BC: Life brings simple pleasures to us every day. It is up to us to make them wonderful memories. CathyAllen
FC: Life cycles of the Butterfly - Rita Hildebrand
1: Welcome to my mixbook technology curriculum project. The following pages are examples of work that a teacher might create and publish following the Life cycles of a Butterfly lesson plan found at the end of this mixbook. Technology is a powerful motivator for students. The teacher can create examples of their work that are aesthetically pleasing and that can be published to share with other students, family and friends. In addition to being viewed on the web, a mixbook creation can be printed out as a hard copy book that can be housed in the classroom, presented to the school library, or purchased by parents and guardians as a keepsake of their students work. Rita Hildebrand | WWelcome
4: Tiny eggs are laid by the female on a leaf. Around 5 days later, a tiny wormlike creature will hatch. on a leaf. Around 5 days later, a tiny wormlike creature will hatch.
6: Artwork by Allison Hildebrand
9: The caterpillar is the primary eating and growth stage of the insect.
10: The pupa or chrysalis is the resting or transformation stage, and within it the marvelous transformation from caterpillar to adult takes place.
11: All things grow better with love.
12: handwriting by Matt Hildebrand
14: The adult emerges from the chrysalis.
15: A butterfly or moth is emerging now. The pupa skin splits, the limp, damp butterfly crawls out-now with compound eyes, a proboscis for feeding and six legs. The wings are expanded and blood is pumping into them. A little warming from the sun and it is now ready to fly off to feed and then lay its eggs.
16: This lesson plan is alligned with the Missouri Grade Level Expectations and Missouri Show-Me Performance goals.
17: MixBook Lesson Plan SECTION ONE Author: Rita Hildebrand Email Address: email@example.com Semester Created: Fall 2009 LESSON OVERVIEW Title: Life Cycles of a Butterfly Brief Description: The students will learn the 4 stages of a butterfly in metamorphsis. ESSENTIAL QUESTIONS/GENERALIZATIONS: The student will be able to identify all 4 stages of the butterfly in metamorphis. ENGAGING QUESTION/SCENARIO: The teacher will have a sample of catepillars in their habitat that will change into butterflies with in the classroom. SUBJECT AREA(S) (Put an X by all relevant subject areas.) _X_ Math _X_ Science _X_ Art GRADE LEVEL (Put an X by all relevant grade levels.) X Grade 2 DETAILED LESSON DESCRIPTION Standards, Benchmarks, Student Learning Targets (use all that apply as related to the “Big Idea” you are addressing) GLE #1: Science (3,1,B,a) Strand 3 - Characteristics and Interactions of Living Organisms, 1 - There is a fundamental unity underlying the diversity of all living organisms, Concept B - Organisms progress through life cycles unique to different types of organisms, a -Identify and sequence life cycles (birth, growth, and development, reproduction and death) of animals (i.e, butterfly, frog,chicken, snake, dog). (Performance Standards 1.1, 1.2, 1.3, 1.5, 1,6, 1.7 1.10, 2.3) GLE #2: Math (2,2/3,A) Algerbraic Relationships, 2 - Represent and analyze mathematical situations and structures using algebraic symbols, a - using addition or subtraction, represent a mathematical situation as an expression or number sentence. (Performance Standards 3.1, 3.2, 3.3, 3.4, 3.5, 3.6) Algerbraic Relationships, 3 - Use mathematical models to represent and understand quantitative relationships, a -model situations that involve addition and subtraction of whole numbers, using pictures, objects or symbols. (Performance Standards 3.1, 3.2, 3.3, 3.4, 3.5, 3.6) GLE #3: Art (4,2,A) STRAND IV: Interdisciplinary Connections (IC), 2 - Explain the connections between Visual Art and Communication Arts, Math, Science or Social Studies, a - Explain the connection between butterfly life stages and art. (Performance Standards 2.4, 2.5) STUDENT ASSESSMENT The student will be able to recognize the butterfly in all 4 different stages of their life cycle on a work sheet and also with the final noodle project. The student will be able to perform basic math addition and subtraction facts based on the story with word problems and objects. The student will be able to make the connection between the science lesson and the art projects that they create. PERFORMANCE ASSESSMENT CRITERIA (based on selected content standards and benchmarks; create and link to rubric scoring guide/s.) Ruberic.doc http://learningtogive.org/lessons/unit369/lesson2_attachments/2.html COLLABORATION During our life cycle lesson I will ask for collaboration from the schools art teacher. I will have them make caterpillars out of clothes pins and pom-poms with eyes and antenne, paint toilet paper tubes as chrysalis and while these are drying dip the coffee filters in food coloring for wings for their butterflies. Once the wind are complete we can put them in the clothes pins and make them into butterflies. LESSON IMPLEMENTATION The teachers will present lessons on butterflies for 3 days 45 minutes per day. Prerequisite Skills: Students must be able to . . . ACCOMMODATION OPTIONS ELL/IEP Students: Students with Downs Syndrome Children with downs syndrome are very tactile. I think that this lesson will be very enticing to the downs