All About Butterflies
Lesson 2
All About Butterflies
Subject
Science and Social Studies
Materials
Classroom butterfly growing kit (already ordered and in) from (http://www.carolina.com/product/144012.do), Projector or Smart board, List (previously gathered) on different types of butterflies including picture and the names.
Sunshine State Standard(s)
S.C.1.L.17.1: Through observation recognize that all plants and animals, including humans need the basic necessities of air, food, water and space.( they will observe over 3 weeks time or more)
S.S.1.C.2.4: Show and respect kindness to people and animals.
SC.K.P.12.1: Investigate that things move in different ways, such as fast, slow, etc.
SC.2.L.16.1: Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies
Content Objective
After assigning students a partner, students will follow directions and assemble their kits with 100% accuracy.
After observing their butterflies over a few weeks and accurately recording their observations on a weekly basis in their butterfly booklet, students will distinguish at least one change they saw from the previous week.
Language Objective
After learning and writing the names of butterflies, students will orally say the names of butterflies.
Key Vocabulary
Monarch
Zebra Swallowtail
Southern Dogface
Painted Lady
American Snout
Building Background/ Motivation
Ask the students if they have ever seen a butterfly go from an egg to a butterfly in real life and up close? Let a few answer, then tell them that they will all get to watch this process first hand! Yay!
Procedures
1. Explain to the students that today we will be learning how to assemble a butterfly growing kit and learning how to observe our butterflies growth. The objective will be clearly stated and will be written on the board for the students to refer back to. Next, get out the classroom butterfly growing kit. The purpose of showing this process is not only for the experience or for students to understand that some things in the world happen fast and some things happen slowly(previous benchmark) but also, it allows students to work hands-on manipulating and discovering living butterflies. Now assign groups of two students. From a culture cup that contains 33 larvae and food, have each pair of students transfer a larva and food to its own culture vessel, creating an individual chamber for observation. There is a video on the website where the kits were ordered that tell how to setup and care for the Painted Lady butterflies. Walk the children through the process and use this video as a guide:
http://www.carolina.com/product/144012.do
2. Furthermore, in order to learn the different kinds of butterflies pass out pictures of a types of butterflies such as Monarch, Zebra Swallowtail, Southern Dogface, Painted Lady, American Snout, ( some of these are indigenous to our area, and the painted lady will be growing in their kits. All these are found in the U.S.) Ask if students notice any they have seen around… on the back of each picture have the butterfly’s names. After the students have looked at the butterflies and learned their names, the teacher will hold up a picture of a butterfly and call on a student to identify the name. Then the teacher will go through and hold up the pictures of each butterfly again and students will write down on a piece of paper the name/type of butterfly they believe it is. (The names of each butterfly will be listed on the board, so they have a name bank to choose from.) After the students have written down the names of the butterflies, the teacher will then hold the pictures up once again and the students must now orally say the names of the butterflies.
3. Lastly, it’s time to learn about what the butterflies need to survive: what they eat, if they drink water, do they need air in their cocoons, what type of environment they need to live? The answer to all these questions can be found on the website: http://www.thebutterflysite.com -pull it up on the smart board computer and read or have the children take turns coming up and read what they eat, drink etc.
4. Give students pre-made booklets made from computer paper (this will be their butterfly booklet).
After a few days, once the egg hatches have students observe the caterpillars eating, and then when they become butterflies, have the students record their diet change. Also, once the caterpillars become butterflies have the students observe whether their wings move fast or slow and how the butterfly in general moves. Have them compare changes in their diet and how they move etc. from a caterpillar to a butterfly (this information should be recorded in their butterfly booklet)
Assessment of Learning Outcomes/Objectives
The students will set up their butterfly kits with 100% accuracy.
From observing the metamorphosis/butterfly life cycle, students will recognize that some things, such as this process…happen slowly.
In addition students will learn a few different types of butterflies and then will have to write down the correct name of at least 3 out of the 5 butterfly species the teacher holds up.
Lastly, students will record at least one change in their caterpillar/butterfly they see from the previous week.
Closure
Read the students: “The Butterfly Book: A Kid's Guide to Attracting, Raising, and Keeping Butterflies” by Kersten Hamilton
Accommodations and Modifications for ELLs
On the back of the butterfly pictures have their native language written under English.
Students will have a partner for major activities and will be allowed additional time for tasks as needed.
Move at a slow and reasonable pace.
Accommodations and Modifications for ESE
They will be paired up with a buddy for major activities that may be difficult.
Give them additional time to set up their kits.
Allow for students to verbally tell you one change they noticed about the caterpillar/butterfly from previous week.
