HUNGRY FOR BUTTERFLIES?

Transcription

1 HUNGRY FOR BUTTERFLIES? Special Area: ESL (Gr. 3-6) Presented by: Sally Hahn, Miami Chapel/Louise Troy Core Knowledge Magnet School, Dayton, Ohio Length of Unit: Five Lessons I. ABSTRACT This unit has been designed for English as a Second Language Students in Grades 3-6, Students have various levels of English Proficiency. Since ESL lessons always focus on improving vocabulary skills and reading comprehension, this unit will use Science and Literature topics to achieve such goals. Students will study the life cycle of butterflies and insects, and work on language skills in each activity. This unit will have students participating in various types of activities, in order to meet the needs of students with differing learning styles. Hands-on projects are integral to this unit. II. OVERVIEW A. Concept Objectives: 1. Students will understand the life cycle of insects, especially that of the caterpillar to butterfly. 2. Students will gain understanding of new vocabulary related to insects, the life cycle, foods, numbers, days of the week, and descriptive words (adjectives). 3. Students will show growth in understanding of insect and the butterfly life cycles. Growth will be assessed on teacher made pre-tests and post-tests and with in class cooperative learning projects. B. Content from the Core Knowledge Sequence: 1. Insects/Life Cycles/Metamorphosis of the Butterfly. (Gr. 2, p. 59) 2. Explain and define new concepts and information in the student s own words. (Gr. 2, p. 43) 3. Various language arts objectives listed in the Sequence, according to the English proficiency level of the student. C. Skill Objectives 1. Students will understand, and be able to replicate through projects, the life cycle of the butterfly. 2. Students will understand the concept of sequence in nature, by using both fiction and non-fiction literature. 3. Students will expand their comprehension of vocabulary such as: insect, butterfly, and life cycle. 4. Students will be able to transfer understanding of vocabulary to written and oral projects. III. BACKGROUND KNOWLEDGE A. For Teachers 1. Opler, Dr. P., Children s Butterfly Site: Butterfly and Moth, Frequently Asked Questions. Biological Resources Division, U. S. Geological Survey Frost, H. Monarch Butterflies. Mankato, Minnesota: Pebble Books (Capstone),1999. ISBN Marks, M. Life Cycles: Resource Guide. Huntington Beach, California Creative Teaching Press, Inc. ISBN Hungry for Butterflies, ESL 2001 Conference 1

2 B. For Students 1. Core Knowledge topics introduced in previous lessons: 1. K: Animals and Their Needs 2. 1 st : Living Things and Their Habitats/The Food Chain 3. 2 nd : The Cycle of Life and the Seasons/The Water Cycle IV. RESOURCES A. Bailey, Jill. Lifecycle of a Spider B. Brudnak, Karen. Insects: A Primary Thematic Unit C. Carle, Eric, The Very Hungry Caterpillar D. EnchantedLearning.com E. Frost, Helen. Monarch Butterflies F. Frost, Helen. Caterpillars G. Hirsch, E.D. What Your Kindergartener Needs to Know H. Hirsch, E.D. What Your First Grader Needs to Know I. Hirsch, E.D. What Your Second Grader Needs to Know J. Jeunessee, Gallimard The Egg K. Kalman, Bobbie. What is a Life Cycle? L. Kent, Jack. The Caterpillar and the Polliwog M. Lazarus, Deborah. Insects Around Us N. Marks, Marilyn. Lifecycles. O. Meirs, Jackie. The Butterfly Life Cycle: A Web Unit P. Opler, Dr. Paul. Children s Butterfly Site: Butterfly and Moth Frequently Asked Questions Q. Pesiri, Evelyn. The Thesaurus for Kids R. SchifferDanoff, Valerie. Pocket Charts for Emergent Readers S. Schilling, Barbara. A Guide for Using The Very Hungry Caterpillar in the Classroom T. Terry/Linton, Life Cycles of a Butterfly U. Windridge, C. Choose Your Words: A School Thesaurus V. LESSONS Lesson One: Insects, Insects Everywhere A. Daily Objectives 1. Concept Objectives: a. Students will understand the life cycle of insects, especially that of the caterpillar to butterfly. b. Students will gain understanding of new vocabulary related to insects, the life cycle, foods, numbers, days of the week, and descriptive words (adjectives). c. Students will show growth in understanding of insect and the butterfly life cycles. Growth will be assessed on teacher made pre-tests and post-tests and with in class cooperative learning projects. 2. Content from the Core Knowledge Sequence: a. Insects/Life Cycles/Metamorphosis of the Butterfly. (Gr. 2, p. 59) b. Explain and define new concepts and information in the student s own words. (Gr. 2, p. 43) c. Various language arts objectives listed in the Sequence, according to the English proficiency level of the student. Hungry for Butterflies, ESL 2001 Conference 2

