The Butterfly Game

The Butterfly Game

Creating Bright Flowers

We've been having a ball with the Findon Biodiversity Group (FBG) at Findon Primary School. This weeks session was all about pollination and how butterflies are important in our ecosystems. Over the past few weeks, students have been creating wooden cutouts that replicate a flowers function (bright petals, nectar storage) and we've now installed them on garden stakes and put them in the ground.

At lunch time (and note this is a purely voluntary activity) we've been getting around 20 - 30 students joining in to help create the Butterfly Garden.

The Butterfly Garden Plan

The Findon Biodiversity Group (FBG) have been referring to their garden plan and putting a huge range of butterfly attracting plants into the area. 'We're hoping that butterfly habitat will attract the butterflies' says Anamika.

Collecting Nectar

Today, we worked with all the grade 5 students (Grade 4's were on camp) and had the first attempt at running the Butterfly Game. Students were placed into teams of 4-6 and equipped with a pipette (Nectar sucker) and a bucket (Nectar storage unit).

Butterflies (students) then took it in turns to race down to the flowers and collect a pipette full of nectar (colored water) and then take it back to their 'home'. After 5 minutes, the teams gathered together and measured their nectar.





An interesting spin off from this game was the FBG leaders taking control of the running of the game and providing good educational context for the running of a great team activity.

'We're creating a butterfly garden to attract the indigenous butterflies by using indigenous plants that are good for butterflies and other animals' said James. 'Yes, and this game demonstrates how butterflies are important for pollination' said Emily.

 

- Andrew Stocker (Senior Coordinator Education Services)

Beneficial insects and Butterfly pots

In our last session with CLT OV for 2013, we explored why insects are important to people with the Beneficial Insects – how insects help people activity, evaluating their understanding of this with the Insect/Benefit worksheet, with the majority of students correctly linking insects to their benefit.

The 'Beneficial Insects – how insects help people' activity is available as a resource for teachers.

We harnessed the student’s love of crafty activities to elaborate on this with students Making Butterfly Pots which they potted up with indigenous “butterfly attracting” plants to attract these pollinators to their gardens.

'Creating Butterfly Pots' is available as a resource for teachers.

 

Students finished the year with a bit of friendly team competition being pollinators themselves in the Butterfly Game (which Andrew has also written about).

- Amanda Dare (Education Senior Officer)

Making Progress

So, today was another fantastic session at FPS. Students were engaged in a mathematics activity that focused on area and space which is an extension of an earlier activity that encompassed a range of mathematical principals (I'll provide a link soon). Today's session was aimed at grades 4/5, but can easily work with younger and older students.

Students have thus far been focusing on their desire to create habitat for butterflies and other animals by creating an authentic learning space in the school yard. In designing this space, students need to develop a practical sense of space and determine the types, numbers and requirements of a variety of indigenous plants that are ideal habitat plants for butterflies.

Step one
I asked students to go into the planned space and stand at the geometrical extremities (the edges) of the space they felt would be ideal for their butterfly garden. We discussed what we think should be included in the garden and developed an understanding of the space required for a number of features:

• Plants
• Lizard Lounge(s)
• Paths
• Outdoor classroom

'M' adding details to the map

Step 2Jobs were delegated to the remaining few students - A scribe or map drawer and measurers.

The measurers measured from one person to the person on the opposite side of the space so we ended up with a width and length of the area.

Step 3
The scribe drew a rough outline of the space and wrote in the measurements (width and length) - we then calculated a rough area (136sqmtr).

Step 4
Because our area was not perfectly rectangular, we also measure the length and widths of a variety of other features so we ended up with a rough outline of the space.

Surprisingly, A, O and M were keen to extend this concept and measure other features within the space - How can we figure out exactly where to draw the large trees on the Map? I know, said A, we could measure from this line (the baseline) and also from the back fence to the tree (giving an approximate grid reference to the trunk of the tree).

Once we had the 'floor plan' mapped out, the students then started to place the physical features of their butterfly garden.

In the last part of the session, I introduced some of the indigenous plants that butterflies are attracted to and talked about their space requirements. For example a Grass Tussock takes up around 50cm - 1m of space - so, how many grasses can we plant in our area? 100? Do we want to plant only grasses? do we want to put plants everywhere?

By the end of the session the students had a really great understanding about the space they want to create, the types of plants they require, the area n which they'll be working and the volume of mulch we require to create the garden beds.

So the next session will be confirming these understandings and then getting ready for creating an awesome butterfly garden.

 

- Andrew Stocker (Senior Coordinator Education Services)