Fields of Butterflies: A Unit Designed for 2nd Grade

By Chandra D. Lockett

Designed for Insect Lore

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Table of ContentsTitle Page Number Cover Page 1Table of Contents 2Unit Plan Proposal Page 3Rational Statement for Unit 4Second Language, Special Needs, Cultural 5Science Content Standards Addressed by Unit 6National Science Standards 7Unit Concept Map 8Science “Concept” Background Information 9Unit Goals 10Vocabulary 11Lesson 1 12-13Lesson 2 14-15Lesson 3 16Lesson 4 17-18Lesson 5 19Lesson 6* 20-21Lesson 7* 22-23Lesson 8** 24-25Lesson 9 26-27Lesson 10*** 28Sample Interactive Butterfly Bulletin Board 29

*denotes lesson with Explore, Explain, Expand, Evaluate* *denotes lesson with Explore, Explain, Expand, Evaluate and Technology***denotes summative assessment

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Science Unit Plan Proposal Essay

I had the privilege of being selected to design and write a science unit on the Butterfly life cycle for a local company based in Shafter. Insect Lore is a family owned and operated company that has been in business for 40 years. Insect Lore is one of the nation’s (an UK’s) biggest companies to sell Science products, activities, and educational documents for elementary school students. Insect Lore is known for their butterfly, ladybug, and ant farm kits. Classrooms across the world have been able to observe the lifecycles of these insects in their very own classroom. For example, caterpillars, food, a butterfly habitat, and instructions are sent to teachers (or parents) who are embarking on a butterfly unit. The butterfly kit serves to supplement district curriculum and allows students to experience the life cycle of the butterfly. The classroom receives small caterpillars, and watches as the caterpillars turn into chrysalides and finally, butterflies. My job as the intern was to take the knowledge I had accumulated during my time in the Multiple Subject Teaching Credential, and create a 10 day unit on the butterfly life cycle.

I initially began this unit in the Spring of 2009, but did not finish it because I wanted to gain more information from EDEL 438, Curriculum & Instruction: Science. The lessons in this unit were designed by me, and I have taught several of the lessons during my stint as a student teacher. Through the teaching of these lessons and the requirements of this course I have revised each lesson to include necessary changes, or omit procedures that did not seem to be effective.

What Science Content (Earth, Life, Physical) Standards will be addressed?: The Science content addressed within this unit is life science. The unit is designed for second grade students, because California state Science content standards maintain that students should know the sequential life stages of various animals and insects, including butterflies.

What Science Investigation and Experimentation Standards will be addressed? Students will be required to draw pictures and dictate each stage of the butterfly cycle. Students will be required to observe and make predictions and will use magnifiers to observe and draw descriptions of the caterpillars, chrysalides, and butterflies.

What specific science “topics” (Weather, Oceans, Earth Quakes, Magnetism, etc.) will be addressed? The topic addressed is simple: the life cycle of the painted lady butterfly. Students will be able to describe each stage of the life cycle using key vocabulary.

What “observation” skills (measurement, scientific equipment) do your students need to have in order to participate in your lessons? Students will need to make predictions based on observations, and not random guessing. Students will know that a magnifying glass is used to make objects bigger and easier to see. Students will also need to be able to understand oral instructions given by the instruction, and understand spatial sense (a mathematics concept learned in 1st grade).

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What “assumptions” do you have about the process skills and content knowledge your students will have prior to beginning your science unit? I assume that my students will know that different plants and animals/insects inhabit different kinds of environments and have external features that help them thrive in different kinds of places. Because this lesson will be taught in Delano Union School District, I am assuming that my students have read Eric Carle’s classic tale, The Very Hungry Caterpillar in kindergarten. Eric Carle, however, lists the third stage of the butterfly cycle as cocoon and this is incorrect. Moths enrobe themselves in cocoons, while butterflies rest in a chrysalis.

Rationale Statement for the Unit and Community Ties:What is the “rationale” for your students needing to know the science content and

process skills to be developed through this unit plan? In order to successfully

complete the second grade, students must be able to notate that organisms

reproduce offspring of their own kind and that the offspring resemble their

parents and one another. This is the very basic understanding of evolution.

These concepts must be mastered before students learn more complex topics in

the theme of evolution. This Science unit is also important because it requires

students to use their sense of sight to observe the changes of the painted lady

butterfly, and put those changes into words. This unit also ties into the

community of Delano. Butterflies (and ladybugs) are rampant during the spring

and summer months, and many students sometimes confuse butterflies with

moths. Delano also has a community garden, and butterflies are frequently

spotted on the flowers in the community garden. Students often pose questions

that ask why butterflies are attracted to flowers, how are moths different than

butterflies, and where to butterflies come from. This unit will answer these

questions, and lead students to become more knowledgeable about the world

and nature in their current location.

