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Chamari Davis ECE 415 Science Through Trade Books October 18th, 2013 Topic The topic of butterflies allows you to observe, compare, and explore the life cycle of a butterfly. Children are expected to be able to explain that living things experience a life cycle and distinguish between animals that undergo metamorphosis and those who do not. With my lesson plans there will be an emphasis on the characteristics of the four different stages. After learning the anatomy of the butterfly, children will be asked to compare the stages of the butterfly to their own lives. This investigation of butterflies will include class discussions, hands on activities, and observations. There are hundreds of types of butterflies in the world. They come in all different colors, patterns, and sizes. A butterfly is an insect with two pairs of large patterned wings, a pair of antennae, and has three parts to its body: a head, thorax, and an abdomen. A butterfly’s head has compound eyes, which means they are made up of many smaller eyes called facets. This type of eyes help butterflies sense movement and color in their vision. The thorax is the middle part the insect’s body and the abdomen is its tail part. Strong muscles in their thorax moves up and down helping propel them forward in the air allowing them to fly. The antennae on the butterfly’s head are long and slender whose purpose is to provide a sense of smell that helps the butterfly find nectar. This part of a butterfly also warns them of dangerous animals and helps make butterflies find female butterflies. Wings of butterflies are mainly made up of veins covered with tiny scales. Each scale has a color, which creates beautiful patterns on their wings. Just like every insect, all butterflies have six legs. The abdomen of the butterfly holds all of the organs. Instead of bones protecting their organs, they have exoskeletons that are a hard casing on the outside of an insect’s body that provide protection to the organs from being smashed. During its life, the butterfly goes through many changes physically. The life cycle a butterfly goes through occurs in four stages. These stages are known as the egg, larva, pupa, and adult. A female butterfly searches for the right kind of plant to lay her eggs on. Once the eggs are safely laid, the adult butterflies die. The egg usually takes between three and nine days to hatch and butterfly larvae will crawl out, which are known as caterpillars. As the caterpillars eat and grow, its skin becomes very tight. When the caterpillar is fully grown it stops eating, uses silk to attach itself to a leaf, and soon their skin splits. The old skin will shed ad the new skin forma a hard shell around the caterpillar and the caterpillar becomes a pupa. A chrysalis now covers the pupa. Inside the chrysalis, the pupa’s body is growing wings and changing into an adult butterfly. Chamari Davis ECE 415 Science Through Trade Books October 18th, 2013 After a couple of weeks, the chrysalis becomes clear and the butterfly will finally break from the shell. Once the wings are dry and harden, the butterfly can then fly away, look for food, and explore the world. Immediately after they are freed, butterflies starts eating. As caterpillars they eat lots of leaves but as an adult butterfly some eat flower nectar, milkweed plants, tree sap, or juices from rotten fruits. This gives them energy and makes them strong. Generally adult butterflies do not use the bathroom but occasionally they might release a liquid from the tip of their abdomen from drinking so much. On the other hand, caterpillars continually defecate as a result of all of their eating. Butterflies can communicate with one another just like other animals. They use color, sounds, chemicals, and physical actions. Color patterns are used to signal their sex or species to one another. Chemical pheromones are used by both sexes of the butterflies to attract the opposite sex or signal species identity. A few butterflies make noises to protect their space, resources, and others. Physical actions and aggression may be used to protect themselves and food. Butterflies have many enemies that they try to avoid. Birds, insects, spiders, and lizards like to eat butterflies. Other insects try to eat butterfly eggs and some birds like to eat caterpillars’ whole. Some caterpillars have spikes that are prickly and other caterpillars and butterflies can blend into their environments. A butterfly’s wings can also be used to scare away enemies. On their wings are eyespots that look like eyes. The bright colors of a butterfly’s wings are a warning that they are poisonous and to stay away. Like the monarch butterfly, they are bright orange that advertises that they taste awful and are poisonous. Butterflies lives all over the world and in all different climates. If you were looking for a species of a butterfly, it would all depend on the season. Any hot or warm climate would be best for a butterfly since they are cold-blooded creatures. However there are a few butterflies that live in cold climates like the Butler’s Mountain White that lives in the Himalayan Mountains and like to blend into the snow. Bright colored butterflies typically live in hot, tropical areas like South America. You can find butterflies in most states around springtime mainly because they migrate to reach the warmer weather. For example, the monarch butterflies fly from