Teaching Strategies, Tactics, and Methods

What are orchid mantises?

The orchid mantis (Hymenopus coronatus), also known as “pink orchid mantis” or “walking flower mantis,” is an elusive species of praying mantis that uses mimesis or aggressive cryptic mimicry to attract prey.

Because it targets pollinators, the insect camouflages itself as a pink and white blossom. It is the only animal on record to do so – and do so effectively.

Like other animals that use mimesis, they can change their color to match their surroundings. But in the case of the orchid mantis, the color change happens a lot slower.

Because it’s a poorly studied creature, not much is known about the orchid mantis natural habitat.

Orchid mantis habitat in the wild: Where do orchid mantises come from?

Even now, the orchid mantis remains somewhat of an enigma. There isn’t even a specific date that can be described as its date of discovery.

There was an orchid mantis specimen collected in 1972 in Ambon, Indonesia.

The earliest written sighting was probably in 1879, when the travel writer James Hingston gave himself a garden tour in West Java.

Despite the shortage of information, we know that the insects are spread across the Asian countries of Malaysia, Indonesia, India, Thailand, Vietnam, and Southern China. However, the finer details of their natural habitat or population distribution cannot be verified.

We know the orchid mantis from pet owners, hobbyist insect breeders, and collectors. They’re trendy because they’re easy to maintain – the fact that they look like mobile flowers don’t help either.

Because we don’t know much about their population in the wild, we don’t know whether the hobbyist industry poses a risk to the orchid mantis natural population.

Orchid mantis habitat in your home: What habitat do praying mantis live in?

As mentioned before, we don’t know much about the orchid mantis natural habitat. But we can keep them alive as pets, so we know their conditions to thrive.

Housing

An orchid mantis must be kept in a glass terrarium to thrive as a pet. While other materials may work well enough (wooden vivaria are available, for example), glass is best because it allows heat to escape. In other words, the temperature remains constant – not too hot or too cold.

Height-wise, the orchid mantis’ terrarium should be at least 200mmx300mmx200mm to give the insect space. While it prefers to stay still and wait for prey, it does have wings and needs room to use them.

Heating

As mentioned, the orchid mantis’ require a near-constant air temperature of 70-75F (21-24C). It doesn’t do well with temperature fluctuations.

The best way to ensure this is to stick a thermostat-regulated heat mat on one side of the glass terrarium.

Because the glass is only heated on one side, the glass terrarium creates a slight temperature gradient within the enclosure. In other words, the orchid mantis can warm itself up or cool itself down by moving from one area to another.

Surroundings

While we don’t know much about the microhabitat of the orchid mantis, we do know that it’s a tropical species (it does live in Southeast Asia, after all) and, therefore, needs a fair amount of humidity.

To facilitate this, you must use a soil mix (at least 2 inches) that retains moisture after a morning spray.

It’s also best to allow the orchid mantis to exercise mimesis, so add artificial or natural plants to your glass terrarium. Natural wood ornaments look beautiful and provide perches for the mantis to use. After all, they’re not entirely stationary creatures.

Finally, you might want to add trailing plants to the mix. Not only are they aesthetically pleasing, but they also catch water and provide an easy-to-reach water source for your pet.

Diet and Water

The orchid mantis is often described as beautiful and deadly because they’re carnivorous creatures that prefer to eat live insects (though they’ve been known to attack bigger prey, like frogs, as well).

If you’re keeping an orchid mantis as a pet, you must provide them with a diet high in protein and relatively easy to digest.

Brown crickets are available in most pet stores and are also readily accepted. Ensure you feed your orchid mantis one or two brown crickets every other day. Remember that these are live insects, so ensure you don’t leave one in the terrarium for long periods, as brown crickets could try to attack your orchid mantis.

Fun facts about the Orchid Mantis (for Children):

Looking for something super fun about the lovely and mysterious orchid mantis? Check out our list below:

1. Where does the orchid mantis live?

In the wild, the elusive orchid mantis is native to the rainforests of Southeast Asia and Indonesia.

2. Can you keep an orchid mantis as a pet?

Yes! They’re not particularly common, but they’re also not too difficult to look after – as long as you meet the conditions they need, your orchid mantis will thrive as a pet. Look back at the previous section.

3. How long does an orchid mantis live?

A female orchid mantis may grow to about two and a half inches long and can live up to about eight months. On the other hand, the male orchid mantis extends only to about an inch. Because of its smaller size, it matures much more quickly than the female, so its life expectancy is shorter at only five or six months.

4. What animal eats mantis?

An orchid mantis (and other species of praying mantis) has the following natural enemies who would gladly eat them:

• Tarantula
• Giant hornet
• Birds
• Bats
• Lizards
• Snakes
• Scorpions
• Frogs

6. Do the orchid praying mantis needs water?

Like all living things, an orchid mantis needs water. But your pet won’t need much of it because they drink water droplets from plant leaves or the side of the enclosure. So instead of putting a water bowl inside, you lightly mist the entire enclosure using a spray bottle.

3. Why do orchid mantises look like flowers?

Orchid mantises looking like flowers are camouflaged in action. Not only does it help hide them from predators, but it also allows them to catch their prey.

4. What other insects mimic plants?

Orchid mantises are related to other mantises that mimic plants to attract prey and avoid predators. Google the spiny flower mantis and the devil’s mantis to see what they’re like.