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Adaptations for Second Language Learners and Special Needs Students and Cultural Diversity:

While not specifically stated for each lesson during the course of the 10 day unit, adaptations for Second Language Learners and Special Needs students are included for each lesson. As a future teacher in the state of California, I will undoubtedly teach second language learners. During my student teaching experience, both classes of students spoke Spanish as their first language. When I first taught the unit to the first group of students, I made changes to each lesson to include strategies that follow the Specially Designed Academic Instruction in English (SDAIE) method. In regards to special needs, a special needs student does not have to be diagnosed with a learning disorder. However, a teacher must be so in tune with the needs of each student, that every lesson is adapted for the academic benefit of the entire classroom. I previously worked full time as a social worker for CPS, and I am keenly aware of many special needs that may never be explicitly stated by a student or their parents. Many of the adaptations listed span across the categories of Second Language Learners and Special Needs students. For example, the SDAIE methodology maintains that wait time is appropriate for English Language Learners to process information. Wait time is also beneficial for a student with special needs (i.e. ADD, ADHD). Cultural diversity is addressed when vocabulary words are written in the students’ first language and when the lessons identify butterflies from around the globe.

Adaptation RationaleEnglish learners and special needs students will be placed at the front of the room.

The instructor can critically monitor the students.

Constant review and progress monitoring. This will ensure that each child retains information, is able to process new information, and understand how previous information goes hand in hand with the current lesson.

Clear enunciations By speaking clearly and projecting a loud voice all students will be able to hear and understand instructions.

Guided practice Instructor led practice promotes scaffolding; students can learn by explicit instruction and example.

Vocabulary Words in Different Languages The instructor can print words in Spanish (and other languages as necessary) so English Learners can have a foundation for their learning.

Choral Reading Choral reading allows unsure students to look around, watch, and listen to correct students.

Wait Time Students are given time to think critically about

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their answers. Students will repeat, summarize, and rephrase During each phase of the lesson students will state

the objectives, what they have learned, and restate key phrases. Reiteration allows students to remember what was said and have idea of where the lesson is going.

California State Science Content StandardsSecond Grade:

Life Sciences 2. Plants and animals have predictable life cycles. As a basis for understanding this concept: a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another. b. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.

Investigation and Experimentation 4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: a. Make predictions based on observed patterns and not random guessing. b. Measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units.d. Write or draw descriptions of a sequence of steps, events, and observations. f. Use magnifiers or microscopes to observe and draw descriptions of small objects or small features of objects. g. Follow oral instructions for a scientific investigation.

Rationale: The aforementioned Science content standards were selected because they

specifically state that second grade students should know the life cycles for different

animals, and butterflies are listed in the standards. Secondly, the investigation and

experimentation standards (4 a, b, d, f, g) were selected because this unit teaches

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students to make predictions, be observant, and write and draw the life cycle of the

butterfly. Students must also adhere to specific guidelines and instructions given by the

instructor during direct instruction and guided practice.

National Science Content Standards(as retrieved from National Science Education Standards)

This unit is fundamental for second grade students because the content Represents a central event or phenomenon in the

natural world. Represents a central scientific idea and organizing

principle. Has rich explanatory power. Guides fruitful investigations. Applies to situations and contexts common to

everyday experiences. Can be linked to meaningful learning experiences. Is developmentally appropriate for students at the

grade level specified.According to National Science Content Standards, students in grades K-4 should be able to list characteristics or organisms, state life cycles of these organisms, and notate how these organisms reproduce in their natural habitats.

You can view Science Content standards by state by using a resource made available through Education World. http://www.education-world.com/standards/state/index.shtml

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Unit Concept Map

The Lifecycle of a Butterfly

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Egg Stage

Larva Stage

Chrysalis Stage

Butterfly Stage

Butterfly Facts

Eggs are round and laid on plants.

Commonly known as a caterpillar. Eats

Lasts 2 weeks.

Drinks nectar & lays eggs. Lives for a month

Many types. 4 wings.

Stagnate

CrawlsMostly

Dormant Flies

Painted Lady aka Vanessa Cardui

Predators to Watch Out For:

BugsDefense:

None

Ants, birds, lizards Defense: short

Birds and lizardsDefense: shaking

Birds, spiders, frogs, lizardsDefense: camouflage good eyes

Butterflies are diurnal (active during the day)

Butterflies have taste sensors on their legs.Painted Lady Butterflies see more

patterns, a wider range of color, and

more shades of green than people do.

Science Concept Background Information

The following paragraph will revisit the Science Content standards and introduce California State

Mathematics Content standards for second grade students. Science and Math are closely related in that

both fields of study rely on logic and systems of operation in order to function. Throughout the unit

students will refer to pictures (models) and the actual butterfly stages to fully comprehend the butterfly

life cycle. Patterns of change are especially important to Science, and this unit focuses on a cycle (a certain

type of change). To record the duration of the butterfly life cycle students must know the duration of

time in hours. Students must also use reasoning and justify their answers based on observation.

