Attracting Birds, Butterflies, & Beneficial
|
|
- Aubrey Beasley
- 7 years ago
- Views:
Transcription
1 Attracting Birds, Butterflies, & Beneficial Insects Workshop School Garden Teacher Information Sheet Presenter: Wayne Robins Saturday, February 8, 2014 K-4 K-4 Understanding the Lifecycle of a Butterfly Lesson duration will depend on age of students-may be completed on different days. Grades: K-4 Common Core Standards Addressed: Additional standards may be met by this lesson. Science K.LS1.1 Use observations to describe patterns of what plants and animals (including humans) need to survive. Science 1.L2.2 Summarize the basic needs of a variety of different animals (including air, water, and food) for energy and growth. Science 2.L1.1 Understand animal life cycles ELA K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). ELA K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. ELA K.SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. ELA 1.L5.c Identify real-life connections between words and their use ELA 1.W.3 Write narratives in which two or more appropriately sequenced events are recounted including details ELA 1.W.8 With guidance and support from adults, recall information from experiences ELA 2.L.5.a Identify real-life connections between words & their use ELA 3.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) ELA 3.SL.4 Report on a topic or text with appropriate and relevant, descriptive details, speaking clearly at an understandable pace ELA 4.Sl.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) ELA 4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats. Objective: To understand the life stages of a butterfly. Materials Magazines images or childrens drawings of butterfly at each stage Glue, paper, paper fasteners, crayons, makers, colored pencils, etc. Illustrated book on butterflies or other resources such as videos and other gardening books, or access to internet.
2 Book suggestions for this topic and other butterfly lessons: The Very Hungry Caterpillar, by Eric Carle From Caterpillar to Butterfly, by Deborah Heiligman My Oh My A Butterfly, by Tish Rabe Where the Butterflies Grow, by Joanne Ryder Life of the Butterfly by Heide Rose and Andreas Fischer-Nagel Websites: The Butterfly Website: Gardening for Butterflies: Monarch Watch: U.S. Geological Survey, Butterflies of NorthAmerica: Brooklyn Childrens Museum: Vocabulary: caterpillar: the larval stage of a butterfly or moth chrysalis: the hard shell covering the pupa; shaped like an upside down teardrop larva: the second stage of metamorphosis, during which an insect is wormlike and has new wings pupa: the third stage of metamorphosis; encased by a chrysalis metamorphosis: a series of developmental stages often marked by body changes Procedure Pre-Planning Collect all materials ahead of time for students to use. Find a book or video on butterflies from your local library. Engage Read the butterfly book to the class. Have students discuss as a group the stages of the butterfly lifecycle. For older students you can show a video on butterflies. Explore Have students work in groups to review the stages of a butterfly lifecycle. Have students seen any of the different stages? Consider the needs of the butterfly at each stage. Do we know what types of butterflies are found in our area? If not, where can we find out? Students should use the available resources they have to research these questions in order to design their garden. Explain Discuss with students how the butterfly develops through four stages of metamorphosis egg, larva (caterpillar), pupa (chrysalis), and adult (butterfly). The adult barely resembles the larval stage in appearance or behavior. This is known as a complete metamorphosis.