5. Is the orchid mantis the same as a pink praying mantis?

Often, when people talk about a pink praying mantis, they refer to the orchid mantis.

6. How giant is an orchid mantis?

Orchid mantises exhibit sexual dimorphism in that the females are more significant than the males. For example, a female orchid mantis may grow to about two and a half inches long, while the male orchid mantis grows to about an inch.

7. How heavy is an orchid mantis?

There’s no recorded weight for orchid mantises, but they’re smaller than the praying mantis, which could grow up to 10 inches and reach four to five grams. Because of this, the orchid mantis is likely lighter than the praying mantis.

8. Can orchid mantises climb?

Yes.

16. Can orchid mantises fly?

Yes. Although males are better at flying than females. They’re smaller and more agile, while the females are more patient and tend to limit only when necessary.

17. Why do orchid mantises have a double set of wings?

The upper layer protects the fragile lower layer, the part of the orchid mantis wings that fly.

18. Are orchid mantises aggressive?

Yes, they can kill and eat animals that are bigger than themselves. Females also engage in cannibalism. When they’re hungry, they sometimes eat their mate.

19. Do orchid mantises bite humans?

Not always, but yes, sometimes they do. Fortunately, they don’t have any venom or stingers.

20. Do orchid mantises have teeth?

Yes, they have sharp teeth that help them eat bigger prey.

21. Are orchid mantises dangerous?

Not to humans. As mentioned, they bite but don’t have any venom or stingers that could harm someone.

Realistic fiction is a genre of stories where events are made up, but they could quickly happen in real life. These stories take place in familiar, everyday settings and have ordinary characters. They aim to represent real life.

Unlike fantasy or science fiction, realistic fiction features ordinary people and ordinary places – no fire-breathing dragons or adventures alongside aliens in outer space.

Instead, realistic fiction focuses on conflicts and problems that any person might face. For example, it might be about losing old friends and making new ones, moving to a new and unfamiliar place, or winning a sports competition. Whatever the story’s about, it shows our world and our society.

What are the characteristics of realistic fiction?

Specific characteristics of a story tell us what genre it is – so there are characteristics that tell us whether a story fits in the realistic fiction genre.

Setting	The story takes place in the present or the recent past (if it’s set further in the past, then it’s historical fiction). The characters live in places that could be or are genuine.
Characters	The characters seem like real people. They behave and speak in a way that makes them appear authentic.
Events	The events that unfold are events that might happen in real life.
Problem	The characters’ problems are realistic, something people struggle with in real life. For example, moving to a new place, growing up, and making friends.
Solution	The solution to fix the characters’ problems is believable and rooted in the characters’ actions. They don’t just have a magic spell to wish it all away.
Themes	The themes make the reader think about things that they face in everyday life.

If the story you’re reading (or writing!) has these characteristics, it’s most likely realistic fiction.

Examples of realistic fiction for kids

‘Wonder’ by R J Palacio

‘Wonder’ tells the story of a young boy named August Pullman (‘Auggie’) who goes to school for the first time. His facial difference prevented him from attending a mainstream school, but now he can. He wants nothing more than to be treated as an ordinary child.

The story features realistic characters with real issues that people might face in the real world. It’s also set in the natural setting of a school in America.

‘Bridge to Terabithia’ by Katherine Paterson

This children’s novel is about two lonely children who create a magical forest together – but it’s all in their imagination. The story explores the realistic themes of friendship, loss, and loneliness.

Fitting with the realistic fiction genre, the characters are realistic and face real problems. The setting is also natural – a town in America.

Further Realistic Fiction Examples

• Holes by Louis Sachar
• Diary of a Wimpy Kid by Jeff Kinney
• The Fault in Our Stars by John Green
• Don’t Forget Me, Nana Phoebe by Twinkl Originals
• Dipal’s Diwali by Twinkl Originals

What makes good realistic fiction?

A good realistic fiction story is believable. The characters should be authentic and relatable, perhaps having just as many weaknesses as they do strengths.

The problems the characters face should also be ordinary and realistic – issues that anyone could encounter during their life. The way that these problems are dealt with should also be realistic, not exaggerated or blown out of proportion.

Just like other fiction genres, themes are also essential for realistic fiction. Some of the most common themes of realistic fiction are friendship, love, school, growing up, and family. These should be woven into the story’s plot and characters.

How do you teach realistic fiction?

Here are some tips for teaching realistic fiction to your class:

1. Explore the characteristics

First, you should explore how characters, settings, plots, and themes work in realistic fiction. What are the characters like? What should the setting be? What themes are usually written about in this genre?

It will help to give an overview of the genre and show your class what to expect when reading a realistic fiction book.

2. Analyse short realistic fiction

Once your pupils are familiar with the genre, it’s time to start reading! You could start with an extract or short story that fits within the genre. Ask your pupils about the characters, setting, plot, and themes. What makes it real? Do they think the events could happen in real life?

3. Write realistic fiction

An excellent way for your pupils to consolidate their learning is to have a go at writing realistic fiction. After learning about the different elements of the genre and taking a closer look at them in an extract or short story, they should be ready to use what they’ve learned to write their realistic fiction.

There are so many words worldwide, so what should we concentrate on when teaching new vocabulary to kindergarten children? Let’s find out.

There is something quite delicious about words. For all the logophiles out there, we know that having a massive basket of words at our disposal only makes life sweeter. We’ve got all the resources and tips to help your children build a love of words and a bursting vocabulary from an early age.