3 3. Skill Objectives a. Students will understand, and be able to replicate through projects, the life cycle of the butterfly. b. Students will understand the concept of sequence in nature, by using both fiction and non-fiction literature. c. Students will expand their comprehension of vocabulary such as: insect, butterfly, and life cycle. d. Students will be able to transfer understanding of vocabulary to written and oral projects. B. Materials 1. Pre-test of students existing knowledge of insects/butterflies (EnchantedLearning.com website) 2. Chalk/chalkboard 3. Pp. 307,308 Insects, Insects Everywhere What Your Second Grader Needs to Know 4. Transparencies showing outlines of human and insect bodies 5. Overhead projector 6. Large index cards or sentence strips 7. Pocket chart 8. Markers 9. Overhead transparencies of outline of human body and insect body 10. Overhead projector 11. Large index cards or sentence strips 12. Pocket chart 13. Markers C. Key Vocabulary 1. Pollen-The fine, powder-like material produced by flowering plants 2. Abdomen-The hind part of an insect 3. Thorax-The middle region of an insect s body 4. Antenna-One of the paired, flexible, jointed sensory appendages on the head of an insect 5. Exoskeleton-The hard, outside protective skeleton of an insect D. Procedures/Activities 1. Teacher starts KWL chart about insects. 2. Teacher writes student answers on the board. 3. Teacher tells the students that they are going to take a short test about insects, for fun (It will not count toward their grades). 4. Teacher administers a cloze test on insects. (Appendix A) 5. Students are asked how many insects they can name. Teacher lists their answers on the board. 6. Students discuss the following, with the Teacher recording their answers: There are a million kinds of insects in the world. Do you like insects? Why/Why not? Do you think that insects are helpful to humans in any way? 7. Teacher gives handout of the insect on p.308 (Gr. 2-Hirsch) without the captions and an outline of a human body to students and shows the same pictures on the overhead. Teacher puts insect body vocabulary and human body vocabulary on cards in the pocket chart under heading cards, insects / humans and writes them on the transparency. 8. The Teacher asks students to compare/contrast the words used to describe the two kinds of bodies. Are any of the words the same? Do they describe the same parts of the body? Which are different? How many legs do humans have? What about an insect? How are human and insect bodies the same? Hungry for Butterflies, ESL 2001 Conference 3

4 9. Teacher: Look at the word exoskeleton. What other word that you know sounds like that word? Do you have a skeleton? Does every human have one? Where is yours? Is it hard or soft? What about your skin is it hard or soft? The Teacher reads aloud from the Core Knowledge material and puts the Characteristics of Insects on the overhead, listing the three characteristics on p. 309, and reading having students repeat them. E. Assessment/Evaluation 1. Teacher shows a cloze exercise on the overhead and asks students to go to the pocket chart and pick the word card that fills the blank correctly. 2. Other students raise hands to vote for the correct answers. Lesson Two: Are They Insects? A. Daily Objectives 1. Concept Objectives: a. Students will understand the life cycle of insects, especially that of the caterpillar to butterfly. b. Students will gain understanding of new vocabulary related to insects, the life cycle, foods, numbers, days of the week, and descriptive words (adjectives). c. Students will show growth in understanding of insect and the butterfly life cycles. Growth will be assessed on teacher made pre-tests and post-tests and with in class cooperative learning projects. 2. Content from the Core Knowledge Sequence: a. Insects/Life Cycles/Metamorphosis of the Butterfly. (Gr. 2, p. 59) b. Explain and define new concepts and information in the student s own words. (Gr. 2, p. 43) c. Various language arts objectives listed in the Sequence, according to the English proficiency level of the student. 3. Skill Objectives a. Students will understand, and be able to replicate through projects, the life cycle of the butterfly. b. Students will understand the concept of sequence in nature, by using both fiction and non-fiction literature. c. Students will expand their comprehension of vocabulary such as: insect, butterfly, and life cycle. d. Students will be able to transfer understanding of vocabulary to written and oral projects. B. Materials 1. Family Tree of Insects handout (Lazarus, p. 3) 2. Transparencies and overhead projector 3. Memory Matching Game, Insect Homes, Insect Parts handouts (Lazarus, pp.3, 27,21,23) crayons or markers 4. scissors 5. paste or glue 6. construction paper 7. hole punch 8. paper fasteners 9. Caterpillar/Gusano handout (Opler, coloring pages) copy of p.310 Are They Insects? (Hirsch, Gr. 2) 10. Caterpillar Parts Schilling, p.39 Hungry for Butterflies, ESL 2001 Conference 4