3 To make a circle of life demonstrating each stage of metamorphosis, each student will need two sheets of white construction paper, a file folder, and a brass paper fastener. Here's how to assemble the circles. Glue two sheets of paper together along one edge. Mark and cut out a 1-inch window from the top sheet. Cut out a circle from the file folder. The diameter of the circle should just about match the width of the paper. Poke a small hole through the center of the circle. Have students paste their caterpillar/butterfly drawings onto the circle, as shown. Insert the circle between the sheets of paper, leaving one edge of the circle which will now function as the wheel exposed. Adjust so that each picture shows up through the window when you turn the wheel. Using the paper fastener, fasten together the wheel and the paper, then glue the paper edges, leaving only the section with the wheel edge open. Students can share their circles with each other, narrating the changes seen through the window. Elaborate Have the students present their lifecycle wheel to the group. Students should be able to discuss the four stages and transitions between each stage. Evaluate Have the students draw, write a sentence about or label the stages of metamorphosis. Extension Students should visit the Botanical Gardens or a local park to look for butterflies in different stages and what environments they are attracted to live in. Lessons adapted from Science NetLinks Lesson Plan: Butterfly 2: A Butterfly s Home and Study Life Cycles with Butterflies by Lynne Kepler
4 Creating a Butterfly Garden K-4 K-4 Lesson duration will depend on age of students-may be completed on different days. Grades: K-4 Common Core Standards Addressed: Additional standards may be met by this lesson. humans) need to survive. Science K.LS1.1 Use observations to describe patterns of what plants and animals (including humans) need to survive. Science 1.LS1.1 Use observations to describe patterns of what plants and animals (including Science 2.LS4.1 Make observations of plants and animals to compare the diversity of life in different habitats Science 3.LS4.3 Construct an argument with evidence that in a particular habitat some organisms can survive well Science 4.LS1.1. Construct an argument with evidence that in a particular habitat some organisms can survive well, some cannot survive at all. ELA K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). ELA K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. ELA K.SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. ELA 1.L5.c Identify real-life connections between words and their use ELA 1.W.8 With guidance and support from adults, recall information from experiences ELA 2.L.5.a Identify real-life connections between words & their use ELA 2.W.7 Participate in shared research and writing projects ELA 3.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) ELA 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) ELA 4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats. Objective: To determine which environmental characteristics are needed to create favorable habitat for butterflies native to WNY Materials Magazines, garden images Glue, paper, crayons, makers, colored pencils, etc. Small objects to use for a collage (beans, pasta, cotton balls, fabric, etc.) If the weather allows gather materials from the school garden or yard. Illustrated book on butterflies or other resources such as videos and other gardening books, or access to internet.
5 Book suggestions for this topic and other butterfly lessons: The Very Hungry Caterpillar, by Eric Carle From Caterpillar to Butterfly, by Deborah Heiligman My Oh My A Butterfly, by Tish Rabe Where the Butterflies Grow, by Joanne Ryder Life of the Butterfly by Heide Rose and Andreas Fischer-Nagel Websites: The Butterfly Website: Gardening for Butterflies: Monarch Watch: U.S. Geological Survey, Butterflies of North America: Brooklyn Childrens Museum: Vocabulary: camouflage: protective coloring that helps an animal hide by blending in with its environment habitat: the place where a plant or animal normally lives and grows Procedure Pre-Planning Collect all materials ahead of time for students to use. Find a book on butterflies from your local library. Engage Read the butterfly book to the class. Have students discuss as a group what types of things butterflies would need in their environment. For older students you can show a video on butterflies. Explore Have students work in groups to research how they would design their butterfly garden. Have students keep in mind the following questions: What are the four basic elements of wildlife habitat? (food, water, shelter, place to raise young); What do butterflies eat?; Where do they rest?; Where do they get water?; Do we know what types of butterflies are found in our area? If not, where can we find out?; What types of things, other than just plants, should be in a butterfly garden? Students should use the available resources they have to research these questions in order to design their garden. Explain Students will work within their groups or individually using magazines, computer images, photographs they have taken themselves, collage objects to create a 3-D collage of the types of plants and materials that should be in a butterfly garden. Older students can research the specific host and nectar plants for each species of butterfly to include in their garden, they can use a computer to print out images or if your garden is already created they can take pictures of the plants
