UNIT PLAN Title: All About Butterflies! Curricular Areas: Math, Science, Language Arts and Reading, Social Studies, Art, and Technology Applications Grade Level: Grade 3 Unit Length: 15 days, 3 weeks Goals Students will 1. Appreciate the beauty in nature. 2. Demonstrate respect for all living creatures. 3. Expand oral and written language skills. 4. Develop technology skills through computer research. Objectives Students will 1. Identify and describe the 4 phases of a butterfly s life cycle with 100% accuracy, without the aid of notes. 1. Construct a life cycle mobile, given the materials, with each phase accurately described and labeled. 2. Measure each instar of caterpillars, given a ruler, to the nearest millimeter. 3. Graph the length of each caterpillar instar, given the data, with 90% accuracy. 4. Synthesize and present information about a specific species of butterfly or moth, in groups of 4, within 10 minutes. 5. Compare and contrast butterfly and moth characteristics, using a Venn diagram, listing at least 4 characteristics for each. 6. Write a well-constructed story about what kind of animal they wish they could be after reading I Wish I was a Butterfly, in no less than 3 paragraphs. 7. Create a symmetrical butterfly painting, given the appropriate art materials, using notes on symmetry. 8. Correctly identify examples of symmetry in nature with 90% accuracy. 10. Compose an original poem with no grammatical errors, after listening to a reading of Butterfly Wings. 11. Interpret a map using a compass rose and gridlines, with 85% accuracy. 12. Construct and label a butterfly food web, using no less than 5 organisms, with 90% accuracy. TEKS Standards Addressed Math 111.15 (3.1) Number, operation, and quantitative reasoning: A (3.5) Number, operation, and quantitative reasoning: A (3.9) Geometry and spatial reasoning: C (3.11) Measurement: A (3.14) Underlying processes and mathematical tools: A (3.15) Underlying processes and mathematical tools: A (3.16) Underlying processes and mathematical tools 1
Science 112.14 (1) Scientific investigation reasoning: A (2) Scientific investigation reasoning (4) Scientific investigation reasoning: A (9) Organisms and environments (10) Organisms and environments: A, C Language Arts and Reading 110.23 (3) Reading/fluency (6) Reading comprehension of literary text/poetry (8) Reading comprehension of literary text/fiction: A, C (17) Writing/writing process (18) Writing/literary texts (22) Oral and written conventions/conventions (23) Oral and written conventions/handwriting, capitalization, and punctuation: B, C, D (24) Oral and written conventions/spelling (25) Research/research plan: B (26) Research/gathering information: A, B, C (29) Listening and speaking/listening: A (30) Listening and speaking/speaking (31) Listening and speaking/teamwork Social Studies 113.14 (4) Geography: A (5) Geography: B, C, D Art 117.11 (1) Perception: B (2) Creative expression/performance: C Technology Applications 126.7 (2) Communication and collaboration: A, F (3) Research and information fluency: A, C, D (5) Digital Citizenship: F, G Major Teaching/Learning Activities 1. Teacher will introduce the unit and students will start a KWL chart in their Science Journals about butterflies. The students will take turns reading from the book, From Caterpillar to Butterfly. 2. The students will raise Monarch butterflies from eggs using Butterfly kits and milkweed plants. 3. The students will measure butterfly larva for each instar throughout the unit. The data will be recorded and graphed on worksheets. 4. The teacher will show a video and a PowerPoint presentation about a butterfly s life cycle. The students will create Life Cycle Mobiles. 5. The students will read The Very Hungry Caterpillar to Kindergarten classes. 6. In groups of 4, the students will conduct research, using the internet and book sources, on specific species of butterflies or moths and create a poster presentation. 2
7. Each group will present their research findings to the class. Afterwards, the teacher will lead a discussion on the differences between moths and butterflies including differences of: anatomy, adaptations, and habitats. Students will create a butterfly/moth Venn diagram. 8. The students will read I Wish I Was a Butterfly and the class will discuss how all things in nature are unique and beautiful in different ways. The students will create a story about what kind of animal they wish they were. 9. The teacher will lead a discussion the properties of symmetry in math and nature. The students will paint symmetrical butterfly wings. 