Measurement and Geometry

1.0 Students understand that measurement is accomplished by identifying a unit of measure, iterating (repeating) that unit, and comparing it to the item to be measured:

1.5 Determine the duration of intervals of time in hours (e.g., 11:00 a.m. to 4:00 p.m.)

Statistics, Data Analysis, and Probability

1.0 Students collect numerical data and record, organize, display, and interpret the data on bar graphs and other representations:

1.4 Ask and answer simple questions related to data representations.

Mathematical Reasoning

1.0 Students make decisions about how to set up a problem:

1.1 Determine the approach, materials, and strategies to be used.

1.2 Use tools, such as manipulatives or sketches, to model problems.

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2.0 Students solve problems and justify their reasoning:

2.1 Defend the reasoning used and justify the procedures selected.

2.2 Make precise calculations and check the validity of the results in the context of the problem.

Unit Goals

As a result of the Fields of Butterflies unit, second grade students will:

effectively name each stage of the butterfly life cycle

use appropriate scientific terminology when referring to each stage of the butterfly life cycle

comprehend and notate the differences between a butterfly and a moth

keep a neat and orderly unit journal with written daily observations

state and define 20 vocabulary wordspass a summative assessment with 80%

accuracyuse logical reasoning to interpret datamonitor their learning progress through the

completion of graphic organizers (KWL Charts and Concept Maps)

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Note: Schools and school districts vary in the number of days Science is taught. Typically it takes Painted Lady Butterflies 14-20 days to morph from egg to an adult butterfly. While this unit is composed of 10 lessons, the lessons can be adapted and modified to fit the needs of the classroom and how quickly the butterflies change in each stage. The lessons are designed for 40 minute increments for a total of 140 minutes.

Vocabulary

Abdomen: the hind part of the caterpillar and the butterfly. All insects possess an abdomen.Antennae: found on the top of the butterfly’s head; used for balance and to taste the air. Butterfly: an insect with a slender body and four wings. Caterpillar: the wormlike larva of a butterfly.Chrysalis: an enclosed case that the caterpillar lives in.Cocoon: similar to a chrysalis; third stage of the moth life cycle.Compound eyes: thousands of tiny eyes that enable the butterfly to see in multiple directions, and recognize movement and color. Diurnal: active during the day.Egg: small, circular like; first stage of the butterfly life cycle. Entomologist: a scientist that studies insect life. Habitat: an environment that supports specie life.Larva: another term for caterpillar; the second stage of the butterfly life cycle. Metamorphosis: a changing process, or cycle; marked by changes in the body. Molt: the caterpillar sheds its skin as it grows. Moth: similar to a butterfly, but nocturnal; feathery like wings.Nectar: juice found in flowers; food for the adult butterfly. Proboscis: the butterfly tongue; functions like a straw. Pupa: another name for chrysalis; third stage of the butterfly life cycle.

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Thorax: the front part of the butterfly’s body. Vanessa Cardui: the formal name for the widespread, Painted Lady butterfly.

Fields of ButterfliesDay 1: Introduction

Overview: The instructor will introduce the thematic unit to the students and activate the students’ prior knowledge about butterflies. Through the implementation and completion of a KWL Chart, students will discuss and write about what they already know and what they want to learn about the butterfly life cycle. The instructor will then read a detailed account of the butterfly life cycle (“From Caterpillar to Butterfly”) to the students.

Preview: The lesson/unit about the butterfly cycle should be introduced after students have discussed what life cycles are. Students should have an idea about life cycles of various animals and insects and understand that organisms produce offspring of their own kind.

Objective: After listening to an account of the butterfly life cycle, students will document and describe what they learned about the butterfly life cycle through the completion of a KWL Chart.

Science Content Standards: 2b. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.

Materials for the Instructor: “From Caterpillar to Butterfly” written by Debra Heiligman Classroom KWL Chart Individual KWL Chart (1 for each student) Optional 1 “From Caterpillar to Butterfly” book for each student (purchased

through www.insectlore.com)

Materials for the Students: Writing tool (pencil) Paper (8 ½ by 11 inches)

Time Frame: 40 minutes

Procedures:Step 1 Introduce the unit to the students and explain that they will complete a KWL Chart (K: What do I already know about butterflies? W: What do I want to learn about butterflies? L: What have I learned about butterflies?)Step 2 Complete the K & W portions of the KWL chart as a class. The instructor will create a classroom KWL chart using a white board or oversized paper. Ex: Students may already know that butterflies have wings. Students may want to learn about the various types of butterflies. The instructor should model the correct way to

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fill out the chart, and model the appropriate way to frame questions and statements. Students will complete their own KWL Charts at their desks. Step 3 The instructor will read the text aloud to the students. If the instructor so chooses, each student can read from their own copy of the book (see materials). The instructor will set a purpose for the read aloud by reminding students that they will complete the L portion of the KWL Chart after listening to the story. Step 4 The instructor will give students time to complete the L portion of the KWL Chart.Extension Activities:

Students may use their completed KWL Chart to write about what they learned after reading the story.

