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Curriculum Area Science
Subject Area Biology - Butterflies
Lesson Title Caterpillars to Butterflies
Suggested Grade Level Grades -
Analyze Learners The students are 7 and 8 -year-olds enrolled in a nd grade classroom of approximately 5 students. The school is located in an urban area. The class is made up of students from mainly middle class families. Most of the students perform well academically and several have been identified as gifted learners. All of the students are reading at or above grade level and are fairly proficient surfing the web. The group prefers learning activities that are hands-on and entertaining. The students enjoy working in groups and handle abstract ideas well. The class has recently completed a unit on insects and will now focus on learning about butterflies. In my experience with these students, I would say that I have about 50% visual learners, 50% tactile (hands-on) learners, and maybe 5% auditory learners. I will try to incorporate aspects of the assignment to hit on each of the types of learning styles. All of the students are looking forward to this unit, especially the field trip to see the butterfly exhibit at the Jacksonville Zoo.
State or Identify Learning Objectives and Purpose • Students will learn the meaning of the word metamorphosis
• Students will learn and recognize all the stages in a butterflys life cycle.
• Students will be able to classify butterflies by type and color.
• Students will demonstrate understanding of content.
• Students will ask questions to further their knowledge.
Select Methods, media and Materials Needed We will read the book The Very Hungry Caterpillar by Eric Carle, From Caterpillar to Butterfly by Deborah Heiligmam, and I Wish I Were a Butterfly by James Howe.
Students will view a slide presentation which describes the process of caterpillar to cocoon to butterfly and view the film entitled Life Cycles of the Butterfly. Following these two media presentations, the students will be asked to complete and color the worksheet which shows the process they just viewed.
Students will make use of the computers in our classroom and take turns viewing the following WebPages within their assigned groups to gain a better understanding of a butterflies life cycle and metamorphosis
o http//www.tpwd.state.tx.us/factsheets/insects/monarch/monarc http//www.shrewsbury-ma.gov/schools/beal/curriculum/butterfly/cycle/index.htm h.htm
o http//www.shrewsbury-ma.gov/schools/beal/curriculum/butterfly/cycle/index.htm
o http//www.npsc.nbs.gov/resource/distr/lepid/bflyusa/fl/toc.htm
o http//www.earthsbirthday.org/butterflies/activitykit/.html
o http//www.kidzone.ws/animals/monarch_butterfly.htm
Students will then write/generate 10 multiple choice questions based on their web research which will be placed on a webpage for students to later quiz themselves.
We will do an art project in which the students can see how a butterfly comes out of its cocoon.
o Items needed
 Toilet-paper tube, Tongue depressor or ice-cream pop stick, Heavy paper, 6 (150 mm) piece of pipe cleaner, folded in half, Markers or crayons, Scissors and glue
o Procedure
 1. Cut out and color a butterfly from the heavy paper. Use any colors, but make both halves look the same. Put a small hole at the top of the butterflys head.,
 . Color the toilet paper tube to look like a chrysalis. (A monarch butterflys chrysalis is green, but you can use any color.)
 . Take a piece of pipe cleaner and shape it like the letter V. Put one point through the little hole in the butterflys head and then twist it to look like antennae. Butterflies use these feelers to learn about their environment.
 4. Glue the butterfly to one end of the tongue depressor or ice-cream pop stick. Let the glue dry.
 5. Curl the butterflys wings and slide it into the chrysalis.
 6. Pull the stick to make the beautiful butterfly come out of the chrysalis.
 Fly your butterfly like a real one!
We will wrap up this unit by taking a field trip to the Jacksonville Zoo and visiting the special butterfly exhibit.
Utilize Media and Materials Groups of 4 will take turns on the computers we have available in our classroom. They will be encouraged to ask questions, and groups will take turns navigating the Web sites. I will make up a Curriculum Page using Microsoft Word which list links to the Websites I'd like the students to gather their information from.
I will need to obtain the books from the media center to have on hand to read to the students.
I will need to set up the slide projector as well as place in the slides (each class room has its own slide projector) and have enough worksheets on hand for each student to complete their assignment.
For the art project the desks need to be arranged in groups of 4 facing each other that way there is enough room for the art supplies to be shared between each group.
I will get with the art teacher to obtain all the necessary supplies for the art project.
I will make butterfly name tags and have safety pins available so the students may attach their name tag on their shirt for the field trip.
Need to verify that all field trip consent forms have been turned in and that we have adequate chaperones for the field trip.
Require Learner Participation In whole group identification, students are encouraged to ask questions, and groups take turns navigating the Web sites provided.
I will explain that I am going to read a book called The Very Hungry Caterpillar. I will explain that it is about caterpillars and what they eat. I will ask the children to pay attention to what foods in the story they think the caterpillar really eats, and which ones are just in the story for fun. After reading we will discuss which items of food the children think caterpillars really eat, and which ones are fantasy. I will then ask them to draw pictures of some of the foods listed in the story, and label them fact or fantasy.
Students will follow the links provided to research the life cycle of butterflies and work with their group members.
Students will complete and color their worksheet including defining terms of life cycle and display them outside the classroom on the display board.
After viewing the slide presentation and video we will discuss metamorphosis and the different types, colors and classifications of butterflies.
Following the unit on Butterflies, we will have class discussion and students will participate in discussion and answering of the following questions
• What are butterflies good for?
• What do butterflies and moths eat?
• What do caterpillars eat?
• What are the stages of a butterfly's life cycle?
• How long do butterflies live?
• How many kinds of butterflies are there?
• Where do butterflies live?
• How do butterflies grow?
Evaluate and Revise Content Students will be asked questions in class related to the unit and will be expected to explain the life cycle of a butterfly, metamorphosis, as well as recognize the different classifications, types and colors of butterflies. Students should be able to answer at least 80% of the questions correctly and thoroughly.
The objectives will also be tested by grading the completed worksheet students worked on after viewing the presentations.
I will design a student multimedia project evaluation rubric to help assess the success of using the multimedia equipment used for this unit. I will be sure to discuss the rubric prior to beginning this unit.
The only thing I would like to change/revise for next time I teach this lesson is that I think it'd be very helpful to actually get some live caterpillars and allow the students to watch as the life cycle changes take place. This year the funds were not available to allow us to do this.
Evaluation of Technology Integration The students like working with technology, and demonstrate more motivation to attempt projects when it is involved. Students will be evaluated on their creativity and ability to come up with 10 multiple choice questions to quiz each other on. Teacher observation will help to verify that technology assisted in meeting the various learning styles of the students and how well students were able to determine what information was valuable and how they applied that information.
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