Growing and Changing, Butterfly Metamorphosis

Author(s):

Samantha Fager and Katie Samuels


Grade Level: 2nd

Timeframe:
45 min for two weeks ( dependent on how long it takes for caterpillars to emerge as butterflies)

Lesson Description or Explanation

Students will research and discuss the metamorphosis of butterflies then will get to see them go through the changes when we get caterpillars in our room.

Indiana Curricular Standards


2.1.3 Describe both in writing and verbally, objects as accurately as possible and compare observations with those of other people.
2.1.6 Use tools to investigate, observe, measure, design and build things.

ISTE Standards

5.1 Students will use technology to locate, evaluate, and collect information from a variety of sources.
3.1 Students will use technology to enhance learning, increase productivity, and promote creativity.
Assessments
Formative/Summative

Formative Assessments: KWL charts, the class will discuss what they know about butterflies what they want to know and after research what they have learned, they will do this in a group and we will assess what they have been learning. Data collection we will look at the data they are collecting in individual journals to see if they are measuring correctly and getting information from books and internet sources. Drawings we will look at their drawings of the life cycle of a butterfly to see if they understand the concept.

Summative: Computer performance system quizzes, we will have students take a quiz in class where the questions are on the tv screen, they each have a remote and they push a button with A B C or D we are able to see what each student answered and automatically get a total number of how many students got the answer right. Transmediation projects, students will have an opportunity to choose to paint, draw, write a song or poem about the metamorphoses of a butterfly. We will make a rubric to grade these projects.


Prior Knowledge

Curricular Knowledge or Skills: Understanding of living and non-living things is expected. Basic understanding of what an insect is is expected. In our KWL charts they will discuss what they already know about what a butterfly and a caterpillar are.
Technology Knowledge: Ability to use internet to research is expected and ability to use Microsoft Word. Ability to use the CPS program is expected.

Technology


Internet Resources: (please list URLs)
http://www.thebutterflysite.com/indiana-butterflies.shtml
http://www.amnh.org/exhibitions/butterflies/metamorphosis.html
http://www.butterflybushes.com/monarch_metamorphosis.htm
http://www.primarygames.com/science/butterflies/games.htm
http://www.lessonplanspage.com/more/ScienceLAArtMathMDButterflyUnit3-LifeCycle12.htm

• 
  Hardware: Computer and internet access. Computer Performance System
  
  Software: web browser and Microsoft Word
  
  Procedure
  
  
  -Day One :KWL Day
• Have the two smaller groups of children get together that were divided during the ball toss.
  
• Each group is given a long roll of paper
  
• Have one of the children from your group write “Butterflies” at the top of the page and underneath write K W L
  
• Ask the children in your smaller groups the question: “What do you know about butterflies?” Write down their answers in the K column.
  
• Ask the other question: “What do you want to know about butterflies?” Write their answers in the W column.
  
• Explain that the L stands for what they have learned and that they will be answering their own questions throughout the unit on butterflies.
  
• Day Two: Nature Day
  
• Take a nature walk around the school.
  
• Have the children thinking about nature and the different species that they encounter everyday.
  
• Travel to the butterfly garden.
  
• Start to ask questions like, “Where do you think butterflies come from? What do you they eat? Where would be a good place to find them in nature?
  
• When back in the classroom have the children write or draw something interesting they observed on the walk.
  
• In groups at their tables have them discuss their findings.
  
• -Day Three and Four: Reading and Research Day
  
• Let them choose a partner to work with
  
• Spread out caterpillar and butterfly books and poems through the classroom on the tables.
  
• Set up a computer station with web sites about butterflies to research.
  
• Set up a music station that children can listen to songs about caterpillars and butterflies.
  
• Let the partners freely roam around the room to learn more about butterflies.
  
• Have the student write or draw pictures in their journals about the information they have found. Teachers will walk through out observing their work with partners and their findings.
  
• Come together in the two smaller groups and work on the KWL charts answering some things they have now learned about butterflies.

• Day Five: Reading Aloud Day

• Read the book, From Caterpillar to Butterfly, by Deborah Heiligman.
  
• Ask how and why questions in the smaller groups of two. “How did the caterpillar build his cocoon? What happened inside the cocoon? Ask the children about some other questions the children may have about the caterpillar changing and growing into a butterfly?
  
• Refer to the KWL chart and write down the new information.
  
• Have students draw a picture of the changes a butterfly goes through.
  
• - Day Six and longer: Observing a Caterpillar in our Room
  
• Place a caterpillar in a jar with leaves in the classroom.
  
• Measure the length of the caterpillar and make a chart of the findings each day.
  Record the changes that are taking place in the jar either by writing or drawing in the journals.
  
• Have the children take picture of the caterpillar, the chrysalis, the hard shell that is formed, and the actual butterfly.
  
• Meet in the two discussion groups to discuss what they have observed over the past couple of weeks.
  
• Add to the KWL chart as necessary.
  
• - Last Day: A Day of Knowing
  
• Let the children choose a project they would like to complete with a partner of their choice.
  
• The children are able to paint or draw a picture, write a poem, sing a song, write a story, make a book, or perform a play regarding something they have learned about butterflies.
  The children will perform their projects they have put together for the whole class the teacher will grade projects on a rubric.
  
  Differentiated Instruction
  
  ESL
  For the ESL students we will work and discuss most things in groups and with partners so they will have added support. In out books and websites we made sure there is high picture support of the changes that the butterfly goes through. During the observation of the metamorphosis and during the final project they will be able to draw and use minimal writing to express their knowledge. This will let them be engaged and active participants in this unit.
  
  Challenge/Extend
  
  There are many different levels of books and internet sites for the students who are about grade level in reading. For the students who already understand the metamorphosis process they will be able to help in group and partner work and will offer them research options of different species of butterflies and the differences between metamorphoses of those.
  
  Special Needs
  
  Most every activity that we have planned besides the CPS quizzes will be done with partners, for those who are at a low reading and writing level there will be high picture support in the books and they will have the option of drawing their ideas and expressing verbally in class. Those students who have communication difficulties will be able to discuss with a partner or write down ideas and won’t be made to share out in large group discussions.