Canada and northern United States all the way to Mexico, Florida, and California. They will spend their winter there and after they give birth to their offspring in the spring, there offspring will fly back to northern U.S and Canada. Some butterflies remain in temperate regions where the weather isn’t necessarily hot or cold. They’re typically brown and hard to spot since they live in woodland areas with many kinds of plants and trees. In science, butterflies can represent change, new beginnings, and natural beauty. There transformation through the process of metamorphosis and stages is beautiful to witness, as caterpillars become butterflies. Many people enjoy collecting and displaying them because of their beautiful colorful wings. Today, many butterflies are actually in danger because of they have nowhere to stay. People are clearing areas where butterflies stay and without the proper plants the butterflies die. So in order to save butterfly species from becoming extinct it is important to not destroy their areas and where they call home. Glossary Chamari Davis ECE 415 Science Through Trade Books October 18th, 2013 Abdomen- The tail section of an insect’s body Antennae – The feelers on an insect’s head Caterpillar- A crawling insect that hatches from a butterfly’s eggs which changes into a butterfly after a cycle. Chrysalis- The case (pupa) inside which a caterpillar turns into a butterfly Environment- The surrounding that affect a living creature Extinct- Something that no longer exists Fertilized- An egg is fertilized when a male and female animal mate Larva- The stage of an insect’s life that comes between hatching and pupa Nectar-The Sweet liquid formed in many flowers Pupa- Another word for chrysalis; the stage between larva and an adult Silk- Sticky substance produced by some insects like a thread Thorax- The middle section of an insect’s Bibliography Websites http://www.kidsbutterfly.org http://www.butterflyschool.org/student/index.html http://www.thebutterflysite.com/life-cycle.shtml Book Title: Butterflies Juvenile Non-Fiction Author & Illustrator: Cari Meister Level: 1-3 Genre: Interest Brief Outline: This book uses colorful photographs and highlights unfamiliar words as it discusses the physical structure, growth, diet, habitat, and enemies of butterflies. Fun facts about butterflies and the labeling of a butterfly’s body are also included in this book. Science Content/ Concepts: Butterflies are insects that reproduce, eat, fight off enemies and go through many changes throughout its life in order to survive. Organisms change in form and behavior as part of their life cycles. Some organisms undergo metamorphosis while others grow and change. Chamari Davis ECE 415 Science Through Trade Books October 18th, 2013 Science Process Skills: Observing: Children will be observing the life cycle a butterfly goes through. Classifying: Children will classify each stage of the life cycle and be able to identify the different body parts of a butterfly. Comparing: Students will begin to draw conclusions between their expectations of butterflies and facts they learned. Science Vocabulary: Antennae, chrysalis, continent, environment, extinct, flit, larva, migrate, mimic, nectar, pollinate, pupa, proboscis, temperate, vein Connecticut Curriculum Framework Concepts: 1.3 — Organisms change in form and behavior as part of their life cycles. 1.3.a. Some organisms undergo metamorphosis during their life cycles; other organisms grow and change, but their basic form stays essentially the same. 1. Plants and animals have life cycles that include a predictable sequence of stages: they begin life, develop into adults, reproduce and eventually die. 3.Animals are either born alive (for example, humans, dogs and cows) or hatched from eggs. 7. Butterflies are insects that undergo metamorphosis during their life cycle. As they go through egg, larva, pupa and adult stages, butterflies develop different structures that help them meet their basic needs on land and in the air: 7.a Caterpillars hatch from eggs, live on plants, get food by chewing leaves and move about using legs. As they metamorphose into butterflies inside a chrysalis, they develop wings, antennae and different mouthparts. 7.b Butterflies live on land and in the air. They get food by sucking nectar from flowers and move around primarily using wings to fly. After a female butterfly mates, she searches for the proper host plant to lay her eggs, and the cycle begins again. GLE: 1. Explain that living things experience a life cycle that includes birth, growth, reproduction, and death. 2. Compare and contrast the changes in structure and behavior that occur during the life cycles of animals that undergo metamorphosis with those that do not. 3. Analyze recorded observations to compare the metamorphosis stages of different animals and make predictions based on observed patterns. Other Related Books: Chamari Davis ECE 415 Science Through Trade Books October 18th, 2013 Life As a Butterfly by Victoria Parker The Life Cycle of a Butterfly by Colleen Sexton From Caterpillar to Butterfly: Following The Life Cycle by Suzanne Slade Related Websites: http://www.kidsbutterfly.org/life-cycle http://www.butterflyschool.org www.ex.ac.uk/bugclub/ Book Title: The Migration of A Butterfly Author & Illustrator: Tanya Kant/ Carolyn Franklin Genre: Juvenile Nonfiction Interest Level: 1-3 Brief Outline: This book shares the journey of the Monarch butterfly