Vocabulary for kindergarten – How many words should your child know?

12-18 months, 20 words

4 years 1,500-1,600 words

5 years 2,100-2,200 words

6 years 2,600 words expressive vocabulary 20,000-24,000 words receptive vocabulary

12 years 50,000 words receptive vocabulary

So, what are children learning when it comes to early vocabulary?

Here’s a short list of the types of vocabulary for kindergarten that EYLF children will be learning as they enter the realms of preschool:

Practice words

Learning categories by sounds such as animals, vegetables, and colors.

Sight words

Words are learned by sight and not by sound (phonics).

Compound words

Understanding common compound words (e.g., hair + cut = haircut).

Synonyms and antonyms

Learning synonyms: different words with the same meaning, and antonyms: the opposite definition of words.

Plural words

Children start to understand words meaning more than one.

Common homonyms

These words sound the same but have different meanings, such as ‘board’ and ‘bored.’

Question words

Children will practice using ‘Who,’ ‘What,’ ‘How,’ and ‘Why.’

List of vocabulary for kindergarten

Kindergarten Sight Words

a	can	Has	I	like	said	the
am	do	Have	in	look	see	to
an	for	He	is	me	she	up
and	go	Here	it	my	so	we
are				no
at				play

High Utility Words

age appear artist autumn Bay beak bloom bumpy burst buzz care check chilly chore comfort community country covered cradle dangle decision delicious dentist dew disappear drawer dusty edge farmer fear firefly fix flipper fluffy follow gallop gentle giggle glance glossy glow goal gust

half healthy herd hoof include invitation knight laundry lazy leaf leak library market melt miserable month muddy museum note pace pair patient peaceful peck pilot plan pointy polite pond president protect proud race reach relax rotten round row

sail scene scrub shade shaky ship shore silky sink slide slip sniff soapy sparkle spotted spring stare summer supplies tangled tent tomorrow trade trunk warm wave week wiggle winter wish yesterday

Minimal pairs are very similar words and vary by a single sound. For example, when we say the words seat and sheet out loud, we make identical sounds; the only difference is the /s/ and /sh/sounds at the start of words.

Minimal pairs are usually introduced to children in EYLF or having speech therapy and will be expanded upon as they learn more about phonemes and digraphs in their phonics lessons.

In the classroom, minimal pairs can be used to highlight different sounds in a meaningful context and can also be used to help children understand why pronunciation is essential. Playing games with minimal pairs can help accentuate this to children and give them a chance to practice saying words out loud.

Minimal pairs can be tricky for some speakers, and this can also impact their written work. When they struggle to differentiate the sound or pronunciation, it is much more likely that this will translate to misconceptions in spelling. It isn’t to say that children who make misconceptions about speech will then automatically struggle with spelling or vice versa, and it is essential to note for some, it will be a speech issue that may indicate a need for speech therapy. But, again, you can speak to a speech pathologist to get advice on how to help the child.

How do minimal pairs activities help learners?

Minimal pairs activities are essential for developing speakers – whether young children or those learning a new language – as they help the student differentiate sounds and words. Of course, many children will learn differences as they learn new words. But it is easy to pick up misconceptions this way. It is also common for children learning English as an additional language to get confused by certain words or minimal pairs. But don’t worry; there are many ways to help correct any issues!

Isolating essential sounds that pupils are struggling with can mitigate this. However, there are many minimal pairs in the English language. While many will be taught in the course of primary school, once misconceptions are in place for individuals, it can often need focused attention to ensure these misconceptions are corrected.

Where the minimal pairs differ in pronunciation can come in any part of the word. Sheep and cheap are minimal pair words, but so are sheep and ship. Other examples include:

• Sheep and sheet
• Slip and ship
• Seat and beat

Minimal pairs and English as an Additional Language

Some sounds are pronounced differently across languages. One essential part of helping a student learn English pronunciation is picking up the misconceptions that can occur when sounds from a native language differ from English. Many new English learners will also learn from listening to English speakers, but this can cause issues. Native English speakers are likely to sputter, with accents and their errors or dialects. New English speakers may fill in the blanks from what they have learned and come away with slight errors.

Equally, vowel sounds can be different in other languages. In Spanish, for example, there are five vowel sounds, one for each vowel. On the other hand, there are around 20 distinct vowel phonemes in English – and that is before we tackle accents!

 

Picking up these misconceptions and doing simple activities can be hugely beneficial. It is essential to remember that while older learners may struggle with similar sound issues as young EYLF learners with their phonics, they are much further along in their development. With focused attention to misconceptions, explanation, and visualization, they can quickly pick up the issues and understand how to use their learning across the language.

Are minimal pairs essential?

Yes! Simple as they may sound, they are essential to spoken and written language. They are most noticed when spoken but may also cause repeated spelling errors.

Some students cannot hear the difference between words, some will have learned incorrectly, and their misconception will have become ‘fact’ for them.

While it’s not quite as obvious a difference between a ‘boo’ and ‘Boo-urns,’ there are prominent examples where minor mistakes lead to a world of difference. For example:

“The crowd cheered the speaker.”
“The crowd jeered the speaker.”

In this example, the words ‘cheer’ and ‘jeer’ are a minimal pair, yet the simple difference makes the antonyms of the word (words that mean the opposite of each other).

By getting minimal pairs mixed up, you can change the entire meaning of a sentence, which can lead to misunderstandings and miscommunication.

