life cycle of butterflies

Erin Britnell Brenda Trotman

Margaret Welch Fall

Cynthia Wooten

Life Cycle

of

Butterflies

Life Cycle of a Butterfly using The Very Hungry Caterpillar

The unit focuses on the life cycle of butterflies, including their habits, eating, habits, growth cycle, review of the days of the week, odd and even numbers and an understanding of story sequence. The students will learn to retell a story with the assistance of the teacher. In this lesson we will read The Very Hungry Caterpillar by Eric Carle; students will learn about metamorphoses, extend their knowledge to understand the growth cycle of butterflies: from egg to butterfly. Students will engage in several activities to support their learning and they will have several different opportunities to share their new knowledge. The students will create their own books, write, illustrate, use technology, and keep a nutrient journal.

Overview of the unit: Monday, the first day, of the unit is very explicit and systematic in instruction. It includes the “foundation” of the week long unit, in which the students will learn to retell a story with the assistance of the teacher, sequence, the stages of the life cycle of a butterfly, and parts of a butterfly.

Day two - Review from previous day using KWL chart, Math, Days of the Week, Counting, Recognize changes with living things and Phonic development.

Day three - Review from Monday and Tuesday, Food and Nutrient, Health vs Bad Foods, Recognize changes with living things and Phonic development.

Day four - Review from day 1- 3, Things that grow, Habitat, Explore the environment of the caterpillar/butterfly, and explore the sensory bins

On Friday, day five the final activities includes a flexible assessment in which the students will demonstrate an understanding of story sequence with a short, fifteen minute, independent sessions on storytelling; will identify the each life cycle of a butterfly; will identify body parts of a butterfly. The students will count the fruit and name the days of the week; Recognize letter C and /c/ sound; Finish the KWL chart (Learn section); Identify healthy and unhealthy nutrition; Explore the habitat and the environment of the caterpillar/butterfly; Make connections from the days in the book to the objects in the sensory bins; Work together in groups of three to learn and discover.

Learning Objective(s): What will the students be able to do by the end of the lesson?

Learn more about butterflies, caterpillars, hands-on, language arts, mathematics, sorting, nutrient, and story sense.

Students will be able to recognize the sequence of events within a story and retell the story in correct sequence

Introduced Butterfly metamorphosis using the book The Very Hungry Caterpillar by Eric Carle.

Demonstrate understanding of the metamorphosis process of a butterfly Learn new vocabulary related to the life cycle of a butterfly Name the days of the week.

Count to tell number of fruit, number of days Be able to retell the story by working together to make a mural of The Very

Hungry Caterpillar. Class room discussion

Demonstrate how to use/revisit class room computer art studio to do their drawings.**if we use the computer

Computer Safety

Use their fine motor skills and creativity. All art work will be displayed. Introduce the food the hungry caterpillar ate and ID good snacks Work Sheet made -The Very Hungry Caterpillar ate through Work Sheet Life Cycle Introduce food – ID nutrimental food vs. not so nutrimental work sheet

Work Sheet on ID good snacks Introduce Graphs Class Graph made-Would You Like To Be a Butterfly? (Yes, No) Will do a journal Pictures of the different stages of a butterfly

Draw a story about butterflies to share with the class Sing and dance with Herman the worm Use body movements to teach young children the life cycles of the butterfly Explore the habitat and the environment of the caterpillar/butterfly; Connections from the days in the book to the objects in the sensory bins Work together in groups of three to learn and discover.

Assessment & Evidence of Student Learning:

1. Informal assessment is to ask students questions and observe while they are working in classroom: independently, groups

2. A formal assessment would be to evaluate

Describe accurately sequence of the life cycle of a butterfly Identify the stages of the life cycle of the butterfly, using correct vocabulary Were able to graphical representations accurate?

Identify foods, days of the week, count the number of days Could students verbalize or draw a picture describing the changes at each

stage?

Journal of week’s work

3. Teacher Observation

Day One: Monday – Margaret

Day 1

Length of Time: (morning, 3 hours)

Introduction to the Lesson Circle Time - The teacher will have students sit together on the floor as a group. She will stimulate discussion by asking questions relevant to the topic and class activities. For example:

Do you think that each day we do things in an order? (The teacher will give an example of her morning routine; eat breakfast, shower, get dressed, etc.)

