. If you ask a farmer or agronomist to source the Cotton bollworm for you, they can be fed on the crop on which they were found. If you are feeding the larvae on cotton leaves, ensure it is conventional cotton as genetically modified BT Cotton will kill the Cotton bollworm larva.

The optimal temperature range for growing Cotton bollworm is 25oC. They can be kept in many different types of container. However, they will chew through paper or cardboard enclosures. It is recommended that the container contain air holes. Each grub should be kept in an individual container as they are they are cannibalistic and a container of 10 larvae can quickly turn into a container of 1-2 big larvae. Not so much of a problem when they are little, but as soon as they are bigger than about 10 mm, they will start eating each other.

If you find ‘wild’ bollworms, they can be kept in a container as described below.

Gauze/ Cheese cloth/

Rubber Band

Moths

Container

Helicoverpa can be sourced from a business, Agbitech which grows the caterpillar for commercial purposes. Contact 1800 242 519 They will send the Cotton bollworm free of charge in a specially created school’s kit that includes information on raising the worms.

The Cotton bollworm will come as eggs in a container with specially made trays full of food to raise the worms on. The larva can remain in this tray until it pupates. At this moment the pupa can be removed and placed in larger container together where they will hatch into moths.

As the pupa develops into moths, they will be able to mate to produce eggs. An old honey or yoghurt container that is clean will be an ideal place for the moths. Cover the container with either gauze or cheese cloth and secure it with a rubber band. This will allow the moths something to lay their eggs on.

On top of the gauze or cheese cloth place a sponge that contains sugar water to feed the moths (this needs to be added everyday).

The moths will lay eggs every day. In order for the eggs to hatch safely, attempt to gently brush the eggs back into the containers (containing the same fresh food the larva had) with a soft paintbrush. To do this roughly may damage the egg resulting in no larva. The larva will then hatch and feed on the food provide, continuing the life cycle.

3.3Session 1 Young and Old

Equipment

For The Class / For Each Student
Class Science Journal
See “How to use a Science Journal “ Watch It Grow, pp 63,64 / Individual Science Journal
Word Wall
See “How to use a word wall” Watch it grow pp 65,66 / Container with Cotton bollworm
Enlarged copy of ‘From young to old’ / 1 copy of ‘From young to old’

3.4Preparation

  • Read ‘How to use a science journal’ Watch It Grow pp 63,64
  • Read ‘How to use a word wall’ Watch It Grow pp 65,66
  • Prepare headings on separate pages in the class science journal:

-What we think we know about Cotton bollworm.

-Our questions about Cotton bollworm

-What we think we know about how we grow.

-Our questions about how we grow.

  • Prepare an enlarged copy of ‘From young to old’.
  • Source Cotton bollworm larva and supplies (see ‘Teacher background information’).

3.5Lesson Steps

  1. Invite students to sit in small groups and carefully observe a container with a Cotton bollworm larva. Ask students to talk with their group about what they can see, what they think and what they are wondering about.
  2. Ask students to share their observations and thoughts with the class.

Discuss with students that these animals are called Cotton bollworm. Ask students what they think they know about Cotton bollworm. The answers can be recorded in the Class Science Journal to be used in Lesson 3, Session 2. Ask questions such as:

  • What do you think the Cotton bollworm will turn into?
  • What do you think they will look like?
  • How do you think the Cotton bollworm began life?
  • What will they need to help them to grow?
  • What changes do you think they will go through before they become adult?
  • How long do you think they will take to grow into an adult?
  1. Introduce the class science journal and discuss its purpose and features.

Literacy Focus (Source: Watch It Grow, pp 15)

Why do we use a science journal?

What does a science journal include?

Record students’ thoughts about Cotton bollworm under the heading ‘What we think we know about Cotton bollworm’ in the class science journal (see ‘Preparation’). Students can also share their thoughts about how humans grow.

  1. Explain that students will be observing the Cotton bollworm over the next few weeks. Ask students what questions they might have about the Cotton bollworm. Record the questions under the heading ‘Our questions about Cotton bollworm’ in the class science journal.
  2. Explain that while the Cotton bollworm grows over the next weeks, students will also explore how other animals grown including them. Discuss with students about what they think they know about how they started life and what they will look like as they grow up. Record students’ ideas under the heading ‘What we think we know about how we grow’ in the class science journal.
  3. Introduce the enlarged copy of ‘From young to old’. Explain to students that they will draw one or more pictures with words on either side of the Cotton bollworm or picture of themselves to show how they started life and what they might look like when they grow older. Discuss the purpose of an annotated drawing.