How can I teach minimal pairs in the classroom?

Looking for some tips and tricks for teaching minimal pairs? Twinkl’s got your back! Here are some interesting and helpful ideas and activities you can try:

• Dictation. Not as helpful for showing the children and leading by example, but an excellent way to pick up misconceptions. Read their work, look for errors, use this in your next session and find the sounds causing struggles.
• Reverse dictation. Instead of you dictating and the student/s writing down your words, switch the roles. As they speak, you will write their words on the board, giving them a perfect example of how they should be spelled and the letter combinations that make up their words.
• Tongue twisters! A fun and silly way to look at language and notice the patterns and sounds of words. An excellent example of/s/ and /sh/ sounds are when she sells seashells on the seashore. The shells that she sells are seashells, I’m sure!’
• Reading aloud, together. It can be done in pairs, as a class, 1-2-1 with the teacher. It can be led by them, by a teacher, or as a group, with peers reading alongside each other.
• Repetition. It’s simple and boring, but finding the misconception and being almost relentless in helping them practice the correct pronunciation can still work. It’s no fun for anyone involved, though

The four mathematics operations are mathematical functions that take input values (numbers) and convert them into output values (again, that’s another number). They are addition, subtraction, multiplication, and division.

The four operations are considered the cornerstone of mathematics, and as such, they’re an essential part of maths lessons at school. Children might also be introduced to basic maths operations in learning environments at the EYFS level.

Children must become confident using the four operations to build on those basic real-life skills and future maths lessons.

Here’s some more information about what the four operations are and how they’re introduced to children at school:

Four Operations: Addition

In maths, adding two numbers results in the sum of those numbers. Addition is represented by the ‘+’ (plus) symbol, and it’s usually the first of the four operations that children learn about in school.

In Essential Stage 1, children are introduced to addition in the form of counting. For example, teachers might use number lines, basic visual aids, or concrete materials like blocks to support children with addition.

It’s expected that they can make the connection between counting and addition and use counting to work out simple addition problems, like 5 + 4 = 9, for instance.

They’re also expected to be able to recognize number bonds to 10 and 20 in several forms, like 6 + 4 = 10 and 16 + 4 = 20, for example.

Four Operations: Subtraction

Subtraction is taking the value of 1 number away from another. It’s represented by the ‘-’ (minus) symbol.

Subtraction is usually the second mathematical operation that children learn about at school, after addition. And, like addition, it’s often explained in terms of counting. However, subtraction is like counting backward. Children can use number lines and concrete materials to visualize and understand subtraction.

Some teachers find it helpful to use real-life examples to make subtraction easier to understand. Some teachers also like to explain subtraction using easy-to-follow synonyms like ‘take away’ or ‘how much less is…?’.

Four Operations: Multiplication

Multiplication is most often represented by the symbol ‘x’ (times), particularly in primary school. However, as a mathematical operation, multiplication can be thought of as repeated addition, especially when children first start to learn about multiplication.

Teachers can also use a number line to introduce this concept, similar to skip counting. Children will see that adding numbers to each other in equal ‘jumps’ takes them to the correct answer for multiplication problems.

For example, 3 x 9 is the same as adding three together 9 times, which is 27. The resulting number of a multiplication operation is referred to as a product.

Children are introduced to multiplication in the form of word problems at school. For example, an Essential Stage 1 student might be given the following problem in one of their maths lessons:

If Adam’s rabbit eats 5 carrots a day for 3 days in a row, how many carrots has his rabbit eaten?

To work this out, the student would have to perform the sum 5 + 5 + 5 = 15, which is the same as 5 x 3.

Teachers often say that getting the language right is essential to unlocking multiplication. That’s why explaining the different vocabulary when introducing children to multiplication is vital. It is also crucial for them to recognize the different ways word problems might be phrased so they always know what to do when faced with questions.

Four Operations: Division

Division is often described as the reverse of multiplication. It involves dividing or splitting one number into equal parts and is most often represented in primary school by the ‘÷’ symbol.

Like multiplication, children are often introduced to division through word problems. After this, they’ll move on to simple division problems, typically ones that involve halving. By the end of essential stage 1, children should be comfortable solving problems involving division, including those in context.

Herbivores only eat things that need photosynthesis to live; therefore, they do not consume any animals, fish, insects, etc.

A herbivore only eats plants such as vegetables, fruits, bulbs, grasses, roots, berries, and wood.

Some herbivores’ diets are adventurous, and they eat various types of plants, while others may seem to have quite a dull meal routine as they always have the same food on their menu. For instance, certain herbivores only eat fruit and are called frugivores (flying foxes, Jamaican fruit bats, and fish from the Characidae family). There are others, called folivores, that only eat leaves (e.g., caterpillars, koalas, and sloths), and then there are the ones that choose to eat wood solely (e.g., termites).

Herbivore characteristics

They often have broad molars that help them crush leaves and grasses.

Some herbivores have four chambers in their stomachs; they are called ruminants. Each chamber has its functionality. The first is a place for the plants to soak and soften up. Once the food is ready for the next step, the animal vomits it and chews it again before it travels down to the second chamber. In the second and third chambers, the food is digested further and ends up in the fourth chamber, which resembles the human stomach.

Have you ever noticed how cows and sheep eat all day? It is because herbivores tend to have high energy needs, resulting in them having to eat a lot.

Many herbivores are ungulates, which means they have hooves. However, it’s not always the case, as they come from various species.