6 you have. Elaborate Have students present their gardens to the group. Students should answer the following questions when they present: Why is this a good habitat for a butterfly?; Can you think of something that we would not want to add to the garden? Why? ; Would it be good for other insects or animals? What types and why? ; How does your garden resemble the garden that you saw in the story or in the video clips? Evaluate Have students describe an ideal butterfly environment. They can either draw this habitat and label the things in their drawing that help the butterfly survive or thrive OR they can write a paragraph about what an ideal butterfly habitat would look like. Extension Students could be part of the process of building and creating a butterfly garden in your program. Lessons adapted from Science Net Links Lesson Plan: Butterfly 2: A Butterfly s Home and Study Life Cycles with Butterflies by Lynne Kepler
Monarch Butterfly Life Cycle and Migration
This website would like to remind you: Your browser (Apple Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. Activitydevelop Monarch Butterfly
More informationKindergarten Butterfly Lessons
Kindergarten Butterfly Lessons Title: Butterfly Introduction Grade Level: Kindergarten Subject: Language Arts Content Standards: Concepts of Print, Comprehension Strategies, and Self-Monitoring Strategies
More informationMaterials For each student (or group of students): Caterpillar data sheets Pencil For teacher: Chart paper Markers
Insects! Concepts Life cycles and metamorphosis are common to all insects. Butterflies, like most insects, go through complete metamorphosis involving four distinct phases egg, caterpillar (larva), chrysalis
More informationLife Cycle of a Butterfly
Name: Date: Life Cycle of a Butterfly Life cycle refers to the stages of development, growth and reproduction that a living thing goes through. The butterfly's life cycle is made up of four stages: egg,
More informationButterfly or Moth? Made for 2nd Graders... Project Bibliography
Butterfly or Moth? Made for 2nd Graders... Project Bibliography Butterfly or Moth? Today you will learn about a Painted Lady Butterfly and a Robin (Cecropia) Moth. What is a butterfly? Click the butterfly
More informationScience Life Cycle of the Butterfly
Science Life Cycle of the Butterfly Here is a big word for you to remember: metamorphosis. Metamorphosis means that an animal changes in the way it looks and behaves as it develops. Most insects go through
More informationButterflies and Plants Grades: K and up
Butterflies and Plants Grades: K and up Purpose: To focus exploration on the butterfly life cycle and how that life cycle is related to plants in the garden. Students should be exposed to the 4 stages
More informationScientific Inquiry: What is inquiry-based learning?
Scientific Inquiry: What is inquiry-based learning? The National Science Education Standards explain the importance of inquiry-based learning: Students at all grade levels and in every domain of science
More informationLife Cycle of a Butterfly
GLE 0107.4.1 Observe and illustrate the life cycle of animals. 0107.4.1 Observe, describe, and record the life cycle of a particular animal. Life Cycle of a Butterfly (Webquest for first graders) Introduction
More informationAnimal Colors and Shapes Teacher s Guide
Teacher s Guide Grade Level: K 2 Curriculum Focus: Math, Science Lesson Duration: 1 2 class periods Program Description Animals come in all colors, shapes, and sizes. Learn about the shapes animals have
More informationMonarch Butterflies: Beautiful But Poisonous by Kelly Hashway
by Kelly Hashway If you ve ever seen a monarch butterfly, then you ve probably noticed their bright orange and black colors. It makes them easy to see in the sky. You may think this would put the Monarch
More informationTask 2 Multi-text reading: Interesting facts about butterflies
Task 2 Multi-text reading: Interesting facts about butterflies Level: ISE III Focus: Task 2 Multi-text reading Aims: To read for gist and specific information and to deduce meaning from context Objectives:
More informationNatalia Moreno BME 530. Butterflies Subject: Science (Grade Level: Adaptable from 2-3) Introduction:
Natalia Moreno BME 530 Butterflies Subject: Science (Grade Level: Adaptable from 2-3) Introduction: This lesson will be introducing the students to the life cycle of a butterfly. We will discuss the stages
More informationThe Cycle of Life. For further information contact
The Cycle of Life For further information contact Marci Bocanegra South McKeel Academy 2122 Edgewood Drive South Lakeland, FL 33803 Route A (863)510-0044 marcidiaz@mckeelacademy.com n PROGRAM OVERVIEW
More informationReading Standards for Literature
Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading
More informationUnit: Healthy Habits Grade: 1
Unit: Healthy Habits 5.3b Good health habits include hand washing, personal cleanliness; avoiding harmful substances; eating a balanced diet; engaging in regular eercise ways to stay healthy Wash hands
More informationPre-K. Animals Around Us. Differentiated Resources. English Language Learners... 2 Three-Year-Olds...3-4 Small Groups...5-6
Pre-K Differentiated Resources Animals Around Us English Language Learners.......... 2 Three-Year-Olds...................3-4 Small Groups......................5-6 Visit www.macmillanmh.com for online games
More informationIntended Use of the document: Teachers who are using standards based reporting in their classrooms.