as it migrates from North to South America and back again. It includes pictures, informative captions, maps and answers questions about the monarch’s diet, birth, and journey across the country. Science Content/Concepts: Monarch butterflies migrate to warm weather because that is their natural habitat and cold weather means less food. They migrate during the season change to improve their chance of survival. Like other butterflies, they go through metamorphosis and change dramatically. Chamari Davis ECE 415 Science Through Trade Books October 18th, 2013 Science Process Skills: Observing: Students will observe the migration of monarch butterflies. Classifying: Students will be able to classify the monarch butterfly and what make it unique. Measuring: Students can use the map in the book to measure how far the monarch butterflies migrate. Comparing: Students will be able compare the monarch butterflies to other butterflies that they may know or read about. Science Vocabulary: Abdomen, antennae, caterpillar, chrysalis, cluster, fertilized, hatch, insect, mate, migration, milkweed, nectar, offspring, overwintering, predator, pupa, silk, thorax, wanderer Connecticut Curriculum Framework: Concepts: 1.3 — Organisms change in form and behavior as part of their life cycles. 1.3.a. Some organisms undergo metamorphosis during their life cycles; other organisms grow and change, but their basic form stays essentially the same. 1. Plants and animals have life cycles that include a predictable sequence of stages; they begin life, develop into adults, reproduce and eventually die. 2. Plants and animals produce offspring of their own kind. Offspring closely resemble their parents, but individuals vary in appearance and behavior. 4. Animals change during their life cycle. Many animals begin life as smaller, less capable forms of the adult. As they develop, they grow larger and become more independent. 7. Butterflies are insects that undergo metamorphosis during their life cycle. As they go through egg, larva, pupa and adult stages, butterflies develop different structures that help them meet their basic needs on land and in the air: a. Caterpillars hatch from eggs, live on plants, get food by chewing leaves and move about using legs. As they metamorphose into butterflies inside a chrysalis, they develop wings, antennae and different mouthparts. b. Butterflies live on land and in the air. They get food by sucking nectar from flowers and move around primarily using wings to fly. After a female butterfly mates, she searches for the proper host plant to lay her eggs, and the cycle begins again. 8. Comparing the life cycle stages of different organisms shows how they are alike in some ways and unique in other ways. GLE: 1.Explain that living things experience a life cycle that includes Compare and contrast the changes in structure and behavior that occur during the life cycles of animals that Chamari Davis ECE 415 Science Through Trade Books October 18th, 2013 undergo metamorphosis with those that do not. 3.Compare and contrast the changes in structure and behavior that occur during the life cycles of animals that undergo metamorphosis with those that do not. 4.Analyze recorded observations to compare the metamorphosis stages of different animals and make predictions based on observed patterns. Other Related Books: Great Migrations Butterflies by Laura Marsh A Monarch Butterfly’s Journey by Suzanne Slade Let’s Look At Monarch Butterflies by Laura Hamilton Waxman Related Websites: http://www.monarch-butterfly.com http://animals.nationalgeographic.com/animals/bugs/monarch-butterfly/ http://www.fs.fed.us/wildflowers/pollinators/monarchbutterfly/migration/ 5E STEM Earth Science Experience Engaged Activity: 1. Inform students that today they will be learning about the life cycle of a butterfly. 1. Students will be shown different pictures of butterflies and caterpillars on the projector. 2. They will be asked to describe what they see or notice about the insects. 3. With the class, review some of the prior facts and knowledge about the life and stages of a butterfly. This information will be written in a KWL chart which be used to help guide their learning. Chamari Davis ECE 415 Science Through Trade Books October 18th, 2013 4. Read Cari Meister’s book “Butterflies”. 5. Review the life cycle of a butterfly as described in the book: egg, larva, chrysalis, and butterfly. Discuss some of the vocabulary the book use. Learning Outcome or Objective: Students will reveal their prior knowledge before instruction begins. Students will reveal questions they want answered while exploring the topic of butterflies. Materials: Projector, pictures of butterflies and caterpillars, chart paper, marker, whiteboard Standards Emphasized in Activity: CC.1.SL.1- Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CC.1.SL.2- Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Science Process Skills Exercised: Observing: Students will shared what they have observed or know about butterflies. Comparing: Students can compare past experiences and thoughts about caterpillars and butterflies to other students. Predicting: Students can predict the process a butterfly undergoes. Explore Activity: 1. Students will be asked to compare and contrast the stages of the butterfly to the stages of a human being. They will be given a paper divided into 4 quadrants and will draw themselves as babies, first graders, teenagers, and adults. This