They have alkaline saliva, so they don’t start digesting their food as soon as it enters their mouths. Instead, it goes through stages of preparation first. However, meat-eating carnivorous have acidic saliva, so they immediately start the digesting process. So, would it surprise you if you were told humans have alkaline saliva?

Examples of herbivores

• sheep;
• elephant;
• panda;
• goat;
• parrotfish;
• wildebeest;
• cow;
• koala;
• horse;
• manatee;
• rhino;
• deer;
• kakapo;
• rabbit;
• caterpillar;
• iguana;
• green sea turtle.

Some dinosaurs used to be herbivores, such as the diplodocus, triceratops, moschops, and dracorex. The extinct woolly mammoth was also a herbivore.

Herbivore Adaptations

Like all animals, herbivores have adapted slowly to survive and fit into their environment better. The major herbivore adaptations can be broken down into four categories:

• Herbivore adaptations and plant defense
• Mechanical adaptations
• Biochemical adaptations
• Behavioral adaptations

Herbivore Adaptations and Plant Defence

Animals are not the only things that have evolved; plants have formed a variety of defense adaptations to protect themselves from herbivorous animals. Plant defense falls into two categories: tolerance and resistance. Tolerance is when a plant adapts to withstand damage without compromising its health. There are several ways that plants can form this tolerance. For instance, it can be achieved by redirecting herbivorous animals to other non-essential plants or compensatory growth, where plants increase their biomass in response to damage.

On the other hand, resistance is when a plant adapts to reduce the damage it receives from herbivores. It can be achieved through a variety of physical and chemical defenses. Physical defenses are barriers that plants develop to deter herbivores from eating them. Common examples of these defenses include thorns on roses and spikes on cacti. Another less visible example of physical defense is the tiny hairs called trichomes that can cover leaves or stems. Moreover, certain plants develop waxes that alter their texture and make them difficult for herbivores to eat.

Chemical defenses are when plants produce different chemical molecules to deter herbivores from eating them. One plant can have hundreds of chemical defenses to guard itself against herbivores. Chemical defenses fall into two main categories; they are either carbon-based and nitrogen-based defenses. These defenses can include producing a poison like cyanide and developing an increased gene defense expression.

In response to these plant defenses, herbivores have evolved to bypass them and continue eating the plants. The relationship between plants and herbivores is that they have co-evolved and adapted together. For example, when a herbivore eats a particular plant, it triggers that plant to develop a defensive response. In this way, the evolution of plants and herbivores is reciprocal.

Mechanical Herbivore Adaptations

Mechanical adaptations, also known as physical adaptations, are structures herbivores have developed to allow them to eat plant materials. For instance, herbivores have evolved specific teeth depending on the types of plants they consume. For example, frugivores, whose diet consists mainly of fruit, and herbivores that eat soft foliage, have low-crowned teeth. These teeth are designed for grinding foliage and seeds. On the flip side, grazing animals whose diet consists of a lot of hard, silica-rich grasses have high-crowned teeth. These teeth enable them to grind tough plant tissues and are durable so they won’t wear down as quickly as low-crowned teeth.

Over time, insect herbivores have developed various adaptations to facilitate their feeding. These adaptations are specific to each insect’s diet. For example, caterpillars that eat soft leaves have adapted to have incisors that are excellent at tearing and chewing. Contrastingly, caterpillars whose diet consists mainly of mature leaves and grasses cut through them with toothless snipping mandibles (the upper part of insects’ jaws)

Biochemical Herbivore Adaptations

Biochemical adaptations are where herbivores produce enzymes that combat and reduce the effectiveness of defensive toxic secondary metabolic products that plants have. One of the enzyme groups that herbivores make is mixed-function oxidases (MFOs). Mixed-function oxidases are designed to detoxify damaging plant compounds by catalyzing oxidative reactions.

One of the most essential enzymes that herbivorous insects produce is a protease. The protease enzyme is a unique protein that lives in the gut and helps insects digest plant tissue, their primary food source. Unfortunately, many plants defend themselves against insects by producing protease inhibitors, which inactivate the protease enzyme. When protease is inactivated, it can have a very harmful effect on insects and can lead to issues like reduced feeding, prolonged larval development time, and weight gain. However, several insects possess mechanisms that allow them to avoid the effects of protein inhibitors. These mechanisms include developing protease enzymes that aren’t affected by the plant protease inhibitors. They can also include developing the ability to break down protease inhibitors and obtaining mutations that permit the digestion of plant tissue without its destructive effects.

More essential enzymes that herbivores produce are salivary enzymes. These enzymes are designed to reduce the defense level of host plants. For example, the enzyme glucose oxidase, one of the components of saliva for the caterpillar Helicoverpa zea, combats the production of induced defenses in tobacco plants.

Behavioral Herbivore Adaptations

Behavioral herbivore adaptations are another common way for herbivores to avoid plant defenses. Behavioral adaptations often involve animals eating plants selectively in space and time. Take the winter moth as an example; it eats oak leave early in the season. It is when winter moths can get the maximum amount of protein and nutrients and the minimum amount of tannins produced by the tree (one of the oak tree’s plants’ defenses).

Furthermore, in terms of avoiding specific spaces to avoid plant fences, we can look at caterpillars as an example. Many species of caterpillars eat maple leaves by selectively feeding on some regions of the leaves and staying away from more challenging areas and those with a high lignin concentration. Likewise, the cotton leaf perforator, a moth, avoids consuming its host plants’ epidermis and pigment glands. Again, it is because those areas contain harmful defensive terpenoid aldehydes.

