Butterfly Unit Plan

November 2011

Kindergarten

Katherine Bechtel

Tabi Bowers

Lauren Brosky

Miranda Calvert

Table of ContentsRationale and Background……………………………………………………………………….3

Standards ………………………………………………………………………………………...4

Unit Goals….………...…………………………………………………………………………..5

Concepts…………………………………………………………………………………………6

Concept Map…………………………………………………………………………………….7

Calendar-Time Frame……………………………………………………………………………8

Culminating Experience………………………………………………………………………….9

Assessment Plan……………………………………………………………………………10 - 12

Resources…………………………………………………………………………………...13 - 14

Introductory Experience………………………………………………………………………...15

Daily Lesson Plans…………………………………………………………………………16 - 37

Lesson 1: Language Arts…………………………………………………………..16 - 20

Lesson 2: Science………………………………………………………………….21 - 25

Lesson 3: Mathematics…………………………………………………………….26 - 31

Lesson 4: Social Studies………………………………………………………...…32 - 37

Rationale and Background

The purpose of this unit plan is to enrich student knowledge in various academic areas focusing around the theme of butterflies. The unit centers around four content areas: Language Arts, Math, Social Studies and Science. Within these content areas the students will complete activities related to "The Very Hungry Caterpillar" book, the life cycle, migration, and symmetry. This unit relates to the students interests, because they enjoy doing hands-on activities and using their creativity to acquire new information.

The students are familiar with the book, "The Very Hungry Caterpillar" and participating in writing experiences based on sentence starters. Their recognition of the different seasons of the year will be helpful in the Social Studies lesson based on migration. They have had experience with different shapes and colors. In addition, the students recognize that the weather system works in a cycle and will build off this knowledge to understand the cycle of a living species.

This unit plan is designed to meet the diverse needs of each student through developmentally appropriate instruction. Accommodations will be made to meet the needs of the students by following a schedule, providing breaks in instruction, and giving opportunities for gearing up and gearing down. The physical classroom environment will be arranged freely and accessibly for all activities. The students understand the importance of operating through routines and procedures in order to allow the classroom to run smoothly. The unit plan meets the needs of all learners by providing instruction in whole group, small group and individual settings.

Standards

Pennsylvania Kindergarten Early Learning Standards

Language Arts

1.1.2-Word Recognition Skills: Associate the names of letters with their shapes and sounds1.1.4- Comprehension and Interpretation: Respond appropriately to directions, stories, and conversations1.6.1-Listening Skills: Initiate and respond appropriately to conversations and discussions1.6.2-Speaking Skills: Recite rhymes, songs, and familiar text

Math

2.9.2- Transformations and Symmetry:  Explore symmetry in nature and create an example of symmetry independently

Art

9.1b.1- Dramatic Expression: Use multiple non-conforming representations of real life objects or activities9.1c.2- Representation: Create expressive images using a variety of media and techniques

Science

3.1a.3- Life Cycles: Identify stages of life cycles for plants and animals3.1c.2- Adaptation: Identify characteristics for animal and human survival identified with seasonal changes. 3.3a.5- Weather and Climate: Identify seasonal changes in the environment.

Social Studies

7.1.1- Geographic Tools: Identify the following geographic tools: map, globe and photographs

Unit Goals

TLW listen to and respond to the story of The Very Hungry Caterpillar.TLW match pictures of food from the book The Very Hungry Caterpillar to the beginning letter of each word.TLW sequence pictures from the story The Very Hungry Caterpillar.TLW demonstrate their understanding of the definition of symmetry through art and objects in nature.TLW recognize and sequence the life cycle of a butterfly.TLW perform the different stages of a butterfly’s life through a song with movements.TLW compose a paper plate chart restating the life cycle of a butterfly.TLW identify the butterflies migration patterns and seasons.TLW collaborate with their classmates and plant a butterfly bush in the nature corridor of the school.