Students may continue to add to the L portion of their chart as the unit continues.

English Learners: Develop prewritten sentence frames for students to use while completing

their KWL Chart. Pair the student with an on grade level English speaker to promote the use of

writing and speaking in the English language.

Graphic Organizers: KWL Chart

K W LI know that butterflies have wings.

I know that butterflies like flowers.

I want to know how long butterflies live.

I want to know why butterflies like flowers.

I learned that a butterfly’s life is dependent on its species.

I learned that butterflies drink nectar from flowers.

Rationale: The usage of the KWL Chart promotes comprehension. Students are able to

discuss what they know, pose questions for what they know, and then state what they have learned. KWL Charts also keep students on task, and allows the instructor to design follow up lessons to answer questions students may have.

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Fields of ButterfliesDay 2: Learning Vocabulary

Overview: After reading “From Caterpillar to Butterfly” by Deborah Heiligman and completing a KWL Chart from a previous lesson, students will understand the basic concept of how a caterpillar becomes a butterfly. The instructor will continue the unit by reading “The Life of a Butterfly” by Robin Bernard and introducing scientific terminology to describe the butterfly life cycle.

Preview: During the anticipatory set, the instructor will use the classroom KWL Chart from the previous lesson to spark discussion about butterflies.

Objective: Students will demonstrate their understanding of the butterfly life cycle by stating key scientific terminology, drawing the sequence of events on their own, and using key terminology to state the process of metamorphosis.

Science Content Standards: 4d. Write or draw descriptions of a sequence of steps, events, and observations

Vocabulary: egg, caterpillar, chrysalis, butterfly

Materials for the Instructor: “The Life of a Butterfly” by Robin BernardVocabulary word wallPictures of an egg, a caterpillar, a chrysalis, and a butterfly4x6 index cards

Materials for the Students:Writing tool (pencil)Crayons, markers, or colored pencils

Optional Materials:“The Life of a Butterfly” by Robin Bernard (1 copy for each student)

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Time Frame: 40 minutes

Procedures:Step 1 The instructor will activate students’ prior knowledge about butterflies by reviewing the previous day’s introductory lesson on the butterfly life cycle. Step 2 The instructor will use the vocabulary word wall to present new vocabulary. During this segment the instructor will define and show pictures of each vocabulary word. The instructor will then remind students to show “thumbs up” as they hear the vocabulary words throughout the lesson. Step 3 The instructor will read aloud from Robin Bernard’s “The Life of a Butterfly”. If the instructor allows each student to have their own copy of the book, the instructor may opt to have the students participate in choral reading. Students continue to show “thumbs up” as the book is read to indicate that they have heard the vocabulary word. Step 4 After reading the book, students will work independently to produce drawings that match the vocabulary words. Each student will receive four (4) 4x6 index cards. Students will be instructed to draw an egg, a caterpillar, a chrysalis, and a butterfly on the blank side of the index card and the matching vocabulary word on the lined portion of the index card. The students may also write first, second, third, fourth.

Egg (First)

Caterpillar (Second)

Chrysalis (Third)

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Butterfly (Fourth)

Images taken from http://www.monarch-butterfly.com/graphics/butterfly-life-cycle-l.gif

Adaptations: Depending on the abilities of the student, the instructor can include more

vocabulary words: nectar, pupa, larva, and metamorphosis To decrease the amount of time used, the instructor may give the students

images of the butterfly in its varying stages and allow the students to paste the images to the index card.

Extension Activities:

Allow students to form sentences for each stage. Create flip books and allow students to present their flip books to the class.

Rationale: This lesson provides students with the opportunity to state what they know, retell stories, use scientific terminology, and provides students with the tools necessary to understand the learning objective. The lesson plan also meets California State Content Standards for Life Sciences and prepares students to advance to the next stage in science that discusses characteristics among like organisms.

Fields of ButterfliesDay 3: Butterfly Garden

Overview: Students will begin to observe the butterfly life cycle while raising 3 to 5 painted lady butterflies. The number of butterflies can increase depending on the number preferred by the instructor.

Objective: Students will keep a precise and sequential science log of the butterfly life cycle while raising and observing the life cycle(s) of Painted Lady butterflies.

Science Content Standards: 4d. Write or draw descriptions of a sequence of steps, events, and observations. 4f. Use magnifiers or microscopes to observe and draw descriptions of small objects or small features of objects.

