Natalia Moreno BME 530. Butterflies Subject: Science (Grade Level: Adaptable from 2-3) Introduction:

Transcription

1 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 and I will introduce the term metamorphosis. It is necessary for students to understand that butterflies go through four stages of life, but they only look like butterflies in the final stage. Birds, frogs, snakes, and insects also change as they grow. Also included in this lesson are the modalities of visual, auditory, language, and fine motor. AZ State Standards: Standard 4: Life Science. Students understand the characteristic of living things. The diversity of life and how organisms change over time in terms of biological adaptation and genetics. Students understand the interrelationships of matter and energy in living organisms and the interactions of living organisms with their environment. *Describe and explain cause-and-effect relationships in living systems. PO.1. Identify cause-and-effect relationships in living systems. PO.2. Explain cause-and-effect relationships in living systems. *Trace the life cycles of various organisms PO.1. Identify the stages in life cycle PO.2. Record life cycle stages in sequence Behavioral Objective: The main objective is to allow the students to participate in class discussions in order to gain a better understanding of the life cycle of butterflies. The objective of this lesson is that children will learn the meaning of the word metamorphosis, recognize the stages in a butterfly's life cycle, be able to observe different types of butterflies and different colors. Students will also learn new vocabulary words such as caterpillar, chrysalis, and butterfly. Students learn about observation, inference, and classification. The objective will be met when students create a butterfly's life cycle from scratch paper and participate in class critique.

2 Students will be able to: 1. Share prior knowledge about butterflies. 2. Ask questions. 3. Look at pictures of different types of butterflies. 4. Cooperatively work on design and construction. 5. Design and construct a paper butterfly in the life cycle. 6. Critique. Anticipatory Set: 1. Ask students for their attention and begin lesson by asking them what they know about butterflies. 2. Listen to student responses and ask who knows the life cycle of a butterfly. 3. Listen to student responses and ask who has ever seen a caterpillar turn into a beautiful butterfly (maybe through a video). Teacher Input: The teacher will start a discussion on butterflies to see what the students know. The teacher will use specific resources to explain the types and colors of butterflies. Teacher will also give out vocabulary words such as caterpillar (larva), chrysalis (pupa), and butterfly (adult). The teacher will use a visual example of a butterfly's life cycle by having the students create a butterfly out of paper. The teacher will then use resources to model the life cycle of the butterfly. Script: Teacher: Ever wonder where a butterfly comes from? Student: No! (some may say yes) Teacher will listen to their response and reinforce. Teacher: Try to come up with your own ideas of how you think butterflies become butterflies. Student: They are eggs then they grow up and become butterflies. Teacher: Very good. It comes from a chrysalis which is also called a pupa. A chrysalis looks like a tiny leathery pouch. You can find one underneath some leaves in the summer. Student: They get in a cocoon stage and then get out as a butterfly. Teacher: Yes! that is it. Now we will create our own butterfly and its life cycle. Modeling the behavior: The teacher will show resources and materials to be used to make a

3 butterfly, including books. The teacher will gather the students in groups to work on creating a butterfly out of paper. The teacher will demonstrate how to use the materials to make a butterfly and how the life cycle works. Teacher will then ask students if they have any questions or comments that they would like to share with the class. Check for Comprehension: After the lesson, the teacher will give the students a worksheet with a few questions about the topic. The teacher will walk around the class looking at students worksheet and their answers to see if they understand. Also, the teacher will do a last review talking about the four stages of the life cycle of a butterfly while walking around. The teacher will question some students on the topic. Students will use their prior knowledge and critique the topic. Teacher will check for comprehension by walking around the class and looking at their work and also by asking them questions. Guided Practice: Teacher will demonstrate how to make a butterfly out of paper and the students will follow the teacher's directions. Students will then start creating their own butterfly out of paper. Closure: The teacher will review the life cycle of the butterfly and metamorphosis again with the students. Students will have learned vocabulary words such as caterpillar(larva), chrysalis (pupa), and butterfly (adult). Students will be able to construct paper butterflies in the future and will have an understanding of the life cycle. At the end of the lesson the students will work on their own creating a butterfly out of paper. Independent Practice: The students will also work on a worksheet in their groups, about the life cycle of a butterfly in which they will identify the stages. Students will create their own butterfly out of paper after they had seen the demonstration from the teacher. They will work in cooperative groups through out the lesson so their understanding is clear. Assessment: The student will be assessed by the teacher looking at the worksheet that the students will work on identifying the stages of the life cycle. The goal of

4 this lesson is for the students to learn and understand how the life cycle of a butterfly functions. This lesson will give them an idea of where butterflies come from. Teacher will also ask questions to assess their understanding. I will ask them to discuss with the class what they have learned from this lesson. Resources and Materials, Object, and Activity: Books: The Insects by Peter Farb and the editors of Life, Published by California State Department of Education. Insects & Spiders by Time Life Understanding Science & Nature, Time-life Alexandria, Virginia. Pictures: Mourning cloak Object: Paper butterfly Materials: *paper tube *Heavy paper *color pencils *books *worksheet *tongue depressor *piece of pipe cleaner, folded *scissors and glue *pictures of butterflies *books Activity: Create a butterfly from paper. Color the butterfly and glue it to a stick. Then the butterfly needs to be folded so it fits inside of the rolled paper (tube) where the butterfly will come out from chrysalis. The students then will pull the stick to make the beautiful butterfly come out of the chrysalis. Fly your butterfly like a real one! Modifications for students with disabilities: To modify the lesson for students with disabilities the teacher would use visuals and examples that are clear to understand. The students need to be guided through out the worksheet done in class. The students will work in cooperative groups to help each other and have peer tutoring. The non-speaking English students will be in a group with the students who do speak English well so they can be helped. They will also use the materials to make the butterfly hands on activity. Technology Integration:

5 Pictures of butterflies were taken from the internet which involves the use of technology. In the future students can also go in the internet and research their own information on the study of butterflies and their life cycle. Mechanics: Well developed spelling will be used in the worksheet that the students will work on in class. Students will be very creative in coloring their butterflies and doing the life cycle activity.