Heather Svihl Lesson Topic: Butterfly Exploration

October 2011

The purpose of this lesson is to inform students about the metamorphic changes that are involved in becoming a butterfly. The lesson will cover day 2-4 of our butterfly unit.

Nevada Standards:
N.2.A.1: Record observations using pictures, words, numbers and charts N.2.A.3: Make and justify predictions based on observations L.2.A.1: Explain that animals have offspring that are the same kind of animal, and that differences exist among individuals of the same kind of animal L.2.A.2: Describe how animals grow and change throughout their life cycle

Content Objective(s):
1. Given their observation journal, students will record observations of real life caterpillars using pictures, words, numbers and charts with a satisfactory level as defined by the rubric attached to the front cover of their observation journal 2. In their observation journals and in a one-on-one conference with the teacher, students will be able to make and justify predictions by referring to at least two observations they have made. 3. Given the opportunity to observe and research students will be able to explain that Butterflies have babies that go through a metamorphosis to become a butterfly. 4. Given the opportunity to research students will describe how caterpillars grow and change into butterflies by writing an accurate biography of a butterfly.

Language Objective(s):
1. Students will write a report about a butterfly and write observations, predictions and explanations in their observation journals 2. Students will discuss their observations, predictions and explanations with the teacher. They will also assist the teacher in revisiting a class KWL chart. 3. Students will read various sources to gain knowledge on butterflies in order to create a factual report. 4. Students will listen to others share their thoughts and opinions, listen to directions given by the teacher and listen to the teacher share Waiting for Wings by Lois Ehlert.

Key Vocabulary:
Life Cycle: The continuous change that a living thing goes through Butterfly: Insect with broad, colorful wings Larva (Caterpillar): Insect between the egg and pupal stages Pupa: Insect in the stage between the larva and the winged adult Chrysalis: the pupa of a moth or butterfly These are just a few of the major words that students may ask about. Students know that I will assist them in looking up any word that they dont know. Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:

 KWL Chart will be used in the warm-up and early part of the lesson Guided Discovery: In the middle of the lesson, students will be given the opportunity to discover and explore while using guidelines set by the teacher Student Conferencing: During the guided discovery time, the teacher will be talking with the students on one-on-one basis.

Warm Up Activity:
I will begin by engaging the students and activating students prior knowledge and background information. The As a class we will revisit are KWL Chart and bulletin board. I will ask the students the following questions: What did you observe yesterday in the Butterfly Observation Garden? Did you learn anything you about butterflies yesterday that you would like to add or change on our chart? This activity will take approximately 10 minutes.

Lesson Sequence: Engage:

1. I will begin the warm-up as detailed above to engage and activate students prior knowledge and background information by asking questions and creating a class KWL Chart (10 Minutes) 2. I will then transition into story time. I will read a story about butterflies to the students. (7 minutes)

Explore and Explain:

1. I will briefly review the life cycle stages with the students. I will then introduce the new art activity for the day. (5 minutes) 2. I will then allow the students to continue their exploration. I will walk around and help students get started if they need a little extra help. (See attached butterfly Exploration Debrief for more information) (30 minutes) 3. I will then signal the end of todays work time and have students clean up and come back together as a whole class. (5 minutes) 4. I will then provide closure by review the stages of a butterflys life cycle with the students and will add some information to our bulletin board (5 minutes)

Extend:
Students share their facts with their parents and compare a butterfly life cycle to that of a human. This lesson will take a total of 62 minutes. This lesson is longer than 50 minutes because I integrated reading, science and arts. Students will be working on these learning centers for the next 2-3 days. The assignments in this lesson require several days for students to complete. Accommodations: The teacher will meet all required student accommodations as stated in their IEPs. The teacher will also allow the students to work at their own pace.

Materials:
Magnifying Glasses Observation Journals with Rubrics Attached KWL Chart Butterfly Patterns and other supplies Crayons/markers Glue Story about Butterflies for Story Time Real Life Butterfly Garden Kit Variety of resources for students to obtain information

Online Resources:
Facts about different butterflies: http://www.kidsbutterfly.org/education Contains information about the Painted Lady Butterfly: http://www.insectlore.com/xlorepedia_stuff/painted_lady.html Other websites containing information

Review/Assessment:
On top of informally assessing students as I walk around and conference with each student, I will use rubrics to grade their observation journals and their reports. At the end of the unit students will be tested on life cycles.

Reflection:
I am planning on giving students ample of time to observe the real life caterpillars and to research, I just hope that students will be actively working and not playing around. I am also hoping to be able to walk around the classroom and to be able to spend about 3 minutes with each student.