Vocabulary: Vanessa Cardui, diurnal, habitat, molt

Materials for the Instructor: Insect Lore “Butterfly Garden” equipped with caterpillars, habitat, and foodInsect Lore Painted Lady Butterfly Life Cycle Photograph PosterWarm, dark quiet environment in the classroomNumber each cup Materials for the Students:Science Journals

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Magnifying glassTime Frame: 40 minutesProcedures:Step 1 The instructor will introduce the butterfly garden and allow students to observe the caterpillars. The containers should not be handled, but can be closely watched. The instructor will model the appropriate way to use a magnifier to view the caterpillar. It is advised that the instructor set up a butterfly center to allow students to congregate during assigned segments of the day. Step 2 The instructor will introduce and review new vocabulary pertaining to the Painted Lady Butterfly. Students will indicate understanding through hand signals (thumbs up/thumbs down)Step 3 The instructor will model the appropriate way to log down daily observations in a science journal. Day 1 of the observation begins with the introduction of the butterfly garden. Students should maintain the science journal until the release of the Painted Lady butterflies. Students will pose the following statements for each cup: “I predict that cup #_____ will stay in the larva stage for ____ days”Step 4 After completing the observations and predictions, the instructor will allow time for a classroom discussion. Students will speak about what they saw and make predictions about the Painted Lady butterflies. Notes: During transit, the caterpillar eggs often hatch. If the instructor receives the cups with caterpillars, explain this to the students. If the butterflies are still in their egg stage, the students should form predictions about how the duration of time in stage one. Use the handout on page 22.

Extension Activities: The instructor will continue to allow students to fill out the L portion of their KWL charts.English Learners: To adapt the lesson for English Learners, the instructor may allow English Learners to use sentence frames when writing in their science journals. To make the lesson comprehensible for all students, the instructor may also require students to draw what they see on a daily basis. Special Needs: Students that are easily distracted may be moved farther away from the butterfly habitat so as not to lose focus during subsequent lessons. Rationale: The integration of English Language Arts and Science allows the students to investigate and share what they have learned across content areas. Students to continue to meet state standards for reading, writing, and comprehension, but are also given the chance to explore, investigate, and share their findings.

Fields of ButterfliesDay 4: Painted Lady and Monarch Butterflies

Overview: The instructor will explain and teach that there are various types of butterflies. Students will compare and contrast the Painted Lady and Monarch Butterflies. Areas of focus:

Habitat Life span Size Traits Diet

Objective: Through the usage of a Venn Diagram, students will compare and contrast the Painted Lady and Monarch Butterflies.

Science Content Standards:

Materials for the Instructor: “Monarch Butterfly” by Gail Gibbons

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“From Caterpillar to Butterfly” by Debra Heiligman Pictures or photographs of the Painted Lady and Monarch butterflies Various printed materials about the Painted Lady and Monarch butterflies Multiple 4x6 index cards with facts about the Painted Lady and Monarch

Butterflies. The index cards should include scientific facts from the categories listed in the overview.

The classroom butterfly center should be a central location for housing all of the information/facts/books/photos during the butterfly unit.

Materials for the Students:Science JournalsPencils

Time Frame: 40 minutes

Procedures:Step 1 Begin the lesson by showing the students Debra Heiligman’s book “From Caterpillar to Butterfly”. The book was read on day 1 of the unit. Engage the students by having them discuss what they remember about the book. Explain that the book was about a Painted Lady Butterfly. Further explain that there are many types of butterflies but today’s lesson will focus on the Painted Lady and the Monarch butterflies. Pass pictures around of the painted lady butterfly for the students to see.Step 2 As students look at the pictures ask them to use adjectives to describe what the Painted Lady butterfly looks like. As the students describe the Painted Lady write these adjectives on the board/white board/overhead. Step 3 After the students look at the pictures of the Painted Lady butterfly, pass around various pictures of the Monarch butterfly. Students should also describe the Monarch butterfly using various adjectives and the instructor will write them on the board. Explain that butterflies differ in more than just their appearance.Step 4Before reading aloud from “Monarch Butterfly”, remind students to pay special attention because they will have to compare and contrast the Painted Lady and Monarch Butterflies. Allow students to use their science journal during this time to record information as the book is read aloud.Step 5 Students will work in groups to compare and contrast the two types of butterflies. Students will create a group Venn Diagram. Heterogeneous student groups should be designed by the teacher. The instructor will allow each heterogeneous group to gather at the butterfly center to review the 4x6 index cards about the Painted Lady and Monarch Butterflies.

Extension Activities: None

English Learners: The instructor may work in a small group setting with English Learners. English Learners can continue to use sentence frames.

Graphic Organizers: Venn Diagram

Rationale: The Venn Diagram allows students to note similarities and differences among the two butterflies. Heterogeneous grouping is effective as it allows students to develop their social skills, and use their own academic skills. Heterogeneous grouping is accepting of all students and yields greater benefits. The anticipatory set continues to allow the teacher to assess students as they produce information learned over the course of the unit. The use of visual aids and realia allows the instructor to meet the needs of English Learners as well as visual and kinesthetic learners.

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Fields of ButterfliesDay 5: Parts of a Painted Lady Butterfly

Overview: Students will be intrigued with the new butterfly garden and will continue to ask questions about butterflies. Remind students to continue to use their KWL Chart throughout the unit. Day 5 continues with students learning to identify the parts of a Painted Lady butterfly.