will allow students to think of themselves as evolving beings similar to the metamorphosis cycle the butterfly undergoes. Materials: Paper, crayons, markers, pencils. Standards Emphasized in Activity: CC.1.R.I.2- Identify the main topic and retell key details of a text. CC.1.R.I.3- Describe the connection between two individuals, events, ideas, or pieces of information in a text. Science Process Skills Exercised: Comparing: Students will compare the human life cycle to the butterfly life cycle. Chamari Davis ECE 415 Science Through Trade Books October 18th, 2013 Hypothesizing: Students can hypothesize how these changes happen and their importance. Explain Activity: Since pasta comes in a variety of shapes, students will be using pasta in recreating the life cycle of the butterfly. (Couscous= Egg, Rotini=Larva, Shells= Pupa/Chrysalis, Bowties=Butterfly) 1. Students will use markers and write the name of the four stages on a paper plate and an arrow going clockwise to show the sequence. 2. Students will use glue on a piece of pasta that looks the most similar to that stage. 3. Students will then draw and write about each stage of the butterfly cycle in their science journals. Learning Outcome or Objective: Students will identity the stages in a butterfly life cycle. Students will create a model of a complete life cycle. Students will demonstrate the correct order of a butterfly life cycle. Materials: Paper plates, pasta types (Couscous, rotini, shells, bow-ties), glue, markers science journals Standards Emphasized in Activity: CC.1.R.I.7- Use the illustrations and details in a text to describe its key ideas. CC.1.W.2- Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Science Process Skills Exercised: Observing: Students can use the model to observe to life cycle of a butterfly. Classifying: Students will be able to classify the specific stage of change after an egg is hatched. Measuring: Students will be able to measure and include how long a butterfly is in a particular stage of its cycle. Extend Activity: Children will have a choice of fun activities they can participate in. They can create a flipbook of metamorphosis; create their own symmetrical butterfly wings; or write a story from the perspective of a butterfly and talk about what it feels like to change and be inside of a chrysalis. Learning Objective or Outcome: Students will creatively show their understanding of metamorphosis and butterflies. Chamari Davis ECE 415 Science Through Trade Books October 18th, 2013 Students will use their imagination to create narratives while learning about science. Materials: Paper, pencils, markers, crayons, glitter, scissors, pipe cleaners, glue, Standards Emphasized in Activities: C CC.1.R.I.2- Identify the main topic and retell key details of a text. C.1.W.1- Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. CC.1.R.I.3- Describe the connection between two individuals, events, ideas, or pieces of information in a text. Science Process Skills Exercised: Predicting: Students will be predicting the feelings of the caterpillar as it goes through metamorphosis. Observe: Students will create their own flipbooks of metamorphosis and be able to observe the changes. Evaluate Activity: Students will be evaluated on what was written in their science journals during the explain part of this activity. They will also demonstrate if they have achieved the lesson objectives by writing two factual sentences on what they have learned about butterflies and two questions that weren’t answered that they can research to find out. Learning Outcome or Objective: Students will reflect on what they have learned about butterflies after our exploration. Students will discover questions that weren’t answered and be encouraged to find the answers. Materials: Paper/ Science journals, pencils Many of the activities are designed for visual and auditory learners, however they can be altered to fit others children abilities in the classroom. For the kinesthetic learners, physically doing the actions of the four stages of the butterfly will better help them understand the concept. Children who are having difficulty with these activities will be encouraged to look at the KWL chart and big display of the four stages on the white board for information. Reteaching the lesson with other children’s literature and real Chamari Davis ECE 415 Science Through Trade Books October 18th, 2013 pictures of butterflies in a small group will also be another option for children having trouble understanding the life cycle. To be an effective science teacher this lesson is hands on and will be driven from the student’s knowledge and interest. My science center will be based on the life cycle of butterfly which would include children’s literature focused on different types of butterflies, child-friendly information posters, math games involving matching the symmetrical wing of butterflies, and real butterfly wings they can look at with a magnifying glass. The available science materials and resources will be accessible to children throughout the day and really engage and spark their scientific inquiry skills. This science center will be a safe working environment and a great help to helping children understand butterflies. Since we will be discussing the habitats of butterflies a great way to involve home participation are encouraging families to create a butterfly garden. This will allow students to observe butterfly life