Literacy Focus (Source: Watch It Grow, pp 15)

Why do we use an annotated drawing?

What does an annotated drawing include?

Allow students time to complete the activity individually.

Optional: Cut and paste the image of the Cotton bollworm, cotton plant and person into their science journal if they need more room for their annotated drawings.

  1. As a whole class, discuss with students the pictures they have drawn and how they are alike and different. Record students’ responses in the class science journal.
  2. Introduce the word wall and its title ‘Watch It Grow!’ Discuss the purpose and features of a word wall.

Literacy Focus (Source: Watch It Grow, pp 16)

Why do we use a word wall?

What does a word wall include?

  1. Ask students what words they would like to place on the word wall from today’s lesson.
  2. Introduce the enlarged copy of ‘From young to old’. Read through and discuss with students. Explain that students are asked to bring to school a photo of them when they were a baby so they can think about themselves and how they have grown. Tell students that if they don’t have one they can discuss with their parents what they looked like and do a drawing. Hand out the ‘Information note for families for students to take home (Watch it grow, pp 20).

3.6Session 2 Agree to Disagree?

For The Class / For Each Student
Class Science Journal
Word Wall
A4 cards (see ‘Preparation’)
2 Agree/ Disagree charts (see ‘Preparation’) / Science Journal

Preparation

  • Read Agree/ Disagree claims (Watch it grow, pp 13).
  • Make three A4 cards with on heading on each (Agree, Disagree, Not sure). Place the three cards around the classroom in areas where there is enough space for a group of students to stand near each.
  • Make a large chart with the headings:

Claim 1: All animals stay the same shape as they get older, and they get bigger.
Agree / Disagree / Not Sure
Claim 2: All baby animals will look a lot like their parents when they grow up.
Agree / Disagree / Not Sure

3.7Lesson Steps

  1. Review the previous session using the class science journal and word wall. Discuss students’ ideas about how Cotton bollworm and people grow and the comparisons of how they are alike and different.
  2. Ask students to stand and explain that you will read a statement to them. If they agree with the statement they will move towards the A4 card labeled ‘Agree’. If they disagree they will move to the opposite side of the space, which is labeled ‘Disagree’. If they are not sure they will move to the space labeled ‘Not sure’.
  3. Begin with an easy claim, such as one about themselves or the weather, so that they know what is expected of them when you commence the task about growing.
  4. Introduce the first chart (see ‘Preparation’) and read the claim ‘All animals stay the same shape as they get older, and they get bigger’. Allow time for students to think about the statement and stand under the heading of their choice.
  5. Ask students to discuss the reasons for their choices with other students who have chosen the same choice.
  6. Record students’ names or ask students to write their name in the appropriate column according to whether they agree, disagree or are unsure about the claim.
  7. Repeat lesson steps 4, 5 and 6 for chart 2 (see ‘Preparation’).
  8. Discuss with students that scientists’ ideas change as they find evidence about their ideas. Explain that in this unit they will be working like scientists and will be able to change their ideas as they explore the unit. Display the Agree/ Disagree charts in the classroom so that they are visible to students throughout the unit.
  9. Update the class word wall with words and images.

4Lesson 2- Monitoring Cotton bollworm

To provide hands- on, shared experiences of the life stages of an invertebrate animal through investigating the growth of a Cotton bollworm under different temperature conditions.
Students
  • Discuss variables that might affect growth of Cotton bollworm
  • Work in collaborative learning teams to plan & conduct the investigation.

4.1Key Lesson Outcomes

Science
Students will be able to / Literacy
Students will be able to
observe & describe the way a living thing changes as it grows. / give verbal responses to predictions.
respond to & pose questions about how a Cotton bollworm develops. / record observations.
predict how temperature might affect the growth of an animal.
participate in guided investigation to test predictions.

4.2Teacher Background Information

Lifecycles of H. armigera and H. punctigera take 4-6 weeks from egg to adult in summer, and 8-12 weeks in spring or autumn.