Standards Based Grading reports a student s ability to demonstrate mastery of a given standard. This Excel spread sheet is designed to support this method of assessing and reporting student learning. Purpose
More informationFirst Grade Animal Research Project
First Grade Animal Research Project Dear Parents: As you probably know, our first graders have been learning all about animals. We have spent the last couple of weeks learning to group different animals
More informationMove It, Move It! Kindergarten. Concepts. Objectives. Outline. Duration Pre-Visit: 60 minutes Visit: 30 minutes Post-Visit: 35 minutes
Move It, Move It! Kindergarten Duration Pre-Visit: 60 minutes Visit: 30 minutes Post-Visit: 35 minutes Location Nature Gardens Supplies Movement cards Worksheets Pencils Crayons Markers Colored pencils
More information4THE UNIVERSITY OF THE STATE OF NEW YORK
4THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST JUNE 6, 2011 Student Name School Name Print your name and the name of your school on the lines above. The test
More informationCommon Core State Standards Speaking and Listening
Comprehension and Collaboration. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly
More informationBountiful Beetles Lesson Plan
Bountiful Beetles Lesson Plan Lesson Title: Bountiful Beetles Objectives: Students will identify the life cycle, anatomy and other characteristics of beetles. Students will conduct a simple research using
More informationLESSON PLANS. Elementary Levels
LESSON PLANS Elementary Levels Recording Your Community s History In this lesson, students will act as keepers for their class s community history. As a class, students will discuss the events of each
More informationInsect Record. Date. Observations
Insect Record Date Observations Investigation 1: Mealworms No. 1 Notebook Master Stages in the Life Cycle of the Darkling Beetle 1. Cut apart the pictures. 2. Glue the pictures in a column in your science
More informationWeek 4 Lesson Plan. Pre-K. Our Neighborhood. Macmillan /McGraw-Hill. Extend. the Unit
Lesson Plan Extend Unit the Unit Pre-K Our Neighborhood Alphabet Time.....................2-3 Book Time.........................-5 Retelling Puppets..................6-7 Content Area......................8-9
More informationLooking at life cycles
Using a selection of the Discovery cards in this section, children can learn more about insect lifecycles and how to sequence the lifestages of a butterfly correctly. They can also explore metamorphosis.
More informationAnimal Research Project (Collaborative Lesson between Librarian and First Grade Teachers) First Grade EXCEL students
Animal Research Project (Collaborative Lesson between Librarian and First Grade Teachers) First Grade EXCEL students Objectives: Students will demonstrate knowledge of the animal researched by: presenting
More informationCrafting an Argument. Students need to know how to state facts and express their opinions. Organized, Well-Supported, Convincing
Crafting an Argument Organized, Well-Supported, Convincing Students need to know how to state facts and express their opinions effectively so that they can positively contribute to classroom conversations
More informationFluffy Cloud Walk. Materials Used: Pictures of three types of clouds: cirrus, stratus, cumulus
Fluffy Cloud Walk Standard Addressed: Earth Science Students know how to use simple tools (e.g. thermometer, wind vane) to measure weather conditions and record changes from day to day and across the seasons.
More informationCommon Core Writing Standards
Correlation to the Series, Grades K 2 Common Core State Standards, 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. College
More informationGeorgia Performance Standards Framework Life Cycles Unit: (Approximately 8 weeks)
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
More informationWhat is a Mammal? Kindergarten. Concepts. Objectives. Outline. Duration Pre-Visit: 40 minutes Museum Visit: 30 minutes Post Visit: 40 minutes
What is a? Kindergarten Duration Pre-Visit: 40 minutes Museum Visit: 30 minutes Post Visit: 40 minutes Concepts Animals are grouped by a set of common characteristics. Objectives Location Age of s Hall
More informationDOK Elementary. Recall the four stages of an insect s life cycle and label them in the correct sequence using a flow map.