cycles, provide children the knowledge of gardening, and encourage further research for both students and their families about butterflies. Once a caterpillar have grown in a child’s garden, their parent would be welcomed to bring it to class and share their observations of the butterfly life cycle. Children and families will also be encouraged to go to their local science museum or zoo to check out their exhibits of butterflies. Rubric for performance assessment for Life Cycle of the Butterfly for First Grade Student Name: __________________________________________________ Chamari Davis ECE 415 Science Through Trade Books October 18th, 2013 5E MODEL Engage Explore Explore Extend Evaluate 5 Student was highly engaged in class discussions; were able to demonstrate prior knowledge of butterflies and their life cycle. Student can identify similarities and difference between humans and butterflies life cycle. Student can correctly name and identify the stages of life in the correct order. Student can correctly label a picture and/or use the correct vocabulary in a story based on the knowledge from the read literature. Student is able to show an understanding of 2 facts learned about butterflies. 3 Student participated in class discussions; were able to demonstrate a basic understanding of butterflies and life cycles Student have difficulty concluding differences and similarities in human and butterfly life cycle Student can correctly name and identify 2 stages of life in the correct order. Student incorrectly uses information and terms in his/her art or story. 1 Student participated minimally in class discussions; were unable to demonstrate a basic understanding of butterflies and their life cycles. Student is unable to demonstrate understanding differences and similarities between human and butterfly development. Student is able to provide only 1 fact on their knowledge about butterflies. Student is unable to reflect on their new knowledge of butterflies after the exploration of butterflies. Student has difficulty naming and placing the stages of life in the correct order. Student is unable to use knowledge of butterflies in his/her artwork or story. Early Childhood Education Technology Evaluation Toolkit Chamari Davis ECE 415 Science Through Trade Books October 18th, 2013 From: McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with early learners.Young Children, 67(3), 14-24. Complete the following worksheet for each major educational technology purchase consideration. Please see accompanying directions for further explanation and examples. Date:_____10/23/2013________ Evaluator(s):Chamari Davis Organization:____________ReImagination of Learning_________________________ Age group: ___5-7_Older Toddlers _____Preschoolers _____School Age (Grades__Kindergarten-1st Grade Type: __ __Regular Education ___ _Special Needs ( Disability:___Difficulty Hearing_____________________) ____ELL ____Title 1 ___ _a. Approaches to learning (curiosity, attention, flexible thinking/creativity, persistence) GOALS ___ _b. Language/Literacy _____c. Mathematics __ __d. Science ____e. Social Studies ____f. Social-Emotional (cooperation, collaboration, identifying emotions) HARDWARE ___ _a. Desktop or laptop computer (mouse and keyboard) ____b. Desktop or laptop computer (touch screen) __ __c. Interactive whiteboard ____d. Tablet ____e. Multi-touch table or surface Software Title:_Butterfly Life Cycle________________________________ (1=No 2=Unsure 3=Somewhat 4=Yes) 1. Educational SOFTWARE 2. Appropriate a. Learning versus focus on winning? b. Content research and/or learning standards based? c. Feedback informative/teaches? a. Appropriate cognitive skill(s)/subject matter? 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 3. Child-Friendly b. Set in interesting/appealing context? c. Pre/non-readers can navigate? d. Free from bias? a. Simple/clear choices? 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 b. Multiple, positive opportunities for success? c. After adult support, children can use independently? 4. Enjoyable/Engaging a. Enough activities with varieties? 1 1 1 2 2 2 3 3 3 4 4 4 b. Appropriate use of rewards? c. Realistic graphics and appealing to intended age? d. Activities match well to attention span? 5. Progress Monitoring/Assessment 1 1 1 2 2 2 3 3 3 4 4 4 a. Covers all the key areas the software teaches? b. Easy to use and interpret? 6. Individualizing Features 1 1 2 2 3 3 4 4 1 1 2 2 3 3 4 4 1 1 2 2 3 3 4 4 a. Can be customized for child’s needs? b. Allows creation of new activities? INTEGRATION a. Initial training/professional development on integration included? b. Ongoing training/professional development opportunities? Chamari Davis ECE 415 Science Through Trade Books October 18th, 2013 SCORE COMMENTS (Total Score ÷ 80) x 100 = _______68.75_____ ____Purchase ____Continue to Consider this Option (90-100=A,80-89=B, 70-79=C, 60-69=D, <59=F) ____Do Not Purchase __ __Consider other Options This program was very animated and lacked options for other activities. Although it was very childfriendly, there wasn’t a plethora of knowledge about butterflies available. Only the same repeating concept of what the life cycle of butterflies were was provided. This program could be used for children having a hard time understanding but for many students they would be able to complete this program rather quickly. http://www.turtlediary.com/kindergarten-games/science-games/butterfly-life-cycle.html