What happens in this classroom each day we come in to school? Can you describe that order?

Do you think that everyone has an order to how they do some things each day? What about animals? Do they have an order? What do you think a caterpillar does each day? What types of food do you think they eat each day? Do you think they have breakfast, snack, lunch and dinner like we do?

The Very Hungry Caterpillar by Eric Carle https://www.youtube.com/watch?v=_4HI7q38VmQ

Procedures

1. The teacher will tell children that they will hear the story twice, they will watch and movie reading and then teacher will read again. Teacher shows students the book and they discuss the cover and author.

2. The teacher will say, “Lets watch and listen to the movie, and watch how the caterpillar changes and in what order”, the second time you can help me tell the story.

3. The teacher will read the story, after reading lead discussion about sequence; have students talk about story, characters, what happened in the story.

4. Have students go to their chair and stand, spread where no fingers are touching another student.

5. Sing & Dance Caterpillar Song – Herman the Worm - Camp Songs - Kids Songs – Children's Songs by The Learning Station

https://www.youtube.com/watch?v=_4HI7q38VmQ

https://youtu.be/0-rg7EIt1x4

“Herman the Worm” is a popular children’s camp song filled with silly, fun movements. This favorite kid’s song also teaches counting, vocabulary and sequencing. Enjoy this adventure of an adorable worm that your children will want to watch time and time again.

Worms and Caterpillars move the same way

6. While students are standing at their chairs use Body Movements - (theater, dance, physical activity). Use body movements to teach young children the life cycles of the butterfly.

I. Egg: Have children hold their ankles. Bend down, and round their body like the shape of an egg.

II. Larva: Squirm like a worm. III. Pupa: Put head on hand, to display sleeping. IV. Butterfly: Children swaying their colorful kerchiefs, to display the

butterfly flying

7. Have student take a seat. Ask class would you like to be a butterfly or caterpillar? Introduce graphs – do a Class Graph (Butterfly vs. Caterpillar).


8. Have students color their choice Butterfly vs. Caterpillar. This is the front page of the student’s Journal

9. Introduces Butterfly metamorphosis using the book The Very Hungry Caterpillar by Eric Carle. Demonstrate understanding of the metamorphosis process of a butterfly, pictures of the different stages of a butterfly (eggs, caterpillar, cocoon, and butterfly).

10. Learn new vocabulary related to the life cycle of a butterfly

Vocabulary – New Words say the new words, write the words on board so children can notice spelling patterns and use vocab in writing Learn new

vocabulary related to the life cycle of a butterfly. Have students use foam letters or magnet letters to spell the word.

Content Obligatory Words: (Vocabulary) Life cycle, caterpillar, butterfly, cocoon, chrysalis, nectar, metamorphosis. Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, Apple, Plum, Strawberries, Sun, Night

11. Have students turn and talk to their table buddie and retell their favorite section of the story they liked. Then Draw a picture of their favorite section/sequence event (Beginning, Middle, and End); for journal

12. Go over the Parts of a Butterfly – color sheets


Informal assessment is to ask students questions and observe while they are working in classroom: independently, groups

Checklist Teacher Observation

Objectives

Students will:

Students will be able to recognize the sequence of events within a story and retell the story in correct sequence

Introduced Butterfly metamorphosis using the book The Very Hungry Caterpillar by Eric Carle.

Demonstrate understanding of the metamorphosis process of a butterfly Learn new vocabulary related to the life cycle of a butterfly Work Sheet Life Cycle Introduce Graphs

Class Graph made-Would You Like To Be a Butterfly? (Yes, No) Will Do a journal – record all week Pictures of the different stages of a butterfly Write a story about butterflies Learn the Caterpillar Song Learn the Caterpillar Dance

Standards for Monday

1. With prompting and support, ask and answer questions about key details in a text. [RL.K.1] 2. With prompting and support, retell familiar stories, including key details. [RL.K.2] 3. With prompting and support, identify characters, settings, and major events in a story. [RL.K.3] 6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [RL.K.6] 9. Actively engage in group reading activities with purpose and understanding. [RL.K.10] 10. With prompting and support, ask and answer questions about key details in a text. [RI.K.1] 11. With prompting and support, identify the main topic and retell key details of a text. [RI.K.2] 14. Identify the front cover, back cover, and title page of a book. [RI.K.5] 15. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. [RI.K.6] 26. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. [W.K.3]

31. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1] Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). [SL.K.1a] 36. Speak audibly and express thoughts, feelings, and ideas clearly. [SL.K.6] 37. Begin to demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.K.1] d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. [L.K.2d]

ART

1. Use selected materials to produce works of art. Examples: water-soluble paint, clay • Creating works of art using a variety of traditional processes Examples: crayon-resist paintings, folding and curling different kinds of paper • Creating two- and three-dimensional art forms Examples: finger paintings, paper collages, clay pinch pots • Recognizing safe and proper use and care of basic tools, materials, and supplies, including scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay Example: properly holding and using scissors to cut paper

2. Use line, shape, color, texture, and repetition to produce works of art. Examples: line—curved, straight, jagged, zigzag, bumpy, wavy; shape—circle, triangle, square; color—primary, secondary; texture—rough, smooth, soft, furry; repetition—pattern 9. Identify similarities among the visual arts and other disciplines. Examples: language arts—viewing illustrations in literary selections by authors or illustrators such as Eric Carle, Gerald McDermott, and Dr. Seuss; social studies—identifying similarities and differences in clothing styles worn by people of various time periods, cultures, and professions Music

1. Sing simple songs alone and with others following the contour of melody. Memorizing songs 2. Demonstrate responses to nonverbal conducting cues. Examples: sit, stand, listen, sing, start, and stop 12. Demonstrate singing and speaking voices. Example: singing and reciting the alphabet

15.) Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [K-MD2]

Resources:


Herman the Worm - Camp Songs - Kids Songs – Children's Songs by The Learning Station. https://youtu.be/0-rg7EIt1x4

http://alex.state.al.us/

Google for graphics




Informal Checklist

Kindergarten

Name: _________________________________ Date: ________________________

Overview of the unit which the students will learn to retell a story with the assistance of the teacher, sequence, the stages of the life cycle of a butterfly, and parts of a butterfly.

Mark the following criteria. Skill Satisfactory Developing Mastered

Retell a story with the assistance of the teacher

Sequence event (Beginning, Middle, and End);

Identify the stages of the life cycle of a butterfly

Identify parts of a butterfly.

Basic understanding of the life cycle of a butterfly

Day Two: TUESDAY – Cynthia

Day 2

Length of Time: (3 hours)

Introduction to the Lesson Circle Time - The teacher will have students sit together on the floor as a group. To review from Monday, the teacher will show the book, The Very Hungry Caterpillar by Eric Carle and review briefly the front of the book, title, author and illustrator, then the teacher will begin a KWL anchor chart on the Life Cycle of a Butterfly. (What We Know), (What we want to know), (What We Learn). She will ask the students, “What do you already know about butterflies?” She will write the students’ responses on the chart under, What I know… Then she will ask, “What more do you want to know about butterflies?” The teacher will then write the students questions under the middle part W?, (What I want to know..). The, What I learned part…; will be used at the end of the week so it should be left blank.

Procedures

1. Technology: After review, have students go back to their chairs, stand, sing and dance to the Caterpillar Song – Herman the Worm.

Children's Songs by The Learning Station https://youtu.be/0-rg7EIt1x4

2. Have the students take a seat in their chairs. Days of the week: Using the chart below use a pointer and recite the days of the week. Write the days of the week on the board. Hand out the days of the week manipulative shown below. The teacher will point at a day of the week and ask students to find Monday on their math swatches and hold it up when they think they have it right. Then ask, “What was the hungry caterpillar doing on Monday?”, “What was he doing on Tuesday?, and so forth. Have discussion as long as time permits.

3. Counting: Have students stand up, use a 100 number chart and have the students count out loud to 20. Have the students count out the food that the hungry caterpillar eats each weekday. Have the students take a seat. Ask Students: “How many oranges did the caterpillar eat before it became a butterfly? How many pears?, and etc. Which day did he eat more, Tuesday or Wednesday? Using your counters, how many pieces of fruit did the caterpillar eat on Tuesday? Let students answer. Then ask, “How many pieces on Friday?”, “If he ate 2 on Tuesday, how many more did he eat on Friday?” Why did the caterpillar keep eating so much? Yes, because just like you and I, he needed food in order to grow.