DOK Tasks DOK Elementary Recall the four stages of an insect s life cycle and label them in the correct sequence using a flow map. DOK Elementary Observe two insects over a period of a week and create
More informationKindergarten Common Core State Standards: English Language Arts
Kindergarten Common Core State Standards: English Language Arts Reading: Foundational Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. o Follow words from
More informationAnimals that move slowly, animals that move quickly
Unit Three Time 74 Animals that move slowly, animals that move quickly Unit 3: Time Image courtesy of: Microsoft clipart Focus: Animals that move slowly and quickly linked with time Whole class activity
More informationAnimal Adaptations Investigation (K-3)
Animal Adaptations Investigation (K-3) At a glance Students explore the Zoo in search of animals that fit certain categories and discover their adaptations. Time requirement One Zoo visit of at least 60
More informationInsects. A Second Grade Unit by Pat Hart
Insects A Second Grade Unit by Pat Hart Unit Overview In this unit the students will be engaged from the beginning with a hook that catches their attention and an authentic connection that gives them a
More informationBrede High Woods. Butterflies. Educational Resources. Unit in brief
Butterflies Unit in brief To explore the variety of butterflies found within the habitats of Brede High Woods and to understand their lifecycles, survival strategies and the relationships and interactions
More informationPersonal Timelines Grade Two
Ohio Standards Connection Data Analysis and Probability Benchmark C Represent data using objects, picture graphs and bar graphs. Indicators 3. Read and construct simple timelines to sequence events. 5.
More informationExploring Animal Environments
Third Grade Science Design Brief Exploring Animal Environments forest - desert - grassland rainforest - marshland - swamp - pond - river - ocean - stream Background: In our studies of science, we have
More informationRenaissance Teacher Work Sample Consortium. A Teacher Work Sample Exemplar. Submitted by: Idaho State University. Grade Level: 1st.
1 Renaissance Teacher Work Sample Consortium A Teacher Work Sample Exemplar Submitted by: Idaho State University Grade Level: 1st Subject: Science Topic: Butterflies Idaho State University College of Education
More informationButterflies and Moths
Delta Science Reader Butterflies and Moths Delta Science Readers are nonfiction student books that provide science background and support the experiences of hands-on activities. Every Delta Science Reader
More information5th Grade MELD Lessons Aligned to CCSS 10 Days Start Smart
5th Grade MELD Lessons Aligned to CCSS 10 Days Start Smart Overview Overview Collaboration across the curriculum is a required skill! On their way to becoming college prepared and career ready, students
More informationThe Toledo Zoo Aviary
The Toledo Zoo Aviary Look at the Birdie Bird Adaptations Lesson Learning Strategies Background Knowledge Vocabulary Comprehension Application/ Extension Problem Solution Guide Personal Clues Questions
More informationreflect What about other living things? Do all animals look the same as their parents?
reflect Look at the boy and his father. How do they look the same? They both have two arms and two legs. They both have eyes and a nose. They look a lot alike! People can look like their parents. We get
More informationPrevious Letterland at Tweetsie Railroad Motivation and reward Letterland at Tweetsie Curriculum Guides
Previous Letterland at Tweetsie Railroad Each May since 2007, children from all over North Carolina (and Texas and Georgia) have come to Letterland at Tweetsie Railroad, where we have transformed our theme
More informationProject Based Learning First Grade: Science- Plants and Animals By: Nikki DiGiacomo
