Marvelous Metamorphosis

Transcription

1 Marvelous Metamorphosis For further information contact Theresa McCawley & Alison Crane Rochelle School of the Arts 1501 Martin L. King Jr. Ave. Lakeland, FL Route A Theresa.mccawley@polk-fl.net Alison.crane@polk-fl.net Theresa McCawley Alison Crane n PROGRAM OVERVIEW Marvelous Metamorphosis is an engaging, hands-on study of life cycles. This learning experience immerses the students in a world of ever changing organisms. Studying caterpillars, tadpoles, and lima bean plants is exciting and fun. Students will have the opportunity to observe, explore, journal, and care for living creatures. They will take ownership of their learning, and document growth and changes. Students will have habitats in their own classroom to learn from, so they will have real-life experiences. This is a wonderful opportunity to see first hand how life cycles work. Students will also have the opportunity to complete adorable art projects for each life cycle. The projects are creative and fun. Students get to demonstrate what they have learned using their artistic abilities. This project was implemented in five different second grade classes. Combined, the classes had seventy-six students of varying abilities. Using a pre-test, we assessed their knowledge of life cycles and found that 64% of the students were low performing. After implementing our project and teaching our wonderful lessons we gave a post test; where we were happy to discover the number of low performing students dwindled to 4%. We were thrilled with the learning gains! Marvelous Metamorphosis can be easily adapted to any grade level with minimal modifications. Other life cycles could be also be included, such as the chicken or ladybug life cycle, depending on the need. n OVERALL VALUE Marvelous Metamorphosis provides students the opportunity to freely explore the creatures right in their own backyard. Students are excited about learning because they are the ones in charge! They feed the caterpillars, butterflies, tadpoles, and frogs. They also decide how to plant their lima beans (they have a few choices). There are many life cycle books available that are listed in the lesson plans. Connecting literacy to life cycles is imperative, students love to be read to; especially when the stories are entertaining. n MATERIALS See individual lesson plans n LESSON PLAN TITLES The Metamorphosis of a Butterfly The Life Cycle of Lima Beans The Fascinating Frog Life Cycle n ABOUT THE DEVELOPERS Theresa McCawley has been a teacher in Polk County for 11 years. She is currently a second grade teacher at Rochelle School of the Arts. She graduated from the University of South Florida. When she is not teaching she enjoys spending time with her husband and three beautiful children. Alison Crane has taught in Polk County for 15 years. She received her Bachelor of Science in Elementary Education and Masters in Library and Information Science from the University of South Florida. She is currently a 2nd grade teacher at Rochelle School of the Arts. She has enjoyed implementing hands-on science learning in her classroom. Alison enjoys traveling, gardening, and spending time with family and friends. H H H

2 Lesson Plan No 1: The Metamorphosis of a Butterfly n SUBJECTS COVERED Reading and Science n GRADES Second n OBJECTIVES Students will know and understand the four stages of a butterfly life cycle and be able to sequence the different stages, journal those stages, and apply that knowledge to a butterfly project. n MATERIALS Butterfly habitat from Carolina Biological Supply (or get your caterpillar from a Milkweed plant) paper plates tic tacs or small white beans (to simulate eggs) pipe cleaner (to simulate caterpillar) aluminum foil (to simulate a chrysalis) green construction paper (for the leaves) small piece of construction paper folded like a fan (to simulate butterfly) spiral notebook for journaling hand lens or microscope (for looking at the egg, chrysalis, and butterfly close up) Book: Once There Was a Caterpillar by Judith Anderson B o o k : The Very Hungry Caterpillar by Eric Carle n SUNSHINE STATE STANDARDS Scientific Standards SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies SC.2.N.1.1 Raise questions about the natural word, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. SC.2.N.1.3 Ask how do you know? in appropriate situations and attempt reasonable answers when asked the same question by others. SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). n VOCABULARY life cycle the changes that a living thing goes through during its life larva a young butterfly or moth; also called a caterpillar pupa the stage of life of a butterfly or moth between a caterpillar and an adult metamorphosis a change in form from one stage to the next in an organism s life cycle n DIRECTIONS Please complete this project after you have set up your butterfly habitat and students have journaled their observations. 1. Have your students use a marker to write Life Cycle of a Butterfly across the top of their paper plate. 2. Next the students should draw two perpendicular lines across the plate, dividing it into four sections. 3. The students can then cut four small leaf shapes out of the green construction paper. Help them glue one leaf in each of the four sections on the paper plate. 4. Have your students glue a few tic tacs or white beans on the top left leaf, one small pipe cleaner on the top right leaf, one small, folded piece of aluminum foil on the bottom right, and one piece of construction paper (brown or orange) folded like a fan on the bottom left of the paper plate. 5. Once glue is dry, help your students label each section with the stages of a butterfly: a. Egg b. Caterpillar or larva c. Chrysalis or pupa d. Butterfly 6. Have your students draw arrows from one stage to the next. This will show the progression of the butterfly s growth. 7. On a separate piece of paper, have students write something interesting about each stage of the life cycle. It could be something they noticed in the classroom by observing the butterfly habitat or something they read. Attach the writing to the paper plate. n ACCOMMODATIONS For those students who might need additional assistance, books such as The Very Hungry Caterpillar by Eric Carle would be helpful. Also, the book titled: Once There Was a Caterpillar, by Judith Anderson is a wonderful story that the kids will love. H H H