Concepts

1. Symmetry is the idea that opposite sides of a shape are equal or the same.

2. The imaginary line that intersects the two sides of a symmetrical shape is called a line of symmetry.

3. Symmetry is seen in nature and art.

4. Monarch butterflies survive the cold temperatures in the winter by migrating south.

5. The seasons of the year affect when Monarch butterflies migrate.

6. Maps can be used to track the migration patterns of monarch butterflies.

7. North and South can be located on a United States map.

8. Sequencing events helps us to understand a story and the order in which events occur.

9. Letter-to-sound recognition will help us become more fluent readers.

Concept Map

Calendar – Time Frame

April

Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

2

3

Introductory

Experience:

20 minutes

(Morning)

Language Arts:

45 minutes

(Afternoon)

4

Science:

45 minutes

5

Math:

55

minutes

6

Social Studies:

30 minutes

7

Culminating Activity:

1 hour

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

Culminating Activity:

45 minutes

29

30

31

Culminating Activity

1. On the first day, the students will plant a butterfly bush in the school’s garden. Butterfly bushes are a shrub that attracts butterflies and gives them the necessary nutrients for survival. Using what they learned during the technological component in centers and what they gathered from the planting of the bush, the students will draw a picture of what they think they will see the next observation.

2. After three weeks of time, the students will revisit the schools garden to make observations of the butterfly bush that was previously planted. The students will bring their drawings to the garden to evaluate their predictions to determine if they were correct. This experience will give the students the opportunity to connect with nature and understand the importance of helping the environment.

Assessment Plan

Formal

· Lesson 1: The students will be formally assessed when completing their phonics graphic organizer worksheets as the teacher will collect them after completion. The teacher will use a rubric to assess whether the students placed each picture under the correct letter column. This assessment will be used to check student understanding and determine whether additional instruction should be given. Thanh will be formally evaluated on the completion and accuracy of facts within his brochure.

· Lesson 2: For this butterfly life cycle lesson plan, the students’ understanding of the concepts presented will be formally assessed through the completion and precision of their life cycle project completed in the lesson closure. The teacher will be monitoring the student progress throughout this activity and offering assistance whenever necessary. The teacher will then collect these projects and check them for accuracy. The teacher will use this information to construct further lessons/small group activities for those students who may need further assistance on this content. Other life cycle projects, worksheets, and books will be placed within the science center for students to use at their convenience.

· Lesson 3: Students will be formally evaluated based on the butterfly that they create. It will be graded using a rubric that rates the student’s performance based on the following: using only three colors, cutting out the shape correctly starting from the folded edge, and creating a symmetric pattern. The teacher will be grading the butterfly based on the process of creating a symmetrical shape and understanding symmetry rather than on the artistic abilities of the student.

· Lesson 4: The students will be evaluated on the Season’s worksheet which will be collected.

Informal

· Lesson 1: The students will be informally assessed during the completion of the story sequencing activity. While reading the story, the teacher will pause after each food item as it is stated, and allow each student to hang their pictures in the appropriate order. By pausing after each food, the teacher will be able to check if the student with the picture is paying attention and following the directions. The teacher will also make put a check by each student’s name based on whether or not they participate in the activity, and hang their pictures during the appropriate times correctly.

· Lesson 3: The teacher will observe the students as they explore the various objects from nature and the images from the books. The teacher will make note of any students that are not able to identify at least one example and one non-example of symmetry. The teacher should attempt to clear up any misunderstandings during this exploration period. If the noted students still do not display an understanding of symmetry through their butterfly project, then the teacher will work with these students individually or in a small-group to provide additional support on the topic of symmetry.

· Lesson 4: The students will be evaluated in the map center, the questions that the teacher asks pertaining to the lesson will help check for their level of understanding. The teacher will make note of any student who has difficulty answering the questions. The questions may include: “What does migration mean? Where do the butterflies migrate when it is summer? Why do butterflies migrate?” The teacher will also observe if the student is able to label the North and South correctly on the map, and is able to use the map to follow the migration patterns.

List of Resources

The Academy of Natural Sciences. (2007, February 7). Explore butterflies! Retrieved from http://www.ansp.org/museum/butterflies/new_interactive/butterflies.html

Carle, E. (1987). The very hungry caterpillar. New York, NY: Philomel Books.

Children’s art and craft activities for spring. (2011, May 21). Retrieved from http://www.theholidayzone.com/spring/butterfly.gif

Ehlert, L. (2001). Waiting for wings. Orlando, FL: Harcourt.