Project Based Learning First Grade: Science- Plants and Animals By: Nikki DiGiacomo How do plants and animals live? Essential Question Sub Questions What are plants? What are animals? What are the basic
More informationCorrelation to the Common Core State Standards for English Language Arts, Grade 3
Correlation to the Common Core State Standards for English Language Arts, Grade 3 Journeys Grade 3 LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 1 Houghton Mifflin Harcourt Publishing Company. All rights
More informationWhat Trees Provide. Introduction
What Trees Provide Introduction Have you ever looked at a tree and imagined what it provides for the plant community it belongs to? How do trees enhance the entire habitat that they are found in? You have
More informationKindergarten Social Studies Unit 10 Exemplar Lesson 01: How Families Meet Their Basic Needs
Kindergarten Unit 10 Exemplar Lesson 01: How Families Meet Their Basic Needs This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize
More informationThe Butterfly Life Cycle
The Butterfly Life Cycle A Reading A Z Level H Leveled Book Word Count: 233 LEVELED BOOK H The Butterfly Life Cycle Visit for thousands of books and materials. Photo Photo Credits: Credits: Photo Credits:
More informationTheme 9. THEME 9: Spring Is Here
Theme 9 64 CHALLENGE ACTIVITIES FOR Spring Is Here 65 WEEK 1 THEME 9/Week 1 1. What Season Is It? Think of some ways you can tell what season it is. You will make a picture riddle about a season. Choosing
More informationElementary School Sea Turtle Lesson Plan Developed by Cathy Payne
Elementary School Sea Turtle Lesson Plan Developed by Cathy Payne Background: Elementary school-aged children are very drawn to stories, both fiction and nonfiction, about sea turtles, but there are limited
More informationLooking for Lincoln Throughout His Life
GRADE LEVEL: 1-3 Looking for Lincoln Throughout His Life TIME ALLOTMENT: Two 45-minute class periods OVERVIEW: In this interdisciplinary lesson, students will gather different facts about Lincoln through
More information-* -* -* -* reflecting. A~fion ~ynop i. Gl) ~ linking to real world
Afion ynop i Students make food webs of their study site, then trace how a change in one population could affect other populations within the web. Session 1 1. Show a food web made by a team of ecologists.
More informationWeek 4 Lesson Plan. Pre-K. Animals in the Wild. Macmillan /McGraw-Hill. Extend. the Unit
Lesson Plan Extend Unit the Unit Pre-K Animals in the Wild Alphabet Time.....................2-3 Book Time.........................-5 Retelling Puppets................... 6 Content Area......................7-8
More informationScience and Technology sample unit: Which came first?
Science and Technology sample unit: Which came first? Stage 2 Duration: 10 weeks (1.5 hours per week) Unit context In response to community concerns about the decline in the local animal or plant population,
More informationMythical Monsters Made Real!
Mythical Monsters Made Real! A Cooperative Lesson on Physical and Behavioral Adaptations Purpose (Teacher Version): The purpose of this lesson is use the skills and knowledge learned in previous adaptation
More informationStudent worksheet. Bugs. Complete metamorphosis Dung Beetle lifecycle. Incomplete metamorphosis Leafhopper lifecycle
Complete metamorphosis Dung Beetle lifecycle Incomplete metamorphosis Leafhopper lifecycle Museum Victoria Bugs Classroom Activities Section 3 6 A Diving Beetle s story Museum Victoria Bugs Classroom Activities
More informationJennifer Carmack Cannon s Point Unit
Jennifer Carmack Cannon s Point Unit Unit Organizer: (Approximate Time: 5 days) OVERVIEW: Organisms are dependent upon other organisms for survival. The absence of one organism can disrupt all other organisms
More informationSymbiotic Relationships Grade Seven
Ohio Standards Connection: Life Sciences Benchmark C Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the
More informationBenchmark C Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe.