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Objective: Students will correctly list and identify the various parts of a Painted Lady butterfly.

Science Content Standards: 2a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another.

Vocabulary: abdomen, antennae, compound eyes, proboscis, thorax

Materials for the Instructor: Insect Lore Painted Lady Butterfly PosterPainted Lady butterfly handoutOverhead projectorInternet access (gather pictures (or videos) of the Painted Lady Butterfly; butterfly handouts can also be found using the internet)

Materials for the Students:Painted Lady PrintoutPencilCrayons

Time Frame: 40 minutes

Procedures:Step 1 Using an overhead projector, posters, and magnified pictures, the instructor will discuss and point out the parts of a Painted Lady butterfly. The instructor will state the purpose of the abdomen, antennae, compound eyes, proboscis, and thorax using the vocabulary list that appears at the beginning of the unit.Step 2 Students will work in groups and survey the pictures and posters of the Painted Lady Butterflies. The instructor will circle the room to assist students with pronunciation and answer questions. Step 3 Students will work independently to fill in the names of each body part on the Painted Lady butterfly handout. Once the handout is filled out, students may color the Painted Lady butterflyStep 4 The instructor will assess student work for accuracy, correct spelling, and neatness.

Extension Activities: After finishing the handout, students can write observations in their Science

journals. If desired, the instructor can incorporate the use of English Language Arts by

having students write sentences to accompany the key terms. The instructor can also play “I Am Thinking”… “I am thinking of a body part

that allows the butterfly to sip nectar” Students will answer in unison “Proboscis!”

Rationale: This lesson incorporates Science and Art, and allows students to work in groups in order to memorize the body parts of the Painted Lady butterfly.

Fields of Butterflies

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Day 6: Butterfly GardenOverview: As the unit progresses, the lessons can get more complex. This particular lesson involves the use of Mathematics, specifically measurement. Students will make predictions about the length of printed caterpillars, and will use rulers to determine the actual length. Students

Objective: Students will logic to estimate the length of caterpillars. Students will determine how close their estimation was, but using a ruler to measure the caterpillars. Students will EXPLORE, EXPLAIN, EXPAND, EVALUATE.

Mathematics and Science Content Standards: Science 4b. Measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units. Mathematics 2.2 Make precise calculations and check the validity of the results in the context of the problem.

Materials for the Instructor: Printed Caterpillar handout.

Materials for the Students:Printed Caterpillar handoutPencilRuler

Time Frame: 40 minutes

Procedures:Step 1 The instructor will explain the day’s lesson and state that the Science lesson will also cover some mathematic content. The instructor will review the term “estimate” and will model how to estimate. The instructor will model how to use a ruler and how to complete the handout. Be sure to ask the students if they can notate which stage of the butterfly cycle that the caterpillar appears. Make sure students know the alternate term, larva, for caterpillar. Step 2 Students will participate in guided instruction and show that they know how to use rulers for the assignment. Students will confirm that they know how to estimate. Students can practice estimating and measuring various objects around them (desks, chairs, pencils, books).Step 3 Students work independently to complete the assignment. The instructor informally assesses by surveying the room.

Extension Activities: Students can graph the estimated and actual length of each caterpillar using a

bar graph. Students can continue to fill out their KWL Chart.

Rationale: This lesson spans across content areas to include measurement and recording of data. The questions posed at the end of the handout all students to think logically and look at their answers for evidence.

Handout follows.

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Name_________________

“How Long Are You, Mr. Caterpillar?”

Instructions: Estimate the length of the caterpillars. Write your answer in the space provided. After estimating and writing your answer, use your rule to measure the actual length of the caterpillar. Write your answer in the space provided. Answer the questions that follow.

1. Estimate:______ Actual Length: ______

2. Estimate:______ Actual Length: _______

3. Estimate:______ Actual Length: _______

4. Estimate: _______ Actual Length: ______

1. Which caterpillar is longest?_____________________________

2. Which caterpillar is shortest?_____________________________

3. Compare caterpillar number 1 to caterpillar number 2. How much longer is caterpillar number 1?-____________________________

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4. Compare caterpillar number 3 to caterpillar number 4. How much longer is caterpillar number 4?____________________________

Fields of ButterfliesDay 7: Butterfly Garden

Overview: On day number three of the unit, students were introduced to the butterfly habitat. On this day students predicted how many days that the caterpillar would stay in its larva stage. Lesson number seven should not be taught until at least one of the cups has a caterpillar that has formed a chrysalis.

Objective: Students will review their predictions from Day Three in their Science Journals and determine if their predictions were true or false regarding the number of days the caterpillar stayed in stage number two. Students will EXPLORE, EXPLAIN, EXPAND, EVALUATE.

Mathematics and Science Content Standards: 4 a. Make predictions based on observed patterns and not random guessing. Math 2.1 Defend the reasoning used and justify the procedures selected.