4. Technology: Have students watch the video: The Very Hungry Caterpillar by Eric Carle https://www.youtube.com/watch?v=_4HI7q38VmQ

5. Review vocabulary words Content Obligatory Words: (Vocabulary) Life cycle, caterpillar, butterfly, cocoon, chrysalis, nectar, metamorphosis. Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, Apple, Plum, Strawberries, Sun, Night

6. Phonics Activity: Using the caterpillar picture card, (from the book) and letter card Cc, Begin a quick phonics (letter-sound correspondence) lesson by having students practice sounding out the letter C (/c/). Show them that the word caterpillar begins with the letter C. Sound out caterpillar, emphasizing the /c/ sound at the beginning. Ask the students to turn and talk with a partner to think of other words that start with C. Have them pull back together and let students tell what word their partner came up with.


7. Have students come back to circle time for reading. Show them the front of the book From Caterpillar to Butterfly by Deborah Heiligman. Discuss with the students that this book is informational text. Discuss how it is different from The Very Hungry Caterpillar.

Changes: Ask the students to name the different stages of metamorphosis: 1) egg 2) caterpillar 3) cocoon 4) butterfly. Review the changes and the order of steps that the caterpillar undergoes. Then ask if children can think of other things that change. Students need to recognize that change happens over time. Ask students: Do pets change? How? Do trees change? Have you changed? Have children go back to their chairs.

Recognize that change happens over time. Technology: Research the life cycle of a butterfly. Conduct an author study of Eric Carle.

8. Activity: Show the different stages of the butterfly using pasta. Already have the materials prepared for students and the words numbered and the title on the yellow paper. Take a paper plate and divide it into four sections. Number the sections 1, 2, 3, and 4. In box number 1 have students glue a green leaf and small white beans on the leaf to represent the eggs. In box 2 glue the spiral pasta to represent the caterpillar. In box 3 glue the sea shell pasta on leaf to represent the chrysalis. In box 4, glue the bow tie pasta that represents a butterfly.

9. Read Poem:

The Fuzzy Little Caterpillar (or sing it to the tune The Itsy, Bitsy, Spider) Use body motions

The little fuzzy caterpillar,

curled up on a leaf. Spun her little chrysalis, and then fell fast asleep. While she was sleeping,

She dreamed that she could fly, and later when she woke up

she was a butterfly.

10. Student’s Journal: Draw a picture of your favorite fruit you like to eat.


Informal assessment is to ask students questions and observe while they are working in classroom: independently, groups

Identify foods, days of the week, count the number of days Teacher Observation

Objectives

Students will:

Learn new vocabulary related to the life cycle of a butterfly Name the days of the week. Count to tell number of fruit, number of days

Recognize that change happens over time with living things Students will have a basic understanding of metamorphosis Recognize letter C and /c/ sound.

Standards:

1.) Count to 100 by ones and by tens. [K-CC1]

5.) Count to answer "how many'" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. [K-CC5]

6.) Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) [K-CC6]

6.) With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [RL.K.6]

10.) With prompting and support, ask and answer questions about key details in a text. [RI.K.1]

21.) Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.K.2]

31.) Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1]

35.) Add drawings or other visual displays to descriptions as desired to provide additional detail.

[SL.K. 11.] Identify symbols, customs, famous individuals, and celebrations representative of our state and nation. (Alabama)5]

Resources:

https://www.regent.edu/acad/schedu/pdfs/mcms/very_hungry_caterpillar-grK.pdf

https://www.pinterest.com/pin/365565694732818733/

Children's Songs by The Learning Station https://youtu.be/0-rg7EIt1x4


https://www.regent.edu/acad/schedu/pdfs/mcms/very_hungry_caterpillar-grK.pdf

https://www.pinterest.com/pin/365565694732818733/



Informal Checklist

Kindergarten

Name: _________________________________ Date: ________________________

Mark the following criteria.

Skill Satisfactory Developing

Name the days of the week +

Count 1-10

Recognize letter C and say sound /c/

Basic understanding of the life cycle of a butterfly

Day Three: Wednesday – Brenda

Day 3


Introduction to the Lesson Circle Time - The teacher will have students sit together on the floor as a group. To review from Tuesday, the teacher will show the book, The Very Hungry Caterpillar by Eric Carle and review briefly the front of the book, title, author and illustrator. The teacher will ask the students what did they learn from their online research from the life cycle of a butterfly and learn from their author study. Teacher should ask questions such as, “What did the author look like?” “Did he look friendly?”

