Science Education News (SEN) Journal 2017 Volume 66 Number 4 December 2017 | Página 60

YEARS K–6 IDEAS FOR THE CLASSROOM
The Butterfly Garden – Stage Two (continued)
There was extensive use of measurement; both through aerial
photography via a DJI Phantom Drone, and scale and grid tasks
that calculated the area of the garden and path. This then evolved
into a volume activity for more capable students, as the depth of
mulch and crushed concrete were calculated. It is important to
note that while all students had an introduction or refresher to
area and square metres, for example, I then targeted students
that were stretching themselves to explore volume and cubic
metres.
A daily watering regime was added to the class task list, and
deep saucers were added for birds and to provide water for
butterflies.
As the area was established it was used for nature sketching,
quiet time, reading and sensory awareness activities by the class.
A variety of children's diagrams representing the Garden space
The students used websites to source local materials, cost the
materials and to then ring the landscape company to place
the order. They actually used the school credit card under my
supervision (I had the cv number) to ring and talk to the supplier
and arrange the delivery! The students mapped access to the
area.
At the design stage; students helping to plan what will become
the Butterfly Garden
Highlights of the project included in-depth research into local
butterflies, and suitable host plants. The class explored colour
and the types of colour needed to attract butterflies. Interestingly,
while we initially focused on local plant species and native
butterflies, the monarch butterfly and the need for the milkweed
plant to support it were identified. We sourced milkweed, and this
aspect has been the most successful, albeit with some winter
wind damage to the milkweed. Propagating more milkweed
plants is now also a focus.
In late summer and autumn earlier this year we began to see
monarch butterflies in the garden. With some of the students
that participated in the PBL project we carefully examined the
milkweed plants, which act as a host for egg- laying and monarch
caterpillars. Not only did we find quite a few eggs on the leaf tips
but also fifteen or so caterpillars in varying stages of maturity.
The kids were totally over the moon with the evidence of success,
and at seeing a natural life-cycle occurring in the habitat that they
had helped create!
Importantly, the project part one all came together as students
physically engaged with, and enjoyed the gardening – from
clearing weeds, moving barrow loads of mulch and pouring
crushed aggregate to make the path. The area came to life as
the seedlings and young plants began to mature.
We are looking forward to monitoring the health of the garden
and the number of monarch butterflies that mature. The garden
is continuing to be popular with my classes for nature sketching
and quiet time, and is also being dedicated as a Year-6 quiet
area during breaks.
Students also followed a product procedure to assemble timber
benches, so that the area was a welcoming learning space.
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SCIENCE EDUCATIONAL NEWS VOL 66 NO 4