5 C. Key Vocabulary 1. prolegs-stubby little bumps that help the caterpillar to hold up and move his hind parts 2. hind-the back end D. Procedures/Activities 1. The Teacher shows the students a transparency of a caterpillar. 2. The students are given a handout of the same picture. 3. The Teacher tells the class that for today s lesson they are to decide whether a caterpillar is an insect or not. She begins by reviewing the three characteristics of an insect from yesterday s lesson, using the cards in the pocket chart. Students then apply those characteristics to the pictured caterpillar, and decide as a group whether the caterpillar meets all three criteria. They can then compare the picture of the body parts seen yesterday to the more realistic drawing on the overhead and on their handouts. 4. Students then receive the handout, Family Tree of Insects, and look at pictures of several different types, and orally apply the insect characteristics to each one. They do the same with the Handout Insect Parts. 5. The students will then color the Memory Matching Game and see that various insects have very different types of homes. They can then cut out the pictures and mount them on a piece of construction paper. E. Assessment/Evaluation 1. Students write the three characteristics of insects on notebook paper. They then begin to make an insect book to show the concepts they are learning, to be added to as the unit continues. Lesson Three: Hungry for Caterpillars? A. Daily Objectives. 1. Concept Objectives: a. Students will understand the life cycle of insects, especially that of the caterpillar to butterfly. b. Students will gain understanding of new vocabulary relating to insects, the life cycle, foods, numbers, days of the week and descriptive words (adjectives). c. Students will show growth in understanding of insects and the butterfly life cycle on teacher-made pre-testing and post-testing and through projects. 2. Content from the Core Knowledge Sequence: a. Insects/Life Cycles/Metamorphosis of the Butterfly (Gr. 2, p. 59) b. Explain and define new concepts and information in the student s own words. (Gr. 2, p. 43) c. Various language arts objectives listed in the Sequence, according to the English Language Proficiency Level of the student. 3. Skill Objectives a. Students will understand and be able to replicate through projects, the life cycle of the butterfly. b. Students will understand the concept of sequence in nature and in literature, both fiction and non-fiction. c. Students will expand their comprehension of insect, butterfly and life cycle assignments vocabulary, and be able to transfer that knowledge in written and oral. B. Materials 1. Copies of poems Caterpillars, Bee! I m Expecting You! and Hurt No Living Thing (Hirsch, Gr. 2, pp.8, 9) 2. Copies of Hirsch, Gr. 2, p : Insect Life Cycles 3. Copies of the Children s Butterfly Site Coloring Pages Hungry for Butterflies, ESL 2001 Conference 5