Feudalism in Japan and Europe Connection: History Benchmark C Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe. Indicator 3 Describe the
More informationGrade 2 Life Science Unit (2.L.2)
Grade 2 Life Science Unit (2.L.2) Decision 1: What will students learn in this unit? Standards Addressed: 1. Science 2.L.2 Remember that organisms differ from or are similar to their parents based on the
More informationWorksheets. (Caterpillars of Singapore s Butterflies) Worksheet Title Recommended level. Adaptations of the caterpillar defence mechanism
Worksheets (Caterpillars of Singapore s Butterflies) Worksheet Title Recommended level 1 Life cycle of a butterfly P3 2 Am I an insect? P3 3 4 Adaptations of the caterpillar defence mechanism The butterfly
More informationLife in the Bay Getting to know the Bay s plants and animals
Life in the Bay Getting to know the Bay s plants and animals Over erview iew In this activity students will become acquainted with a plant or animal that lives in the San Francisco Bay. Students will research
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting
More informationUsing Graphic Organizers to Aid Comprehension Grade Two
Ohio Standards Connections Reading Process: Concepts of Print, Comprehension Strategies and Self- Monitoring Strategies Benchmark A Establish a purpose for reading and use a range of reading comprehension
More informationAll about Butterflies and their Life cycle. A fifth grade unit on butterflies
All about Butterflies and their Life cycle A fifth grade unit on butterflies Subject Rationale Curriculum Area: Science Topic: Lifecycle of a Butterfly Grade Level: Fifth Grade This is a unit on the lifecycle
More informationMain Idea in Informational Text Grade Three
Ohio Standards Connection Informational, Technical and Persuasive Text Benchmark C Identify the central ideas and supporting details of informational text. Indicator 3 Identify and list the important central
More informationBy Jeanne DuPrau. Teacher s Guide By Daphne Greene
SCHOOL VIOLENCE PREVENTION DEMONSTRATION PROGRAM Lesson and Book Overview DIGGING INTO SOCIAL, ECONOMIC, AND POLITICAL ISSUES WITH T HE CITY OF EMBER By Jeanne DuPrau Teacher s Guide By Daphne Greene The
More informationZoner and the Drip Study Guide
Zoner and the Drip Study Guide Objectives This study guide will emphasize the lessons taught in the Zoner and the Drip puppet show by the Great Arizona Puppet Theater and demonstrate how those lessons
More informationRefining Informational Writing: Grade 5 Writing Unit 3
Unit Title: Refining Informational Writing Concepts: 1. Writers read mentor texts to study informational writing. 2. Writers generate ideas and experiment with notebook entries. 3. Writers learn strategies
More informationThe Winchester School Family Learning Newsletter (FS 2) March 2015
The Winchester School Family Learning Newsletter (FS 2) March 2015 Area of learning Focus Home activities/how can you help your child at home Useful website Prime Area Personal, Social and Emotional Development
More informationPlanning Commentary Respond to the prompts below (no more than 9 single-spaced pages, including prompts).
Planning Commentary Respond to the prompts below (no more than 9 single-spaced pages, including prompts). 1. Central Focus a. Describe the central focus and purpose for the content you will teach in this
More informationIf you would like more biome reading comprehensions like this, check out my Biome Bundle. It is on sale for 50% off for 3 days only!
If you would like more biome reading comprehensions like this, check out my Biome Bundle. It is on sale for 50% off for 3 days only! Includes: Coral Reefs Deserts Grasslands Arctic Tundra Wetlands Rainforest
More informationGrade Level Content Expectations addressed: Activities: Schedule of Field Trip Activities at the Detroit Zoo 8:15 am Board Bus at School
Title: Comparing and Contrasting Ecosystem Biodiversity Submitted by: Tracy Ortiz Email: tracy.ortiz@att.net School: Coffey K-8 Educational Learning Community Date: May 12, 2010 Target Grade: 6 Duration:
More informationLESSON 3: EXHIBITING A CIVIL WAR SOLDIER
LESSON 3: EXHIBITING A CIVIL WAR SOLDIER Abraham Lincoln Presidential Library and Museum GRADE 5-8 Objectives Understand the purpose of a museum, museum exhibits and exhibit labels. Experience hands-on
More informationStudents will have an opportunity to examine a variety of fruit to discover that each has
Botanical Garden Programs: Discovering Plants I. Introduction Students will have an opportunity to examine a variety of fruit to discover that each has seeds. Even cotton and some vegetables are considered
More informationRicardo Richards Elementary 2015-2016
6102,90 yam fo kew Ricardo Richards Elementary 2015-2016 Day Language Arts Reading Mathematics mon 4.L.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words
More informationHoughton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1
Houghton Mifflin Harcourt StoryTown Grade 1 correlated to the Common Core State Standards Initiative English Language Arts (2010) Grade 1 Reading: Literature Key Ideas and details RL.1.1 Ask and answer
More informationRainforest Alliance Learning Site Third Grade-Lesson 2 1 www.rainforest-alliance.org/education
Third Grade Ecuadorian Rainforest National Standards for Grade 3 Lessons Language Arts Writing Standard 4 Level 2 Grade 3-5 2. 3. 4. Gathers and uses information for research purposes (encyclopedias, dictionaries,
More informationGrade 3: Module 1 Overview
Grade 3: Module 1 Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright
More informationLESSON PLAN The Final Countdown Countdown to an event Elementary (1st 2nd) Math/Social Studies 45 minutes OBJECTIVE(S): MATERIALS NEEDED:
Lesson Plan The Final Countdown Topic: Countdown to an event Grade Level: Elementary (1 st 2 nd ) Optional 3 rd 4 th Subject: Math/Social Studies Time: 45 minutes OBJECTIVE(S): Students will use the calendar
More information6. Which of the following is not a basic need off all animals a. food b. *friends c. water d. protection from predators. NAME SOL 4.