Possible Connections to Other Content Areas
Reading/Literature: “The Butterfly Book: A Kid's Guide to Attracting, Raising, and Keeping Butterflies” by Kersten Hamilton
All About Butterflies
Subject
Science and Social Studies
Materials
Classroom butterfly growing kit (already ordered and in) from (http://www.carolina.com/product/144012.do), Projector or Smart board, List (previously gathered) on different types of butterflies including picture and the names.
Sunshine State Standard(s)
S.C.1.L.17.1: Through observation recognize that all plants and animals, including humans need the basic necessities of air, food, water and space.( they will observe over 3 weeks time or more)
S.S.1.C.2.4: Show and respect kindness to people and animals.
SC.K.P.12.1: Investigate that things move in different ways, such as fast, slow, etc.
SC.2.L.16.1: Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies
Content Objective
After assigning students a partner, students will follow directions and assemble their kits with 100% accuracy.
After observing their butterflies over a few weeks and accurately recording their observations on a weekly basis in their butterfly booklet, students will distinguish at least one change they saw from the previous week.
Language Objective
After learning and writing the names of butterflies, students will orally say the names of butterflies.
Key Vocabulary
Monarch
Zebra Swallowtail
Southern Dogface
Painted Lady
American Snout
Building Background/ Motivation
Ask the students if they have ever seen a butterfly go from an egg to a butterfly in real life and up close? Let a few answer, then tell them that they will all get to watch this process first hand! Yay!
Procedures
1. Explain to the students that today we will be learning how to assemble a butterfly growing kit and learning how to observe our butterflies growth. The objective will be clearly stated and will be written on the board for the students to refer back to. Next, get out the classroom butterfly growing kit. The purpose of showing this process is not only for the experience or for students to understand that some things in the world happen fast and some things happen slowly(previous benchmark) but also, it allows students to work hands-on manipulating and discovering living butterflies. Now assign groups of two students. From a culture cup that contains 33 larvae and food, have each pair of students transfer a larva and food to its own culture vessel, creating an individual chamber for observation. There is a video on the website where the kits were ordered that tell how to setup and care for the Painted Lady butterflies. Walk the children through the process and use this video as a guide:
http://www.carolina.com/product/144012.do
2. Furthermore, in order to learn the different kinds of butterflies pass out pictures of a types of butterflies such as Monarch, Zebra Swallowtail, Southern Dogface, Painted Lady, American Snout, ( some of these are indigenous to our area, and the painted lady will be growing in their kits. All these are found in the U.S.) Ask if students notice any they have seen around… on the back of each picture have the butterfly’s names. After the students have looked at the butterflies and learned their names, the teacher will hold up a picture of a butterfly and call on a student to identify the name. Then the teacher will go through and hold up the pictures of each butterfly again and students will write down on a piece of paper the name/type of butterfly they believe it is. (The names of each butterfly will be listed on the board, so they have a name bank to choose from.) After the students have written down the names of the butterflies, the teacher will then hold the pictures up once again and the students must now orally say the names of the butterflies.
3. Lastly, it’s time to learn about what the butterflies need to survive: what they eat, if they drink water, do they need air in their cocoons, what type of environment they need to live? The answer to all these questions can be found on the website: http://www.thebutterflysite.com -pull it up on the smart board computer and read or have the children take turns coming up and read what they eat, drink etc.
4. Give students pre-made booklets made from computer paper (this will be their butterfly booklet).
After a few days, once the egg hatches have students observe the caterpillars eating, and then when they become butterflies, have the students record their diet change. Also, once the caterpillars become butterflies have the students observe whether their wings move fast or slow and how the butterfly in general moves. Have them compare changes in their diet and how they move etc. from a caterpillar to a butterfly (this information should be recorded in their butterfly booklet)
Assessment of Learning Outcomes/Objectives
The students will set up their butterfly kits with 100% accuracy.
From observing the metamorphosis/butterfly life cycle, students will recognize that some things, such as this process…happen slowly.
In addition students will learn a few different types of butterflies and then will have to write down the correct name of at least 3 out of the 5 butterfly species the teacher holds up.
Lastly, students will record at least one change in their caterpillar/butterfly they see from the previous week.
Closure
Read the students: “The Butterfly Book: A Kid's Guide to Attracting, Raising, and Keeping Butterflies” by Kersten Hamilton
Accommodations and Modifications for ELLs
On the back of the butterfly pictures have their native language written under English.
Students will have a partner for major activities and will be allowed additional time for tasks as needed.
Move at a slow and reasonable pace.
Accommodations and Modifications for ESE
They will be paired up with a buddy for major activities that may be difficult.
Give them additional time to set up their kits.
Allow for students to verbally tell you one change they noticed about the caterpillar/butterfly from previous week.
Possible Connections to Other Content Areas
Reading/Literature: “The Butterfly Book: A Kid's Guide to Attracting, Raising, and Keeping Butterflies” by Kersten Hamilton
day_3_butterfly_cutouts.docx | |
File Size: | 372 kb |
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