Taming Butterflies
Integration with other key learning areas Page Two
 
 

PD / Health / PD

 
Content links:
Interpersonal Relationships
* Recognising needs, wants & feelings.
* Expressing needs, wants & feelings.
* Self control
* Positive self talk.
* Seeking help
Growth & Identity
* Feelings
* Ranges of emotions
* Attributes of self
Possible Activities
* Explore Tilly's feelings. Why did she feel this way? Have you felt this way? What did you do? What makes you feel this way? Is it possible to control or "tame" your feelings? Does everyone have butterflies?
* Conduct a survey of parents, siblings etc to investigate whether or not they have ever "had butterflies" and what made them feel anxious.
* Role-play various situations where you might feel scared or anxious. Eg At night, being alone, trying something new etc.
* Make badges or book marks with empowering slogans such as "I'm a butterfly tamer!", "Buzz off butterflies!" etc
 
Visual Arts / Craft
 
  * Examine the artwork by Mini Goss. Discuss colours, techniques etc used. Using brightly coloured paint and toothbrushes, try to recreate the splattering effect on a large sheet of art paper. Draw / paint / cut out many butterflies. Fold the splattered paper in half. One one half paste the butterflies swooping and fluttering out of control; on the other half paste butterflies "flying in formation".
* Blob printing to create butterfly shapes.
* Using coloured paper shapes, decorate a butterfly outline with beautiful patterns. 		 
 
Mathematics
  
  * Symmetry - investigate symmetrical nature of butterfly wings and patterns. Provide children with a butterfly picture with one side missing. Complete picture by making an exact symmetrical copy.
* Blob printing to create butterfly shapes.
* Patterns / shapes - Investigate shapes and patterns in butterflies drawn in Taming Butterflies. Following teacher's instructions cover butterfly outline with a repeated pattern of regular 2D shapes.		  
 
Music Dance Drama
 
 
* Perform a dramatisation of Taming Butterflies.
* Loud and soft: Accompany dramatisation with appropriate percussion instruments. Eg loud frantic beating of a drum when Tilly is anxious; soft tinkling of bells or triangles when her butterflies are calm and quiet.
* Movement: Children pretend to be Tilly's butterflies. Accompany dramatisation with movement that matches Tilly's feelings. (Soaring swooping, fluttering, still, asleep, flitting, diving, swirling etc)		  
 
Science and Technology
 
 
Content Strand: Living Things
Related Units
* What's Alive?
* Life Cycles.
* Growing Up.
* Mini Beasts.
Possible activities:
* Investigate the life cycle of a butterfly.
* Draw a diagram of life cycle.
* Investigate how our fears changge as we grow up. Discuss how children felt on their first day of school; compare with how they feel now.