3 Lesson Plan No 2: Life Cycle of Lima Beans n SUBJECTS COVERED Reading and Science n GRADES Second n OBJECTIVES Students will understand the life cycle of a lima bean plant and know the parts of a lima bean plant; labeling the roots, stem, leaves, and flower. n MATERIALS Lima beans clear plastic cups quart size zip-lock baggies potting soil spiral notebook for journaling white construction paper to make the foldable Book: Once There Was a Seed by Judith Anderson n SUNSHINE STATE STANDARDS Scientific Standards SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies SC.2.N.1.1 Raise questions about the natural word, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. SC.2.N.1.3 Ask how do you know? in appropriate situations and attempt reasonable answers when asked the same question by others. SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). n VOCABULARY Life cycle the changes that a living thing goes through during its life Roots the part of a plant that holds it in place and collects water Stem part of a plant that holds the leaves up to the light Leaf part of the plant that makes food for the plant Flower part of the plant that makes seeds n DIRECTIONS Have students decide how to grow their lima beans. Here are their choices: 1. Use a clear plastic cup and dampen a paper towel. Have students place the lima bean(s) in the area between the damp paper towel and the clear cup, so that they can see when it starts to sprout. 2. Use a clear plastic cup and soil. 3. Use a quart size zip-lock baggie with a damp paper towel inside. Place the lima bean(s) between the paper towel and the baggie so that they can see when it starts to sprout. After students have decided how to grow their lima bean, pass out one lima bean to each student. They will trace their seed and record what they observe. They should describe it and add any color. Ask students why they chose (A, B, or C) to plant the seed. Have them write down the reason. This will be important at the end of the lesson. They will be able to see if their way worked, or why it didn t work. Collect the seeds from the students after they have made their first observations and soak them overnight. The next day, pass out the soaked seeds and have students carefully remove the seed coat. Have them make observations about what they see inside the seed. They can use a magnifying glass to take a better look. Let students know that every seed has a tiny plant resting in it, waiting for the right conditions to grow. Pass out another seed to them that have been soaking overnight and let them plant their lima bean seed in the way they chose above (A,B, or C). If you have extra, give students two lima beans each. Make sure the seed is placed near a sunny spot. After the leaves appear you may wish to plant your bean plant outside. Students will journal each day what they observe. Make sure they are using details and color. n EXTENSION LESSON Have students make a foldable labeling each part of a plant. The foldable should include these parts: flower, leaves, stem, and roots. They must write about each part of the flower using details and color. n ACCOMMODATIONS If students are struggling with the parts of a plant, read them the book titled: Once There Was a Seed, by Judith Anderson. H H H

4 Lesson Plan No 3: The Fascinating Frog Life Cycle n SUBJECTS COVERED Reading and Science n GRADES Second n OBJECTIVES Students will understand the life cycle of a frog. know how to sequence the frog life cycle using the four stages model; egg, tadpole, froglet, and adult frog. n MATERIALS green construction paper wide-ruled notebook paper googly eyes (optional) white construction paper (optional) Book: Once There Was A Tadpole by Judith Anderson Book: I Don t Want to Be a Frog! by Dev Petty n SUNSHINE STATE STANDARDS Scientific Standards SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies SC.2.N.1.1 Raise questions about the natural word, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. SC.2.N.1.3 Ask how do you know? in appropriate situations and attempt reasonable answers when asked the same question by others. SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). n VOCABULARY Tadpole a small creature that becomes an adult frog, that has a rounded body and a long tail, and that lives in water. Tadpoles breath using gills Froglet a young frog; specifically: one that has recently metamorphosed from a tadpole Frog an amphibian with webbed feet and smooth, moist skin n DIRECTIONS Please complete this project after you have set up your frog habitat and students have journaled their observations. Fold a green piece of construction paper (accordion style) into fourths. Also, cut out a piece of wide-ruled notebook paper into fourths, they will write on this and then glue it onto the construction paper. Cut another green piece of construction paper in half. Give each student a half and have them cut it in a circle. This will be the head of the frog. Have them make two big eyes at the top (may use googly eyes or white construction paper) Have students write each stage of the life cycle on the notebook paper, then have them draw a picture. To make the projects extra cute they can also include what they would say if they were in that stage. An example from my student from the egg stage: Help! It s dark, get me out of here! It isn t necessary, but it is adorable. n ACCOMMODATIONS For those students who are struggling, it would be helpful to read the book titled: I Don t Want to Be a Frog! by Dev Petty. It tells characteristics of frogs (wet, slimy, they hop, they eat bugs) in a funny way that will draw your students in until the very last page. Also, the book titled: Once There Was a Tadpole by Judith Anderson, is a great story that kids will enjoy. H H H