10. The teacher will read the poem Butterfly Wings to the class and the students will create their own poem about butterflies which will be compiled into a class poetry book. 11. The teacher will show the documentary, The Incredible Journey of the Butterflies and the students will discuss why animals migrate. Students will complete the accompanying worksheet and map. 12. The students will take a nature walk and explore the ecosystems and food chains of local butterflies. The students will release their butterflies. The students will complete a butterfly food web in their Science Journals. Vocabulary metamorphosis larva Lepidoptera predator abdomen incomplete metamorphosis caterpillar ecosystem prey exoskeleton nymph pupa habitat antennae migrate complete metamorphosis chrysalis adaptation proboscis instar egg butterfly mimicry thorax symmetry Major Materials Books From Caterpillar to Butterfly, by Deborah Heiligman The Very Hungry Caterpillar, by Eric Carle I Wish I was a Butterfly, by James Howe Butterfly Wings (poem), by Aileen Fisher Videos Butterflies The Incredible Journey of the Butterflies Websites http://www.enchantedlearning.com/subjects/butterfly/ http://www.pbs.org/wgbh/nova/nature/journey-butterflies.html http://natgeotv.com/ca/great-migrations/videos/growing-up-butterfly http://educationalscience.com/butterflyfarmkits.htm Project Materials 1. PCs with internet access 2. LCD Projector 3. Printer 4. SmartBoard 5. PowerPoint Presentations 3
6. Student worksheets 7. Scissors 8. Pencils and paper 9. Colored Pencils and Markers 10. Overhead projector 11. Transparencies and overhead markers 12. Wooden dowels 13. Hot glue gun 14. Poster boards 15. Science Journals 16. Rulers 17. Paint and paint brushes 18. Paper towels 19. Stapler 20. Butterfly Kits (pop-up butterfly cage, butterfly larva, forceps, and larvae brush) 21. Milkweed potted plants 22. Plastic cups 23. Gloves 24. Butterfly posters Evaluation/Assessment: 1. Student worksheets 2. Science Journal entries 3. Life Cycle Mobiles 4. Group Poster Presentations 5. Group participation 6. Participation in discussions and readings 7. Treatment and care of live caterpillars/butterflies 8. Poems 9. Story Accommodation Strategies: 1. Translators, aids, adaptive technology, and reference materials will be made available as necessary to students with disabilities and students that are English Language Learners. 2. Adaptations will be provided for students with physical disabilities. 3. A peer buddy will be assigned to students with learning disabilities, students that are English Language Learners (ELLs), and students with cognitive disabilities. 4. Lessons will be broken down into manageable steps for learners with ADD and ADHD. 5. Student worksheets will be printed in an enlarged format. 6. Lecture notes will be provided. 7. Lessons can be recorded for students with hearing impairments. 8. Individual timelines will be given for practice exercises. 9. Talented and gifted students will be given the option to work on the lessons extensions. 4
LESSON PLAN Unit Title: All About Butterflies! Lesson Title: Mighty Morphin Monarchs: A Butterfly s Life Cycle Time Frame: 75 minutes, Day 3 Goal Students will be able to construct knowledge and understanding of the life cycles of butterflies. Objectives Students will: 1. Without the aid of notes, identify and name the 4 phases of a butterfly s life cycle with 100% accuracy. 2. Define the lesson vocabulary, after the viewing the PowerPoint, with 90% accuracy. 3. Construct a life cycle mobile, given the materials, with each phase accurately described and labeled. 4. Construct one to two well written sentences as a summary for each phase of the life cycle with no spelling errors using word processing software. TEKS Standards Addressed Language Arts and Reading 110.23 (17) Writing/writing process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (22) Oral and written conventions/conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. (23) Oral and written conventions/handwriting, capitalization, and punctuation: o (B) use capitalization for: geographical names and places; historical periods; and official titles of people; o (C) recognize and use punctuation marks including: apostrophes in contractions and possessives; and commas in series and dates; and o (D) use correct mechanics including paragraph indentations. (24) Oral and written conventions/spelling. Students spell correctly. (29) Listening and speaking/listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: o (A) listen attentively to speakers, ask relevant questions, and make pertinent comments; 5
Science 112.14 (10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to: o (A) explore how structures and functions of plants and animals allow them to survive in a particular environment; o (C) investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomato plants, frogs, and lady bugs. Art 117.11 (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: o (C) produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. Technology Applications 126.7 (2) Communication and collaboration. The student collaborates and communicates both locally and globally using digital tools and resources to reinforce and promote learning. The student is expected to: o (A) draft, edit, and publish products in different media individually and collaboratively; o (F) perform basic software application functions, including