Beetles are another example of spatially selective animals with the plants they eat. Beetles feed on plants that produce small amounts of toxins and send them to vital areas when attacked. To counteract this, some beetles by attacking target plants in groups. Because they do it in large groups, each beetle is prevented from ingesting too much toxin.

On the other hand, some animals eat by ingesting large amounts of toxins in their food but follow this by eating clay and other minerals to neutralize the poisons.

Here are some other herbivore adaptations that have developed over time:

• Microbial Symbionts

The purpose of microbial symbionts is to detoxify secondary plant metabolites and thus allow herbivores to eat plants that would otherwise be inedible. Certain plants are inedible for herbivores because they cannot digest complex cellulose and rely instead on mutualistic, internal symbiotic bacteria, fungi, or protozoa to break down cellulose.

Microbial symbionts also help herbivores to obtain plant materials by weakening the host plant’s defenses. For instance, several species of bark beetles introduce blue stain fungi of the genera Ceratocystis and Ophiostoma into trees before they feed. This blue stain fungus causes lesions that, in turn, reduce the trees’ defensive mechanisms and allow the bark beetles to feed.

• Host Manipulation

Another way that herbivores combat plant defenses and get the most out of their host plants is through host manipulation. Host manipulation is when insects modify the microhabitat in which the herbivore feeds to counteract existing plant defenses and use them to their advantage. Let’s retake caterpillars for an example. Caterpillars from the Pyralidae and Ctenuchidae families roll mature shrub leaves, Psychotria horizontalis, around an expanding bud that they eat. The caterpillars can drastically reduce the amount of light reaching the bud by moving the leaves. This shading stops the leaf from becoming tough and prevents leaf tannin concentrations in the expanding bud while maintaining the amount of nutritional gain of nitrogen.

Another way that herbivores manipulate their microhabitat is by creating galls, which are plant structures made of plant tissue controlled by the herbivore. Galls have many functions. For example, galls operate as housing for the gall maker. They also act as food sources, as the inside wall of a gall is made up of edible, nutritious tissue. In addition, aphid galls, which are found in narrow-leaf cottonwood, act as what is known as ‘physiological sinks.’ These ‘physiological sinks’ concentrate the resources in the gall from the surrounding parts of the plant. Another function of galls is that they can protect the herbivore against their predators.

Moreover, there are several feeding behaviors that herbivores can use to disarm the defenses of their host plants. One of the defensive mechanisms that these feeding behaviors can disarm is the use of latex and resin canals, which contain sticky toxins and digestibility reducers. These canal systems contain fluids under pressure, and when they are ruptured by herbivores eating the plant, secondary metabolic products flow to the release point. Herbivores have adapted to avoid this defense mechanism by damaging the leaf veins. By harming the leaf veins, herbivores can minimize the outflow of latex or resin beyond the cut, thus allowing them to eat safely above the damaged section of the leaf.

Primary language is the language that someone uses most frequently to communicate with. It is the language a person uses in most situations. For many people, their primary language is their first language, but for others, their primary language might be their second language.

Primary Language, First Language, and Second Language

Take a look at these definitions to help you understand the difference between Primary Language, First Language, and Second Language:

Primary Language – This is the language that a person uses most of the time in everyday life.

You can imagine this by thinking about what language you use in everyday life, such as when you are at school or work, when you go out, and at home.

First Language – This is the first language a person learns when they are born, it’s sometimes known as a person’s ‘mother tongue.’

You can imagine this by considering the language your parents or guardian taught you. Is this the same language you speak in everyday life? If so, your first language is also your primary language.

Second Language – This is the language a person has learned that is not the one they were taught at birth.

You can imagine this by considering if you moved to another country and learned the language spoken there. That language would be your second language. But, if you spoke this language in everyday life, this language would be your primary language.

Lots of people all over the world use their second language as their primary language.

Why is it Essential to Learn additional Languages to your Primary Language?

Learning additional languages to a primary language is essential for several reasons. First, the ability to speak more than one language makes communicating with people from different countries easier and helps increase your connection to other cultures.

Learning another language besides your primary language would be your second language. Learning another second language can improve memory, problem-solving, and critical-thinking skills. It also enhances your concentration, ability to multitask, and listening skills.

How can I Encourage Children to Learn More About Languages?

Helping children learn more about languages from a young age helps them to feel more confident in learning how to communicate effectively.

Check out these helpful tips on how to help your children engage in their ability to speak other languages:

1. Learn the new language with them.
2. Speak with your child in the new language
3. Watch TV in the new language with subtitles.
4. Find study groups to join that focus on the new language.
5. Practice whenever you can.

Locomotor skills allow children to move through different environments, moving their bodies from one place to another. The primary locomotor skills are walking, marching, running, jumping, crawling, hopping, climbing, galloping, sliding, skipping, and leaping.

In a nutshell, locomotor skills are the ways we move! Therefore, children must get plenty of practice with their locomotion skills because they’re the building blocks of coordination. That’s why activities like playtime (indoor or outdoor) are so essential.

Locomotor skills are also the foundation for most sporting or leisure activities. Therefore, getting the hang of these skills early on is essential for being active later in life, given that our affinity for sport affects our enjoyment.