5 Lesson Plans Materials Budget Materials Budget SUPPLIER ITEM DESCRIPTION COST QTY TOTAL COST Scholastic.com The Very Hungry Caterpillar, by Eric Carle Once There Was a Caterpillar, by Judith Anderson Once There Was a Seed, by Judith Anderson Once There Was a Tadpole Amazon I Don t Want to be a Frog! by Dev Petty Walmart Green & white construction paper, googly eyes, wide-ruled notebook paper, paper plates, dried lima beans, pipe cleaner, aluminum foil, spiral notebooks, tic tacs (or small white beans) Hand Lens Carolina Biological Supply Raise-a-frog kit Butterflies in the classroom set Crystal Seedling Set SCHOOL BUTTERFLY GARDEN SUPPLIES Peterson Nursery Milkweed plants Home Depot Snapdragon plants Marigold plants Black Knight Butterfly Bush Theresa McCawley Alison Crane Rochelle School of the Arts Teacher Teacher School Subtotal $ Tax if applicable Shipping if applicable TOTAL BUDGET AMOUNT $814.12

6 Pre/Post Test - 2nd Grade - page 1 of 3 1. For a bean seed to grow into an adult plant it must first. (SC.2.L.16.1) a. Germinate b. Grow leaves c. Grow pods 2. What will be the next stage in the bean seed s life cycle? (SC.2.L.16.1) a. Bean pod b. Seedling c. Flower 3. Two science teams observe the life cycle of a bean plant over the school year. They record their observations in a table. Look at the table below. (SC.2.N.1.2) Team 1 Team 2 Seed Seedling Stem with leaves Stem with leaves Stem with leaves and flowers Beans Adult plant More seeds Write one thing that both teams observed. 4. Theresa checks a robin s egg in its nest every day. Then she writes in her science notebook. Which of these things that she wrote is an observation? (SC.2.N.1.5) a. I think the egg will hatch tomorrow. b. Maybe some eggs already hatched. c. The egg is light blue in color.

7 Pre/Post Test - 2nd Grade - page 2 of 3 5. Your science team wants to know if new-born puppies grow more quickly than new-born kittens. Which of these is the best way to find out? (SC.2.N.1.1) a. Watch the mother cat and mother dog feed their babies. b. Observe what the puppies and the kittens do over one month. c. Observe how the puppies and the kittens change over one month. 6. Jill says that it takes about 8 days for a pupa to become a butterfly. You ask, How do you know? How could Jill know this information? (SC.2.N.1.3) a. She observed a pupa for eight days. b. She observed a caterpillar for eight days. c. She observed a caterpillar and a butterfly for eight days. 7. Not all plants begin their life cycles in the same way. Write two ways that different plants begin their life cycles. (SC.2.L.16.1) a. b. 8. How does an animal s life cycle begin? (SC.2.L.16.1) a. It becomes a larva. b. It is born or is in an egg. c. It grows from a seed.

8 Pre/Post Test - 2nd Grade - - page 3 of 3 9. Label the following diagram with the stages of the life cycle of a butterfly. (SC.2.L.16.1) 10. Your science team wants to know how temperature affects the life cycle of a butterfly. The best way to investigate this is to observe the life cycle of butterflies (SC.2.N.1.1) a. At very low temperatures. b. At many different temperatures. c. At very low and very high temperatures.

9 Pre/Post Test - 2nd Grade - Answer Key 1. A 2. B 3. Stem with leaves 4. C 5. C 6. A 7. 2 Points Rubric Below 8. B 2 Points Student responds with any two of the following: seeds, bulbs, cuttings, spores 1 Point Student responds with any one of the following: seeds, bulbs, cuttings, spores 0 Points Student gives incorrect answer or no response Points Rubric below 10. B 4 Points Student labels the diagram correctly with all four stages: egg, larva, pupa, butterfly/adult 3 Points Student labels the diagram correctly with three of the four stages: egg, larva, pupa, butterfly/adult 2 Points Student labels the diagram correctly with two of the four stages: egg, larva, pupa, butterfly/adult 1 Point Student labels the diagram correctly with one of the four stages: egg, larva, pupa, butterfly/adult 0 Points Student gives incorrect answer or no response.