opening applications and creating, modifying, printing, and saving files. (5) Digital Citizenship. The student practices safe, responsible, legal, and ethical behavior while using digital tools and resources. The student is expected to: o (F) practice safe, legal, and responsible use of information and technology; and o (G) comply with fair use guidelines and digital safety rules. Vocabulary metamorphosis egg chrysalis nymph larva butterfly complete metamorphosis caterpillar Lepidoptera incomplete metamorphosis pupa Materials 1. Web video: Growing Up Butterfly 2. Science Journal 3. Pencil 4. Paper 5. Butterfly phases pictures 6. Colored pencils and markers 7. Scissors 8. String 9. Hot glue gun 10. Hole puncher 11. Wooden dowels 12. Computers 6
13. Word processing software 14. Printer 15. Speakers 16. SmartBoard 17. PowerPoint Presentation 18. PowerPoint lecture handout 19. Overhead projector 20. Overhead transparencies and pens 21. Extension activity worksheet Context/ Modifications Prior Knowledge Students should have a basic knowledge of caterpillars and butterflies. Students should be able to operate a computer, printer, and word processing software. Modifications 1. A peer buddy will be assigned as needed for students with learning or cognitive disabilities. 2. A translator can be provided for students that are English Language Learners (ELLs). 3. Students can complete the written paragraphs in their native language. 4. Student worksheets will be printed in an enlarged format. 5. Activities will be broken into manageable steps. 6. Lecture handouts will be given. 7. Accommodations will be given for the physically impaired. Anticipatory Focus Students will view the short video, Growing Up Butterfly. Setting Expectations 1. Teacher discusses the goals and objectives of the lesson. 2. Teacher discusses the assessment strategies of the lesson. 3. Teacher discusses the expectation of students active participation in the class discussion. Input 1. The teacher will lead a discussion on the butterfly metamorphosis as seen in the video, Butterflies. 2. The teacher will discuss the characteristics of the 4 different phases of a butterfly s life cycle and lead a class discussion on how to identify each phase. 3. The teacher will clarify the meanings of the lesson vocabulary. 4. A lecture handout will be given to students. 5. Hands-on activities and accompanying worksheets will be explained to the students. 7
Modeling 1. The teacher will show a video and PowerPoint presentation of butterfly metamorphosis. 2. The teacher will explain and demonstrate, using the overhead projector, how students are to complete their vocabulary entry in the Science Journals. 3. The teacher will demonstrate how to identify and describe each phase of the life cycle. 4. Using the SMARTboard, the teacher will demonstrate how the summary sentences will be written using word processing software. 5. The teacher will show to the class how to use the wooden dowels, life cycle cutouts, summary papers, and string to create a Life Cycle Mobile. Checking for Understanding 1. The teacher will check understanding through questioning during the mini-lecture. 2. The teacher will observe student participation and progress during the construction of Life Cycle Mobiles. 3. The teacher will review students summary sentences of each life cycle phase. 4. The teacher will check the Science Journals for understanding of the lesson vocabulary. Guided Practice 1. The teacher will give each student materials to construct a Life Cycle Mobile. 2. Each student will construct a Life Cycle Mobile using pictures of butterfly phases, wooden dowels, and string under teacher supervision. 3. The teacher will check the accuracy of the student s work as she walks around the classroom. 4. The teacher will assist students as necessary using the computers. Re-teach The teacher will use the hands-on activity, Life Cycle Mobiles to re-teach the lesson. Independent Practice Students will write down lesson vocabulary and definitions in their Science Journals. Students will write summary sentences for each life cycle phase on a word processor and print the summary sentences. Mastery Check Correct completion of the Life Cycle Mobile and grammatically correct summary sentences of each phase of the life cycle will be checked for mastery. The mobile and Science Journal entry will be included in the grades for the unit. 8
Extension Students have the option to complete butterfly activities on the Enchanted Learning website, such as the Interactive Butterfly Puzzle and the Butterfly Life Cycle and Anatomy Cloze Activity. Students can also use the internet to search for differences in the life cycles of butterflies and grasshoppers; the information can be recorded on a Venn diagram in the students Science Journal. Closure The teacher will hang the Life Cycle Mobiles above each respective student s desk at the end of the day. The mobiles will be on display for other students, teachers, and parents to view. 9