Procedures

1. Technology- We will sing and dance to with Herman the Worm Each Day Sing & Dance Caterpillar Song – Herman the Worm - Camp Songs - Kids Songs – Children's Songs by The Learning Station https://youtu.be/0-rg7EIt1x4

While students are standing at their chairs use Body Movements - (theater, dance, physical activity). Use body movements to teach young children the life cycles of the butterfly.


2. Students will return to their seats. Teacher will hold up the book The Very Hungry Caterpillar and take a closer glance with the book to review what foods the caterpillar ate. Teacher will ask the students “What did the caterpillar eat?” Let students discuss what he ate and review pages to give them a visual of these foods. This will introduce nutrition to the children: The caterpillar in this story eats a lot of food – some of it is very nutritious (healthy foods like the fruits and the leaf) and some is “junk food” (unhealthy foods). Take this opportunity to talk to your students about what foods are good for you and what happens when you eat too much! It’s also a good time to talk about each child’s favorite foods. The teacher says, “Fruits and vegetables give us energy and make our skin glow and our eyes sparkle. We need to eat at least 3 servings of vegetables a day and at least 2 servings of fruit a day to stay healthy.” The teacher then says, “The caterpillar ate a lot of different fruits.

3. Journal: Have the students draw a picture of their favorite healthy food in their journal.

4. Have students cut out the foods from the sequencing sheet above that The Very Hungry Caterpillar ate. Students will next use the food pictures they cut out to retell Eric Carle’s story and identify which foods are healthy or unhealthy. Students will place the foods they cut out inside a brown paper bag in the sequence they were eaten in the story.

5. Have students watch the video: The Very Hungry Caterpillar by Eric Carle https://www.youtube.com/watch?v=_4HI7q38VmQ


6. Review vocabulary words Content Obligatory Words: (Vocabulary) Life cycle, caterpillar, butterfly, cocoon, chrysalis, nectar, metamorphosis. Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, Apple, Plum, Strawberries, Sun, Night


8. Teacher will have students return to circle time and read the book The Crunching Munching Caterpillar by Sheridan Cain to extend about nutrition.

http://www.confessionsofahomeschooler.com/blog/2009/10/prek-letter-c.html


Student’s Journal: Have the students draw a picture of their favorite healthy food that relates to The Very Hungry Caterpillar in their journal.

Journal entry

Teacher Observation Objectives

Students will:

Learn new vocabulary related to the life cycle of a butterfly Name the days of the week Students will have a basic understanding of metamorphosis

Recognize letter C and /c/ sound. Identify healthy and unhealthy nutrition Students will be able to recognize the sequence of events within a story and

retell the story in correct sequence

Standards for Wednesday:

1. With prompting and support, ask and answer questions about key details in a text. [RL.K.1]

2. With prompting and support, retell familiar stories, including key details. [RL.K.2]

9. Actively engage in group reading activities with purpose and understanding. [RL.K.10]

10. With prompting and support, ask and answer questions about key details in a text. [RI.K.1]

12. Identify healthy foods, including snacks. [HE.K.1]

21. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.K.2]

31. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1]

35. Add drawings or other visual displays to descriptions as desired to provide additional detail.

36. Speak audibly and express thoughts, feelings, and ideas clearly. [SL.K.6]

Resources:


Herman the Worm - Camp Songs - Kids Songs – Children's Songs by The Learning Station. https://youtu.be/0-rg7EIt1x4





Day Four Thursday: Erin

Day 4


Introduction to the Lesson Circle Time - The teacher will have students sit together on the floor as a group and review. Together we will review days 1-3. From day 1, we will look at The Very Hungry Caterpillar by Eric Carle and discuss the title, author, and illustrator. We will review the life cycle of the butterfly, and the journey from the caterpillar to the butterfly. From day 2, we will review math (counting), and the recognition of changes in development in living things. From day 3, we will review food and nutrition, (good vs. bad). After we finish our review of days 1-3 we will focus our attention on day 4.