Most children master locomotor skills without instruction from adults, but it’s essential to be aware of them and includes as many of them as possible in your PE lessons.

What are locomotor skills?

Crawling

Crawling is a slow creeping mode of locomotion consisting of forward motion while the children’s weight is supported by their hands (or forearms) and knees. It’s the primary means of movement in infants and is usually the first locomotor skill children will learn.Top of Form

Walking

As we all know, walking is moving around regularly by lifting and settling feet. Both feet are never in the same position simultaneously, whether on the ground or off the ground. Look for smooth steps, with the arms gently swinging in opposition to your class or child’s feet. Many children get lots of walking practice through walking to school.

Marching

A march is when you walk at a faster pace than usual and with purpose. So, for example, when a child is marching, they will swing their arms by their sides in a controlled way, and they’ll bring their knees upwards in a more organized and uniform manner than running.

Running

Running is moving at a quick pace by lifting and settling feet. Like walking, both feet are never on the ground simultaneously. However, both are off the ground together when mid-stride. Running is a locomotor skill that is part of most sports. As well as standard athletic races, children will practice their running in netball, basketball, rounders, and cricket.

Horizontal jumping

It is when we stand with our feet shoulder-width apart, bend both legs at the knee, and leap forward.

Vertical jumping

Slightly trickier than the horizontal jump, the vertical jump involves standing with feet shoulder-width apart and using both legs to spring up into the air. But, again, children should expect to land from more or less where they’ve taken off – from two feet to two feet.

Hopping

Children must leap off the ground with their bodies in the air to hop. It can be done with one or both legs. Hops are often much smaller than jumps, and the landing should be reasonably quiet.

Galloping

Like a horse, a gallop is when we move quickly by stepping with one foot and closing the distance with the other. Both feet will be on the ground momentarily before making the step.

Skipping

To skip, children must keep their heads up and their eyes forward. They must step forward with one foot and then hop on that leg. What’s essential here is that children must propel themselves on as they jump. Once they’ve mastered this, they must repeat this movement with their other leg. Whenever one foot’s in the air, your class or child should hop forward onto their other foot. It could be said that the middle ‘step’ of the triple jump is very similar to a skip because of the speed at which the athlete is moving.

Sliding

Sliding is a sideways movement where a lead foot takes a step to the side, followed by the other foot stepping next to it closely (without crossing the lead foot). Both feet are kept low to the ground, with the lead foot always on the side of the direction of travel. Sliding is one of the most common skills in games like tennis, badminton, basketball, and football. It is when players make side-to-side moves to dodge their opponents or to change movement direction. Good dynamic balance and body control are crucial when sliding. Sliding is also used in many dances!

Leaping

The leap is a locomotor movement characterized by a take-off on one foot, a long flight phase, and a landing on the opposite foot. It is very similar to a gallop and a skip. Leaps are a modern movement in dance choreography.

1. The Indus Valley civilization was more significant than the ancient Egyptian civilization.
2. Some of the world’s first dentists came from the Indus Valley! The oldest example of draining teeth on a patient was discovered in 2001.
3. At its peak, 10% of the world’s total population lived in the ancient civilization of the Indus Valley. Estimates reach as high as five million people – or nearly twice the population of Wales in the present day.
4. Toilet seats were made of brick – not very comfy!
5. A second significant river (the Ghaddar) was also essential to the people of the Indus Valley civilization; however, this dried up in about 2000 BC. Today, this river re-emerges after the monsoon rains.
6. The city of Mohenjo-Daro was prone to flooding. Archaeologists have discovered that this ancient city was rebuilt seven times due to flooding. Builders were kept busy in the Indus Valley!
7. The people of the Indus Valley created beautiful works of art out of metal, such as the famous Bronze ‘Dancing Girl of Mohenjo-Daro’ statue.
8. The Indus Valley civilization had precise measuring devices, including rulers and weight.
9. The ruins discovered in Mohenjo-Daro are now a UNESCO World Heritage site, and you can see them today!
10. The Indus Valley civilization could read and write and had a language of writing that we had started to de-code and translate. However, although there are 250 and 500 characters, we still cannot read many of them!
11. In Mohenjo-Daro, the most prominent structure found was a large communal bath that is now called ‘the Excellent Bath.’ It is unique for ancient civilizations, as most had temples or monuments as their most significant buildings.
12. It is believed that the people of the Indus Valley civilization invented buttons – they were made out of seashells!
13. Archeologists have also discovered a six-sided object like a dice that had spots on like the ones we use today. Many archaeologists believe that the Indus Valley people invented dice and perhaps played board games too.
14. Towns and cities were all built in a uniform, rectangular pattern. However, some historians believe they were rebuilt many times because of flooding.

Why Do We Use Resources in Teaching?

Woah. The big question, right?

A teaching resource can take many forms and will mean slightly different things to every teacher, parent, and child. But the basic definition is simple:

A teaching resource is material that is designed to help facilitate learning and knowledge acquisition.

But how can we get the best out of them, and why do we use resources in teaching? Let’s explore the world of teaching resources and try and find some answers!

So What Makes a Good Teaching Resource?

We believe that to make an excellent teaching resource; we must design it with you in mind. That’s why we create more and more resources every single day, ensuring that any gaps or problems are addressed so that you can teach your lessons the way you want.

Here’s what we do to ensure our teaching resources go above and beyond:

Teacher Made & Checked

All the resources we produce are made by people who know a thing or two about teaching. This way, we can guarantee that our resources are accurate and never cut corners.