6 4. Pencils and crayons or markers 5. Previous days vocabulary cards 6. Pocket chart 7. Metamorphosis handouts (Lazarus, p.4) C. Key Vocabulary 1. Butterfly 2. Caterpillar 3. Cocoon After attaching itself to a leaf or twig, the caterpillar makes a tough, shiny covering for protection and wraps itself inside (a chrysalis) 4. Egg (of a caterpillar) 5. Larva The wingless, often worm-like form of a newly hatched insect before undergoing metamorphosis 6. Pupa The inactive stage in the metamorphosis of many insects, following the larval stage and preceding the adult form 7. Adult a fully-grown, mature organism, such as an insect that has completed its final stage of metamorphosis 8. Metamorphosis changing in shape as it develops D. Procedures/Activities 1. Teacher distributes copies of poems. Teacher reads through each one once, then does an echo read-through with the class. 2. Teacher asks student to retell the meaning of each poem, and to think about the author s point of view, why he/she wrote each one. 3. Teacher asks students to repeat what the class has already learned about insects in the past few lessons. The previous days vocabulary cards are set upon the chalk ledge. The teacher says a definition and chooses a student to identify the correct word card. Then the student takes the Teacher s definition card and puts it into the pocket chart next to its matching vocabulary word. 4. The new vocabulary words are then introduced, and the students are given a picture of the life cycle of the butterfly. (Hirsch, Gr.2, p.311) 5. Students color the Metamorphosis handout. E. Assessment/Evaluation 1. Students are to fill in the names for stages of the life cycles as the Teachers introduces each one. 2. Practice the names and pronunciation of the stages of the life cycle: Butterfly Life Cycle: Metamorphosis of a Monarch Butterfly (EnchantedLearning.com) Lesson Four: If You Were a Caterpillar, What Would You Want for Lunch? A. Daily Objectives. 1. Concept Objectives: 2. Students will understand the life cycle of insects, especially that of the caterpillar to butterfly. 3. Students will gain understanding of new vocabulary relating to insects, the life cycle, foods, numbers, days of the week and descriptive words (adjectives). 4. Students will show growth in understanding of insects and the butterfly life cycle on teacher-made pre-testing and post-testing and through projects. 2. Content from the Core Knowledge Sequence: a. Insects/Life Cycles/Metamorphosis of the Butterfly (Gr. 2, p. 59) b. Explain and define new concepts and information in the student s own words. (Gr. 2, p. 43) c. Various language arts objectives listed in the Sequence, according to the English Language Proficiency Level of the student. Hungry for Butterflies, ESL 2001 Conference 6

7 3. Skill Objectives a. Students will understand and be able to replicate through projects, the life cycle of the butterfly. b. Students will understand the concept of sequence in nature and in literature, both fiction and non-fiction. c. Students will expand their comprehension of insect, butterfly and life cycle vocabulary, and be able to transfer that knowledge in written and oral assignments. B. Materials 1. Metamorphosis handout (Lazarus, p. 4) 2. Multiple student copies of The Very Hungry Caterpillar; one Big Book 3. Vocabulary cards with the scientific names for the stages of metamorphosis, 4. pocket chart 5. rulers or Popsicle sticks 6. crayons or markers 7. drawing paper 8. glue and tape 9. large index cards 10. packet for each group from the Children s Butterfly Site C. Key Vocabulary 1. Days of the week, in students first language and in English 2. Names of the foods, as above. 3. Number words, one to ten, as above D. Procedures/Activities 1. Teacher asks students to re-tell the life cycle of a butterfly, with an emphasis on the scientific terms for the stages. Students come forward to put the correct terms in the cycle (on large index cards) in the pocket chart. 2. Teacher asks students what they know about the eating habits of a caterpillar. 3. Students use handout packet from the Children s Butterfly Site to research butterfly eating habits. (Butterflies eat only various liquids.) 4. She then introduces The Very Hungry Caterpillar, reading the book aloud to the class. 5. Teacher stops frequently to ask students about their predictions about the caterpillar and what he will do/eat next. At the end of the book, the Teacher checks the outcomes of the students predictions with the text. 6. Students working in groups use handouts of the food items that appear in the trade book as models, (Schilling, pp.32 and 14) to make ruler puppets of the caterpillar, large and small, all food items mentioned, and the days of the week. E. Assessment/Evaluation 1. Close exercises from Schilling, p Birth of a Butterfly : cut and paste the life cycle in the correct order, Schilling, p Tell the Story in Your Own Words (Lazarus, pp. 5, 6) Lesson Five: Hungry for Butterflies? Let s Eat! A. Daily Objectives. 1. Concept Objectives: a. Students will understand the life cycle of insects, especially that of the caterpillar to butterfly. b. Students will gain understanding of new vocabulary relating to insects, the life cycle, foods, numbers, days of the week and descriptive words (adjectives). Hungry for Butterflies, ESL 2001 Conference 7