Today, we will be discussing the environments and habitat of a caterpillar and we will be involved as it transitions into a butterfly. We will begin by introducing the sensory bins. The Sensory bins will be life like models of the habitat and the environment of the caterpillar and then the butterfly. The students will be allowed to take a hands-on approach in order to full understand the habitat and the environment. The students will see what is in the environment and will also learn ways in which we can help keep our environment a safe place for butterflies to live.

Procedures:

1. Technology- After we review we will continue to stay in whole group and we will sing and dance to Herman the Worm.

Sing & Dance Caterpillar Song – Herman the Worm - Camp Songs - Kids Songs – Children's Songs by The Learning Station


2. The students will move from the carpet back to their seats. At this time the teacher will introduce 5 new vocabulary words. These words will be posted on a word wall and will be revisited the remainder of the week. These vocabulary words will also help the students when they begin to explore the environment and habitat sensory bins. The words are: Twig, Nectar, Soil, Climate, and Moisture.

3. After the Students become fimiliar with the new vocabulary words we will go into detail and learn why each word plays a vital part in the envorinment and habitat.

4. Next we will begin to look at the book again. We will talk about each day, the envorinment in each day, the foods that were in each day, and the process of change between the caterpillar and the butterfly.

5. With the students still in whole group the teacher will introduce each sensory bin and explain what they will find in each bin. Each bin will represent a day in The Very Hungry Caterpillar.

Twig Nectar

Soil

Climate

Moisture


Bin one will conatin the moon, a leaf, and egg. (the egg will be on the leaf) Bin two (Sunday) will contain the sun dirt, and a caterpillar. Bin three (Monday) will contain the sun, dirt, a caterpillar, and one apple.

Bin four (Tuesday) will contain the sun, dirt, a caterpillar, and two pears. Bin five (Wednesday) will contain the sun, dirt, a caterpillar and three plums. Bin six ( Thursday) will contain the sun, dirt, a caterpillar and four strawberries. Bin seven(Friday) will conatin the sun, dirt, a caterpillar and five oranges. Bin eight (Saturday) will contain the sun, a caterpillar, and a piece of cake, a ice

cream cone, a pickle, a piece of cheese, sausage, a lolli pop, a piece of cherry pie, salami, a cupcake, and one slice of watermelon,

Bin nine (Sunday) will contain the sun, a twig, a leaf, and a BIG caterpillar. Bin 10 will contain the sun, the moon, a twig, a leaf, and a coccoon. Bin 11 will contain the sun and a beautiful butterfly.

6. Next the students will be divided off into groups of 3.The smaller groups will allow students to spend more time at each semsory bin and it will also allow each one to take a turn exploring all the objects in the bins.

7. Students will be allowed to visit each bin and make a real like experience/connection between the book and the objects in the sensory bins.

8. After the students explore each sensory bin we will all return back to the carpet and have a grand conversation that will be student led. The students will discuss the new vocabulary word and each sensory bin. They will also make connection with the book and each specific day in the book.

9. Student’s Journal: The students will draw objects they discovered in the sensory bins that made up the habitat and environment of the caterpillar and the butterfly

10. Go over New Vocabulary – Twig, Nectar, Soil, Climate, and Moisture

Content Obligatory Words: (Vocabulary) Life cycle, caterpillar, butterfly, cocoon, chrysalis, nectar, metamorphosis. Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, Apple, Plum, Strawberries, Sun, Night


Student journal Grand Conversations Student led Discussions

Objectives

Students will:

Identify and learn 5 new vocabulary words Explore the habitat and the environment of the caterpillar/butterfly Make connections from the days in the book to the objects in the sensory bins Work together in groups of three to learn and discover

Standards:

6.) With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [RL.K.6]

10.) With prompting and support, ask and answer questions about key details in a text. [RI.K.1]

21.) Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.K.2]

35.) Add drawings or other visual displays to descriptions as desired to provide additional detail.

26. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. [W.K.3]

31. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1]

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). [SL.K.1a]

37. Begin to demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.K.1]

d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. [L.K.2d]

Resources:

https://www.pinterest.com/


Herman the Worm, Children's Songs by The Learning Station https://youtu.be/0-rg7EIt1x4

https://www.pinterest.com/



Day Five Friday - all

Day 5


Assessment & Evidence of Student Learning

1. Informal assessment is to ask students questions and observe while they are working in classroom: independently, groups

2. A formal assessment would be to evaluate

Describe accurately sequence of the life cycle of a butterfly Identify the stages of the life cycle of the butterfly, using correct vocabulary Were able to graphical representations accurate? Able to Identify foods, days of the week, count the number of days Could students verbalize or draw a picture describing the changes at each

stage? Journal of week’s work

3. Teacher Observation

Margaret Day 5, part 1

Sequence and retelling a story; will identify the each life cycle of a butterfly; will identify body parts of a butterfly.