child. The butterflies will get their attention. The math lesson is very hands on and the art lessons and assessment will be tactile and a good way to assess their learning. the child with downs regularly has a aide in class with him. MANAGEMENT/ORGANIZATION TIPS The caterpillars need to be ordered about 10 to 14 days in advance. They will not mail them in bad weather for fear of hurting the caterpillars. MATERIALS AND RESOURCES REQUIRED FOR UNIT anticipation.doc Caterpillars with habitat The Very Hungry Caterpillar book Work Sheets http://www.worksheetplace.com/index.php?function=DisplaySheet&sheet=Butterfly-Life-Cycle-Worksheet&links=2&id=&link1=241&link2=244 http://www.enchantedlearning.com/subjects/butterfly/ Toilet paper rolls Clothes Pins Pom poms Pipe cleaners Coffee Filters Food coloring Glue Butterfly patterns http://learningtogive.org/lessons/unit369/lesson2_attachments/1.html http://www.atozteacherstuff.com/pages/276.shtml Penne pasta - eggs Spiral pasta-caterpilllar shell pasta-chrysalis Bow tie pasta-butterfly Small pasta representing an egg Assessment sheets of the 4 stages of the butterfly http://www.bry-backmanor.org/actpag36.html TECHNOLOGY Web-based resources (name and link) http://www.tooter4kids.com/LifeCycle/Butterfly_Life_Cycle.htm http://www.flickr.com/ http://www.mixbook.com/create/tool?pid=4572337 http://atozteacherstuff.com/pages/276.shtml http://www.ncsu.edu/midlink/KWL.chart.html http://www.teachingheart.net/veryhungrycaterpillar.html UNIT PLAN FLOW CHART/TIMELINE Identify and explain the activities, materials, resources, technology integration strategies, collaboration, and timeline for your lesson. A clear and easy way to complete this section is to identify what you’ll be doing for each step of the process. Day 1: Butterflies/Anticipation list/worksheet To engage the class in the life cycle unit the teacher will first use the Butterfly Life Cycle Anticipation Guide. This will help the teacher find out what the student’s prior knowledge is and what the student still wants to learn. This will also help the students be come active in making connections from their prior knowledge to the new information that they will be presented in the current life cycle unit by the teacher. Once the students have turned in the guide, the teacher will move onto the main class learning tool. The teacher will bring out a habitat with the caterpillars in it. The class will become very social and creative discussing where the caterpillars come from and what will happen to the caterpillars over the next few weeks in the classroom. Once the students have had a chance to see the caterpillars and discuss the different stages of their life cycles the teacher will pass out a worksheet for each child see visually the different stages of a butterflies life. After the class labels the worksheets together, the students will use their creativity and each will color their sheet. Day 2: Very Hungry Caterpillar book and math lesson with work sheet On day two as a class we will read the book The Very Hungry Caterpillar by Eric Carlisle. This book will reinforce the life cycle changes. We will actively discuss the book and have the children use their creative minds to build on what they know as the class shares information that they know about butterflies and build on the book. We will use the book as basis for a math lesson based on what the caterpillar ate. For example, if he ate 1 apple and 3 plums how many pieces of fruit did the caterpillar eat? We will use come plastic food and some real fruit. This is a fun hand on lesson we can do as a group with some fruit and then we can eat the some of the fruit for a snack. As we snack on our fruit we can do the butterfly math worksheets. This is an activity that they can do math and create art. Day 3: Pasta Assessment/Worksheet Assessment There will be 2 ways the children will be evaluated on the final day. We are going to have a hands on art project. The children will be given a butterfly cut out of card stock and divided into 4 quarters and numbered. Next, there will be 4 different types of pasta handed out. Penne pasta will be for the eggs, green spiral pasta will be for the caterpillars, big elbow pasta will be for the chrysalis and finally orange bow tie pasta for the butterflies. The children will be directed to glue the pasta onto their butterflies in order of how the butterfly develops. The teacher will move around the room and ask questions to the children as they work on their projects to find out what their train of thought is. Next the children will be handed a complete life cycle diagram with pictures. Each child will be asked to cut out the picture and glue it in the right place on the diagram. After they have been put in place each child will use his knowledge to label each stage of metamorphosis. Collaboration: Toilet Paper Project During the butterfly week in 2nd grade, the teacher will ask for lesson support from the art teacher. During art this week the children will make caterpillars out of clothes pins pom poms. As these are drying the children will decorate a toilet paper tube as a chrysalis and help the art teacher color a coffee filter. Once the coffee filter is dry the children can pinch them with their clothes pin caterpillars and change them into butterflies through the toilet paper chrysalis.