NAME SOL 4.5 REVIEW - Revised Habitats, Niches and Adaptations POPULATION A group of the same species living in the same place at the same time. COMMUNITY-- All of the populations that live in the same
More informationSystems of Transportation and Communication Grade Three
1 Ohio Standards Connection: Geography Benchmark D Analyze ways that transportation and communication relate to patterns of settlement and economic activity. Indicator 8 Identify systems of transportation
More informationLANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET
LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spell out the essential things students
More informationKindergarten. June 2013 2013 Achieve, Inc. All rights reserved. 1 of 7
Kindergarten The performance expectations in kindergarten help students formulate answers to questions such as: What happens if you push or pull an object harder? Where do animals live and why do they
More informationGrade 4: Module 2A: Unit 1: Lesson 5 Mid-Unit 1 Assessment: Inferring with Pictures and Text
Grade 4: Module 2A: Unit 1: Lesson 5 Mid-Unit 1 Assessment: Inferring with Pictures and Text This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt
More informationGrade 3: Module 2A: Unit 2: Lesson 6 Mid-Unit Assessment: Close Reading of The Spadefoot Toad
Grade 3: Module 2A: Unit 2: Lesson 6 Mid-Unit Assessment: Close Reading of The Spadefoot Toad This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt
More informationHank has a dream. Common Core Teaching Guide ABOUT THE BOOK INTRODUCTION. by Rebecca Dudley
has a dream Common Core Teaching Guide ABOUT THE BOOK In this poetic tale, dreams that he can fly Come along for the ride as he re-creates the dream for his little friend How far will fly? What will he
More informationComparing Firefly Books ELA Common Core Connections Fireflies! by Julie Brinckloe Aladdin Paperbacks, 1985 Before Reading: During Reading:
Comparing Firefly Books By comparing two texts on the same topic, children can become aware that every author has a purpose. Whether it is to share a story, convey a message, or teach a concept, there
More informationThis lesson is part of a larger, comprehensive school garden guide called Minnesota School Gardens: A Guide to Gardening and Plant Science developed
This lesson is part of a larger, comprehensive school garden guide called Minnesota School Gardens: A Guide to Gardening and Plant Science developed by Minnesota Agriculture in the Classroom in 2013. The
More informationSIXTH GRADE UNIT 1. Reading: Literature
Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly
More informationOwney and his relationship with
UNIT 2 :: JOBS GETTING THE JOB DONE Lessons in Work and Jobs Through Owney the Dog INTRODUCTION TO THE UNIT Owney and his relationship with postal workers provide the foundation for this unit, particularly
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
More informationComprehension. Sentence Structure and Meaning C.001. Objective The student will identify key parts of the text.
C.001 Sentence Structure and Meaning Sentence-Picture Match Objective The student will identify key parts of the text. Materials Pocket chart Picture cards Use picture cards from core reading program or
More informationLesson 3 Biodiversity
Biodiversity Cachalú Biological Reserve, Colombia Concept Rainforests are comprised of an extraordinary diversity of plants and animals. Diversity of life is an essential ingredient to healthy ecosystems
More informationELEMENTARY-LEVEL SCIENCE TEST
4THE UNIVERSITY OF THE STATE OF NEW YORK SPRING 2008 GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST Student Name School Name Print your name and the name of your school on the lines above. The test
More informationPlant In a Cup. When considering what to do for our curriculum project, our main goal was
Sammi Meril and Grace Slone Final Paper Kindergarten Education 200 May/6/2013 Plant In a Cup When considering what to do for our curriculum project, our main goal was to create stimulating lesson that
More information