Length of Time: (morning, 45 mins)

Introduction to the Lesson Circle Time - The teacher will have students sit together on the floor as a group. She will stimulate discussion by asking questions relevant to the topic and class activities.

Did you know: The book was inspired by a hole punch. One day Eric Carle was

punching holes with a whole puncher into a stack of paper, and I thought of a

bookworm and he created a story called A Week with Willi the Worm. But Carle was

advised that a green worm would not be a likeable, his editor suggested a caterpillar

instead and Carle said 'Butterfly!'

Procedures

1. Discuss and review from Monday, the teacher will show the book, ask questions randomly in the circle.

Who was the Author of The Very Hungry Caterpillar? What do we know about Life Cycle of a butterfly, name the cycles? Name a

different cycle. What is a life cycle?

What are the stages of the butterfly’s life cycle?

What is a sequence?

What other things have a life cycle/sequence?

What is the beginning of a story?

What is the middle of a story?

What is the end of a story?

What is a cocoon?

What is a butterfly?

What are the parts of a butterfly?

2. The students will move from the carpet back to their seats. At this time the teacher will review 5 vocabulary words:

Life cycle, caterpillar, butterfly, metamorphosis, cocoon, chrysalis.

On the White Board with stages Review parts of a butterfly

3. Have students stand behind chair, spread where no fingers are touching another student.

Sing & Dance Caterpillar Song – Herman the Worm - Camp Songs - Kids Songs – Children's Songs by The Learning Station


While students are standing at their chairs use Body Movements - (theater, dance, physical activity). Use body movements to teach young children the life cycles of the butterfly.

a) Egg: Have children hold their ankles, bend down, and round their body like the shape of an egg.

b) Larva: Squirm like a worm. c) Pupa: Put head on hand, to display sleeping. d) Butterfly: Children swaying their colorful kerchiefs, to display the butterfly

flying

4. Have students seat. Work Sheet Life Cycle, Activity is to cut out the cycles and glue them in the proper place. Observe if cycles are in the proper order.

Cocoon Metamorphosis

The whole process is


5. Draw a story about butterflies to share with the class. This will go in the journal.

Cynthia Wooten Day 5, part 2

Math, Days of the Week, Counting, KWI, and Phonic Development.


Procedures

Circle Time - The teacher will have students sit together on the floor as a group. She will stimulate discussion by asking questions relevant to the topic and class activities.

1. Discuss and review from Tuesday, using KWI chart; the teacher will show the book, ask questions randomly. Days of the week: Using the chart below use a pointer and recite the days of the week. Write the days of the week on the board. Hand out the days of the week manipulative shown below. The teacher will point at a day of the week and ask students to find Monday on their math swatches and hold it up when they think they have it right. Then ask, “What was the hungry caterpillar doing on Monday?”, “What was he doing on Tuesday?, and so forth. Have discussion as long as time permits.

2. Review 5 vocabulary words:

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

3. Counting: Have students stand up, use a 100 number chart and have the students count out loud to 20. Have the students count out the food that the hungry caterpillar eats each weekday. Have the students take a seat. Ask Students: “How many oranges did the caterpillar eat before it became a butterfly? How many pears?, and etc. Which day did he eat more, Tuesday or Wednesday? Using your counters, How many pieces of fruit did the caterpillar eat on Tuesday? Let students answer. Then ask, “How many pieces on Friday?”, “If he ate 2 on Tuesday, how many more did he eat on Friday?” Why did the caterpillar keep eating so much? Yes, because just like you and I, he needed food in order to grow.


Brenda Day 5, part 3

Food and Nutrient, Health vs Bad Foods.


Procedures

Circle Time - The teacher will have students sit together on the floor as a group. She will stimulate discussion by asking questions relevant to the topic and class activities.