Materials for the Instructor: Prediction Handout (attached)

Materials for the Students:Prediction HandoutPencilMagnifying glassScience journals

Time Frame: 40 minutes

Procedures:Step 1 During the anticipatory set the instructor will pose the question, “Raise your hand if you can remember the definition of prediction?” The instructor will then remind the students about Day Three in the unit when they made predictions about the caterpillars in the larva stage. If the students have not already realized that one or more caterpillars have formed chrysalides, allow the students to use their magnifying glasses to quickly confirm the transformation.Step 2 The instructor will remind students that good scientists make predictions and follow up with observation and recording of the observations. The instructor will ask the students to take out their Science Journals, and will allow students to read their predictions from Day Three.Step 3 The instructor will guide students on the appropriate way to complete the handout. The students will insert the number of days for their prediction, and the actual number of days the caterpillar was in the larva stage.

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Step 4 Students will independently form another prediction about the length of time the chrysalis will be in the pupa stage. Students will independently fill out the table/chart. The instructor will work with students as needed, and informally assess the students for accurate predictions, complete sentences, and correct data. Notes: As mentioned on Day Three, the eggs often hatch during transit. Students may or may not have completed the handout on Day Three. If the students did make predictions about the eggs, then they should be familiar with the handout.

Rationale: Again, more than one content standard is addressed. Students are learning to be excellent scientists by predicting, observing, and keeping good records of their observations.

Name________________________________________________________

Tabulate and EvaluateDirections: Wait until your teacher gives you instructions. Look at the cups that contain the butterfly egg, caterpillar (larva), and chrysalis (pupa). Make predictions about the duration of time the butterfly will stay in each stage of the butterfly life cycle. Answer the questions below.

Number of Days in Each Stage

Stage Cup 1 Cup 2 Cup 3 Cup 4Egg

Caterpillar (larva)Chrysalis (pupa)Total Days

Questions:1. How many days were the eggs in stage one?Cup 1 Cup 2 Cup 3 Cup 4___ days ___days __days __days2. How many days were the caterpillars in stage two? Cup 1 Cup 2 Cup 3 Cup 4___ days ___days __days __days

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3. How many days were the chrysalides in stage three?Cup 1 Cup 2 Cup 3 Cup 4___ days ___days __days __days4. How many days will it take the chrysalides to transform into painted lady butterflies?Cup 1 Cup 2 Cup 3 Cup 4___ days ___days __days __days

5. Look at your answers. Did you predict more, less, or the same number of days? Circle one:Cup 1: more less sameCup 2: more less sameCup 3: more less sameCup 4: more less same

Fields of ButterfliesDay 8: Butterfly Garden

Overview: Students should be well versed in the life of a butterfly. The chrysalides may or may not have transformed into adult butterflies. Students will notate the differences between butterflies and moths. This lesson may take two-three days to complete. Students will also use the internet to search teacher selected websites that discuss the differences between moths and butterflies.

Objective: After reading material on moths, students will compare and contrast the physical characteristics of a moth and butterfly. Using conventions of the English language and art supplies, students will create a small book notating the differences between a month and a butterfly. Explore, Explain, Expand, Evaluate

Science Content Area Standards: 2 a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another. b. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.

Materials for the Instructor: Various books on moths and butterflies (consult your personal library, the school library, and city library; select age, grade, and reading level appropriate books).Compose a chart with facts about moths and butterflies, notating their differences and similarities.

Materials for the Students:Science JournalPencilBooksComputerArt supplies

Time Frame: 2-3 days

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Procedures:Step 1 The instructor will activate students’ prior knowledge about moths. The instructor will read a book about moths to the students. The instructor will model the appropriate way to complete a Venn Diagram to compare and contrast moths and butterflies. Some differences include

MothsWings are not attachedNocturnalWings are flat while restingFeathered antennaeFat, round abdomenForm a cocoon

ButterfliesWings are hooked together in flightDiurnalWings upright while restingStraight antennaeThin, slender abdomenForm a chrysalis

Step 2 With instructor guidance students will use the internet to find information about the differences between moths and butterflies. Students may print pictures, but the main focus should be internet research. If possible, use other classroom blogs, videos, and virtual field trip websites to explore the differences between the insects. Step 3 Students work independently to gather their information and take notes in their Science journals. Step 4 Students compose a 4-5 page book (using construction paper and drawings) to notate the differences between moths and butterflies.

Extension Activities: Students can present their books to the class. Students can research in groups designed by the instructor. Groups can focus

on certain attributes. Students can compose poems (haikus) and songs about moths and butterflies.

English Learners: Can be paired heterogeneously with more advanced students in the classroom. English learners can continue to use sentence frames. Selected books can be written in English and Spanish.

Graphic Organizers: Venn Diagrams.