8 c. Students will show growth in understanding of insects and the butterfly life cycle on teacher-made pre-testing and post-testing and through projects. 2. Content from the Core Knowledge Sequence: a. Insects/Life Cycles/Metamorphosis of the Butterfly (Gr. 2, p. 59) b. Explain and define new concepts and information in the student s own words. (Gr. 2, p. 43) c. Various language arts objectives listed in the Sequence, according to the English Language Proficiency Level of the student. d. Skill Objectives e. Students will understand and be able to replicate through projects, the life cycle of the butterfly. f. Students will understand the concept of sequence in nature and in literature, both fiction and non-fiction. g. Students will expand their comprehension of insect, butterfly and life cycle assignments vocabulary, and be able to transfer that knowledge in written and oral. B. Materials 1. I Am a Butterfly (p. 5,6), The Life of a Butterfly (p.7-9) from Life Cycles: Resource Guide, copies for each student 2. Scissors 3. Hole punch 4. Orange tissue paper 5. Construction paper 6. Transparent tape 7. Pencils, crayons, makers 8. Ingredients for baking sugar cookie 9. Computer-generated invitations to Butterfly Day C. Key Vocabulary 1. Ingredients 2. Pattern D. Procedures/Activities 1. Students are told that they are going to participate in Butterfly Day. Each student will be given an invitation to attend Butterfly Day, a half-day party to celebrate the end of the butterfly unit. 2. Students will make butterflies to wear on their wrists and flutter. (Marks, Pp. 5-9) 3. Students will make butterfly cookies. There will be emphasis on measurement skills and on the metamorphosis of the ingredients as they change from dry to wet dough and then bake in the oven into a different shape. E. Assessment/Evaluation 1. Students will do a series of tasks to show proficiency in understanding of the life cycle, especially about insects. 2. Students will use comparing/contrasting skills when filling in a Venn Diagram on the real life vs. make-believe activities of caterpillars. 3. Students will show proficiency in sequencing by putting sentence strips in the correct order as in The Very Hungry Caterpillar and also in the stages of the butterfly life cycle. 4. Students will show mastery of the metamorphosis process by scoring an 80% or higher on a teacher-made cloze test similar to the pre-test taken at the beginning of Lesson One. Hungry for Butterflies, ESL 2001 Conference 8

9 VI. CULMINATING ACTIVITY Students will take a field trip to the Cincinnati Zoo to visit the Insect House. They will do writing activities in reaction to what they see there. VII. HANDOUTS/WORKSHEETS All tests and worksheets are copyrighted materials and will be distributed at session only VIII. BIBLIOGRAPHY Bailey, J. The Life Cycle of the Spider. New York: The Boatwright Press, # Brudnak, K. Fields, K., & Murphy, S. eds. Insects: A Primary Thematic Unit. Greensboro, North Carolina: The Education Center, # Carle, E. The Very Hungry Caterpillar. New York: Philomel Books, # Cooper, J. D. & Pikulski, J. J. Students Acquiring EnglishHandbook: Lessons for Daily Language Development, Grade One, Invitations to Literacy Series. Boston: Houghton Mifflin, # EnchantedLearning.com. Available URL Frost, H. Caterpillars. Mankato, Minnesota: Pebble Books, 1999 # Frost, H. Monarch Butterflies. Mankato, Minnesota: Pebble Books, 1999 # Hirsch, E. D., ed. What Your First Grader Needs to Know: Fundamentals of a Good First-Grade Education (Revised Edition). New York: Dell Publishing, 1998 # Hirsch, E.D., Jr. & J Holdern, eds. What Your Kindergartner Needs to Know: Preparing Your Child For a Lifetime of Learning. New York: Dell Publishing, # Hirsch, E.D., Jr. What Your Second Grader Needs to Know: Fundamentals of a Good Second-Grade Education (Revised Edition) New York: Dell Publishing, Doubleday, # Jeunesse, G. & de Bourgoing, P. The Egg: A First Discovery Book. New York: Scholastic, Inc., # Kalman, B. What is a Life Cycle? New York: Crabtree Publishing, # Pp.10, 11 Kent, J. The Caterpillar and the Polliwog. Englewood Cliffs, NJ: Prentice-Hall, Inc., # Lazarus, D. Insects Around Us Rosemont, NJ: Modern Learning Press, # Pp Marks, M. Lifecycles: Resource Unit. Huntington Beach, CA: Creative Teaching Press, # Meirs, J. The Butterfly Life Cycle: A Web Unit Hungry for Butterflies, ESL 2001 Conference 9

10 Opler, Dr. P. Children s Butterfly Site: Butterfly and Moth: Frequently Asked Questions Pesiri, E. The Thesaurus for Kids. Los Angeles: Lowell House Juvenile,1998. # Schiffer-Danoff, V. Pocket Charts for Emergent Readers. Jefferson City, MO: Scholastic Books, # X Schilling, B. A Guide for Using The Very Hungry Caterpillar in the Classroom. Westminster, CA: Teacher Created Materials, Inc,1999. # Terry, T & Linton, M. Life Cycles of a ButterflyNew York: The Boatwright Press, # X Hungry for Butterflies, ESL 2001 Conference 10