1. Discuss and review Wednesday lesson. Teacher will ask the students “What did the caterpillar eat?” The caterpillar in this story eats a lot of food – some of it is very nutritious (healthy foods like the fruits and the leaf) and some is “junk food” (unhealthy foods). The teacher ask question randomly:

What gives us energy and makes our skin glow and our eyes sparkle? How many servings of vegetables a day do we need? How many servings of fruit a day to stay healthy Name healthy foods Name the days of the week Ask about metamorphosis

Students retell the story in correct sequence of what the caterpillar ate.

2. Review 5 vocabulary words:

Apple, Plum, Strawberries, Sun, Night, Nectar

3. Have students cut out the foods from the sequencing sheet above that The Very Hungry Caterpillar ate. Students will next use the food pictures they cut out to retell Eric Carle’s story and identify which foods are healthy or unhealthy. Students will place the foods they cut out inside a brown paper bag in the sequence they were eaten in the story.

*Assessment: Students will identify healthy/unhealthy food choices by feeding “The Very Hungry Caterpillar” (brown paper bag made on Wednesday) the correct foods as the teacher says.

ERIN Day 5, part 4

Things that grow, Habitat


Procedures:

Circle Time - The teacher will have students sit together on the floor as a group. She will stimulate discussion by asking questions relevant to the topic and class activities. Discuss and review the sensory bin and have the students tell what was their favorite bin, Why? And was it at the Beginning, Middle or the End.

1. Discuss and Review the new Vocabulary – Twig, Nectar, Soil, Climate, and Moisture

Twig Nectar

Soil

Climate

Moisture

Review, why each of the new vocabulary words play a vital part in the envorinment and habitat.

3.Review each bin, the day, what was in the bin

Bin one will conatin the moon, a leaf, and egg. (the egg will be on the leaf)

Bin two (Sunday) will contain the sun dirt, and a caterpillar. Bin three (Monday) will contain the sun, dirt, a caterpillar, and one apple. Bin four (Tuesday) will contain the sun, dirt, a caterpillar, and two pears. Bin five (Wednesday) will contain the sun, dirt, a caterpillar and three plums. Bin six ( Thursday) will contain the sun, dirt, a caterpillar and four strawberries.

Bin seven(Friday) will conatin the sun, dirt, a caterpillar and five oranges. Bin eight (Saturday) will contain the sun, a caterpillar, and a piece of cake, a ice

cream cone, a pickle, a piece of cheese, sausage, a lolli pop, a piece of cherry pie, salami, a cupcake, and one slice of watermelon,

Bin nine (Sunday) will contain the sun, a twig, a leaf, and a BIG caterpillar.

Bin 10 will contain the sun, the moon, a twig, a leaf, and a coccoon. Bin 11 will contain the sun and a beautiful butterfly.

4. Draw a picture about your favorite bin, to share with the class. This will go in the journal. Have students say how their favorite bin related to the hungry caterpillar, was in the beginning, middle or end?

5. Students return to their seats. Watch Video Butterfly, Butterfly! (a song for kids about the butterfly life cycle).

https://www.youtube.com/watch?v=8rvGUevGxDk

EXTRA if time allows and assessment has been made

Review Computer Safety

Play The Very Hungry Caterpillar Computer game

Teacher will not any student that did not grasp the information, and have several

exercises next week.

Name: _________________________________ Date: ________________________

Assessment of Life Cycle of a Butterfly

Mark the following criteria.

Skill Satisfactory Developing Mastered

Enduring Understandings:

Students understand how to:

Sequence a set of events in the correct order ·

Draw pictures of the life cycle of the butterfly

To use the concept of ordinal numbers to help organize story events ·

Learn the meaning of new vocabulary words ·

Listen with a purpose.

Work together in groups.

Essential Questions:

What is a life cycle?

What are the stages of the butterfly’s life cycle?

What is a sequence?

What other things have a life cycle/sequence?

What is the beginning of a story?

What is the middle of a story?

What is the end of a story?

What is a cocoon?

What is a butterfly?

What are the parts of a butterfly?

Name the days of the week.

Count to tell number of fruit, number of days.

Recognize that change happens over time with living things.

Students will have a basic understanding of metamorphosis.

Recognize letter C and /c/ sound.

Identify healthy and unhealthy nutrition.

Explore the habitat.

Environment of the caterpillar/butterfly.

life cycle of butterflies

Documents