A day in the life of a mini-beast

Part of:

Google Expeditions
Lesson overview

In this lesson students develop their knowledge and understanding of mini-beasts. Students complete an expedition about a chosen mini-beast, they then answer questions and sketch a day in the life of that mini-beast.

Learning outcomes
  • Introduce the chosen insect or arachnid
  • Outline key facts about the chosen mini-beast’s home and where in the world it lives
  • Explain ‘Point of View’ as a key feature of creative writing
  • Write a creative story from the point of view of the chosen mini-beast

Expedition Prep Checklist

Download the Google Expeditions App on all devices & select the appropriate expedition that you are using, choice of Ambush Bug, Whip Spider, Malayan Jungle Nymph, Giant Devil's Flower Mantis, Darkling Beetle. You could use different expeditions for different classes or groups to create a ‘mini beast’ display.

Explore the expedition and locate points of interest.

Review video content found on the internet to update your knowledge and develop some teaching ideas.

Lesson steps
  1. Introduction (10 mins)
    Introduce the task, by explaining that in this lesson students will be writing a story about a day in the life of your chosen insect or arachnid.

    Lead a brief discussion answering the following question: What would it be like to be an insect or arachnid for a day? Explain the key features of writing from the point of view of an insect or arachnid. Explain all stories are written from a point of view – in this case the point of view is from a mini-beast.
    Explain that students will need to get in character and ask themselves the following questions as an insect or arachnid: What do I look like? What do I do all day? Do I hang out with friends or family? What do I eat? How do I mate? What am I afraid of? How long do I live for?
  2. Expedition (20 mins)
    Lead the selected expedition or multiple expeditions. Students draw a picture of their mini-beast on the Student Sheet, found in the Lesson resource section. Students will then answer the questions for their mini-beast on the Student Sheet.
  3. Activity (30 mins)
    Students complete the Student Sheet to show what their mini-beast s doing at different times of the day. Explain the key features of writing from the point of view of the a mini-beast: all stories are written from a point of view; in this case the point of view is from the a mini-beast.

    Students imagine they are a mini-beast and consider: what they would see; what would they do during the day and night; what they might eat; where they would hide; what the world feels like to them. Tell the students to write in the first person – use I, me and my to start sentences. Remind the students of the three parts of a story: beginning, middle and end. Encourage the students to be creative and ask any questions as they write. Students write 200 words on “A day in the life of a mini-beast” using sentence starter sheet (see Student Sheet).
  4. Extension
    Students sketch a comic book showing the scenes from their day.
    Students write a sketch of their mini-beast’s day.
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