Easy Access

Any resource you come across on Twinkl has been produced so that you can download it at the touch of a button and print it just as quickly. One of the reasons we started Twinkl was to make resources readily available, removing the must-search through books and folders to try and find just one resource.

Flexibility

We understand that every teacher has their teaching style, and each child has a unique way of learning. It is why we strive to make as many resources as possible easily editable, allowing you to add your personal touch to your lessons and handouts.

Keeping Up

Teachers must stay up-to-date with all the latest teaching trends and curriculum changes; therefore, we must remain alert to any new developments. We do this by being ready to produce high-quality resources at short notice, keeping up with the latest technological advancements, and using them in the classroom.

Why Use Digital Resources in Teaching?

One of the most exciting trends in teaching is the advancement of new technologies that can be used inside and out. In an ever-changing world, these advancements provide excellent benefits that can improve our education for our students and the wider world.

What Different Types of Teaching Resources are Available?

So what do teaching resources look like? Well, that’s tricky to answer – every resource is different, and many styles and formats are available. However, we strive to make the perfect resources for every teacher and every student, no matter what topic or skill they’re learning about.

Here are some of the most popular types of resources you will find in our vast collection:

• PowerPoints – The perfect way to teach your class as a whole, PowerPoints can be an excellent way to structure your lesson and encourage class discussions.
• Worksheets – A more particular way of working, worksheets and handouts encourage children to practice what they’ve learned and often use different exercises to cater to various learning styles.
• Interactive Resources & Games – Excellent for getting the whole class involved in an exciting activity while reinforcing the knowledge and skills they’ve learned. Encouraging some good-spirited competition is an excellent way to engage students and get them excited about their learning.
• Display Materials – Everyone wants their classroom to look the best, and for a good reason. Decorating your classroom helps foster a learning culture and allows your children to show off all their hard work.
• Tests & Assessments – A less enjoyable, but still incredibly essential, part of your teaching process. Measuring your children’s process throughout the year helps you set specific learning goals for your students and provide them with the support they need.
• Plans & Schemes – Planning takes up a lot of time in your schedule and can often feel like it’s taking time away from supporting your children’s learning. Our lesson plans help save valuable time and keep you when organizing your future teaching schedule.
• And Many More! – If we were to list every type of resource Twinkl offers, we’d be here for a long time. Luckily enough, you’re in the perfect place to explore all the different types of resources that teachers can use – why not have a snoop around our website and see what you can find?

How to Select the Right Teaching Resources

Selecting the right learning resource for teachers can be overwhelming, especially when you are presented with various choices.

Well, there are a few essential things to consider before you start selecting your resources. First, you may already have help in mind, but you are still unsure whether it is the perfect fit. In this case, there are a couple of questions you can ask yourself about how you might adapt the resource to make it just right:

• Are you going to use the help as it is?
• If you are going to adapt it, what changes are you going to make? One way you could adjust the resource is by tailoring it to the specific needs of your students. Another way is to adapt the learning resource for teachers. If the resource is used by more than one class, you will want to consider how you will adjust the resource to the specific teaching style of the other teachers using it.

Here are a few areas that you should consider when selecting the right learning resource for teachers and students:

Audience and Relevance

One of the essential areas of consideration when selecting learning resources is who the relevant audience is. Knowing your audience allows you to evaluate whether the resource will meet their needs accurately. It is why our resources are split up into KS1 and KS2 etc., to make it easier to find relevant materials.

Another thing to consider is the curriculum that you are working with. It will depend on what school and country you are teaching in. You must ensure that your resources meet the relevant curriculum standards and guidelines to give your kids the best, most effective education possible.

Here are some other quick-fire questions that you can ask yourself about the relevance and suitability of your teaching resources:

• Is the resource culturally appropriate?
• Is the resource laid out in a way that is easy to follow and understand?
• Is the resource engaging for students?

Educational Focus

In addition to being suitable for the students, your learning resources must also suit your needs as a teacher. To determine a resource’s suitability, you must lay out your teaching goals for the lesson and assess whether the resource will help you achieve them.

Moreover, if several different teachers are using the resource, it is also essential to consider whether it can be adapted to suit a range of teaching styles.

Here are a couple of other questions to ask when choosing a learning resource for teachers and students:

• Is the content of the resource differentiated?
• Is the resource suitable for classes that include children with SEN?

Ease of Use and Preparation

If there’s one thing we know at Twinkl, teachers are busy. It is why we have dedicated ourselves to creating learning resources for teachers that will help you save precious time on planning.

There are a few things to consider when determining how much effort it will require to incorporate a resource into your lesson:

• Does the resource require any specific adaptations to make it suitable for your lesson?
• Is the resource free, or does it exist behind a paywall?
• Is the resource accessible for teachers with different styles to use in their lessons?
• Is the resource reusable?

If you are working with digital resources, you should ask yourself the following questions:

• Does the resource require a strong internet connection?
• Is there a help section available if you encounter any issues?
• Does the resource load quickly?

Accuracy

Last but certainly not least is accuracy. It is good if your resource is beautifully decorated, engaging, and easy to use, but if it is not accurate, it is essentially useless. A resource’s accuracy can be determined by whether it meets your class’s specific learning needs and requirements. Moreover, checking when the resource was created is good to ensure that all information is relevant and up-to-date.