Rationale: This lesson involves the use of hands on technology, research skills, English Language Arts, Visual Arts, social skills, and presentational skills. The lesson is appropriate for more advanced and lower performing students, and targets interpersonal, intrapersonal, visual, and kinesthetic learners.

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Fields of ButterfliesDay 9 Butterfly Garden

Overview: This is the last lesson of the unit before the summative assessment and should be completed when the butterflies are ready to be released into their natural environment. Because of planting, this lesson may take more than one day. Students can bring in plants, or parents and other community members may be willing to donate plants for the garden. This lesson created using ideas from www.earthsbirthday.org/butterflies/

Objective: Through the completion of the prediction handout on page 22 of the unit, students will complete their scientific investigation and become better equipped to predict, observe, and record data. Through the planting of a butterfly garden students put what they have learned over the course of the unit into action.

Mathematics and Science Content Standards (s): 4d. Write or draw descriptions of a sequence of steps, events, and observations. Math 1.0 Students collect numerical data and record, organize, display, and interpret the data on bar graphs and other representations:

Materials for the Instructor: Numerous plantsA large tubSoilWatering canSpace for the large tubPaper towels

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Hand SanitizerGardening toolsLife Lab Science Program at http://lifelab.ucsc.edu (includes types of flowers to be planted to continue the butterfly lifecycle)

Materials for the Students:Use of gardening toolsOld clothes

Time Frame: 1-2 days

Procedures:Step 1 The instructor will review the entire unit and incorporate volunteers to state facts about butterflies. Students may also read from their journals and KWL Charts. The instructor will explain that butterfly habitats are being threatened, because more and more people are failing to replant plants that butterflies need to survive. The instructor will state that the students can be proactive in creating a stable living environment by making sure plants are readily available for the butterfly lifecycle to continue.Step 2 The instructor will discuss plants that are appropriate for butterflies. The instructor will notate that the garden can have rocks for the butterflies to bask in the sun, clusters of plants that bloom in various seasons. Types of plants are attached. Step 3 After seeking permission from parents and appropriate school administrators, students will plant flowers in the large tub provided by the instructor. Students will use gardening tools, water, and soil.Step 4 After planting the flowers and completing the handout on page 22, students will go outside and release the butterflies into their natural habitat.

Extension Activities: The instructor can provide the students with seeds to plant at home. Many times classrooms within a school district are learning about butterflies

around the same time. Incorporate the help of an entire grade to plant one huge garden on the school premises.

Rationale: This lesson ties the entire unit together. Students must work cooperatively to compose the garden. Students learn how to preserve the Earth around them, so that butterflies and other insects can continue their life cycle. This lesson sets the stage for other lessons about conservation and effective ways to help our Earth.

Cautions: Seek parent permission before allowing students to access gardening tools. Make sure gardening tools are safe and blunt. Make sure students are wearing old clothing. Because of the usage of tools and water, students should be watched at all times. If possible, recruit the help of parents or teacher’s assistants to aid in the planting process.

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Fields of ButterfliesDay 10 Summative Assessment

Overview: Day 10 includes a summative assessment to conclude the Fields of Butterflies unit. The assessment includes vocabulary, naming the parts of the painted lady butterfly, measuring caterpillars, and fill in the blank questions about the unit.

Objective: Students will complete a summative assessment with 80% accuracy.

Science Content Standards (s): 2.Plants and animals have predictable life cycles. As a basis for understanding this concept: a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another. b. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.

Materials for the Instructor: Tests for students

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Use materials throughout the unit to compose a summative assessment to your liking. Test ideas:List the differences/similarities between moths and butterfliesName each stage of the butterfly cycle. Draw pictures and a sentence for each stage.Materials for the Students:RulerPencil

Time Frame: 40 minutes

Procedures:Step 1 The instructor will review the material and go through the test before administering the test. The teacher will read through the questions for students that struggle with reading or for English Learners. Step 2 Students will take the summative assessment independently. Step 3 The instructor will grade the assessment.Step 4 The instructor will give the assessment back to each student.

Extension Activities: None

Rationale: The summative assessment provides the instructor with information about each student. The summative assessment confirms that students understand the butterfly lifecycle, can state the differences between moths and butterflies, and can use the scientific method to investigate scientific data/concepts.

Sample Interactive Bulletin Board

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Student work

Title

Life Cycle of Vanessa

CarduiPoster

Unit Vocabulary;

words, definitions,

pictures

Did You Know? Facts about butterflies

How Moths and

Butterflies are different

A Good Scientist:Thinks,

observes, records,

interprets, surveys

Scientist of the Week

Interactive because Students refer to board for vocabulary Bulletin board is in the classroom library surrounded by books about

butterflies Student work is posted on the bulletin board A scientist of the week is featured (could be a well known scientist or

a student that has should excellent scientific work Butterfly posters are featured and are used for various units;

students must refer to the poster. Did you know? posts answers to questions students have about

butterflies. Students are able to read these facts and answer questions posed on their KWL Charts.

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