Hamilton, K. (1997). Butterfly book: A kid's guide to attracting, raising, and keeping

butterflies. Emeryville, CA: Avalon Travel Publishing.

Heiligman, D. H. (1996). From caterpillar to butterfly. New York, NY: HarperCollins Publishers.

Montgomery, C. (2008, July 24). The very hungry caterpillar. Retrieved from http://www.thevirtualvine.com/theveryhungrycaterpillar.html

Murphy, S. (2000). Let’s fly a kite. New York, NY: Harper Trophy.

Sandved, K. B. (1999). The butterfly alphabet. New York, NY: Scholastic Inc.

Scholastic. (2010, September 27). Butterfly symmetry. Retrieved from http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/buttersym.htm

Somewhat simple, Monarch butterflies. (2011). Retrieved from: http://www.somewhatsimple.com/2010/06/monarch-butterflies

The teachers corner, thematic units - butterfly & caterpillar. (2001). Retrieved from: http://thematicunits.theteacherscorner.net/insect3.php

The very hungry caterpillar by Eric Carle. (2002, December 3). Retrieved from http://www.teachingheart.net/veryhungrycaterpillar.html

Introductory Experience

1. On Monday morning prior to the unit lessons, students will be taken to the computer lab for 20 minutes to complete a butterfly investigation. The butterfly investigation will include taking questionnaire on butterfly facts, building a virtual butterfly habitat with butterfly bushes, observing the different parts of a butterfly’s body, and exploring the best type of climate for butterfly existence. The following resource will be used for the butterfly exploration:

a. The Academy of Natural Sciences. (2007, February 7). Explore butterflies!

Retrieved from

http://www.ansp.org/museum/butterflies/new_interactive/butterflies.html

Lesson 1: Language Arts

I. HEADINGMiranda Calvert Lauren Brosky Tabi Bowers Katie Bechtel

November 15, 2011Phonics and Story SequencingKindergarten45 minutes

II. RATIONALE AND BACKGROUND

The purpose of this lesson is to teach the students phonics by focusing on the beginning letters of the different foods the caterpillar ate throughout the book The Very Hungry Caterpillar. This lesson is also intended to further teach students story sequencing by creating a banner that allows them to sequence the foods eaten throughout the book. This lesson is designed to meet the needs of the students through developmentally appropriate materials and activities that will allow the students to demonstrate their knowledge of both phonics and story sequencing. The classroom context will allow the students to work individually, as a whole class and in pairs throughout the lesson. The diverse needs of students will be met through the use of appropriate materials, visual representations, and designated groups. Adaptations will be made for Thanh by compacting this lesson. He has already demonstrated mastery of the objectives for this lesson; therefore, he will read The Butterfly Book: A Kid’s Guide to Attracting, Raising, and Keeping Butterflies and complete a brochure. The brochure will be based upon tips from the book. This will allow him to contribute this new information during the culminating activity. Other accommodations will be made for students as needed.

The students are familiar with phonemic awareness and letter sounds. Through previous instruction, the students have been working with sounds and become aware of letter-to-sound recognition. Prior to teaching this lesson, the children have been exposed to several literature books in which story sequencing activities have been presented. In addition, the students have completed whole class activities in which they matched pictures of objects to their initial consonant. This lesson relates to the children’s’ lives as they become more familiar with phonics and story sequencing which will help them become more fluent readers. This lesson will spark the student’s interests as they enjoy listening to stories and working with partners to complete activities. This lesson will be a fun and interactive way for the students to further their learning.

III. LESSON OBJECTIVES

Given one food item picture the student will listen to the book The Very Hungry Caterpillar and close pin their picture to the classroom banner immediately following the food being mentioned in the book with 100% accuracy.(PA Early Learning Standard 1.1.4 Comprehension and Interpretation: Respond appropriately to directions, stories, and conversations; cognitive domain; individual; informal assessment) (PA Early Learning Standard 1.6.1 Listening Skills: Initiate and respond appropriately to conversations and discussions; cognitive domain; individual; informal assessment)

Given a graphic organizer with the beginning letter sounds of the different foods in the book, the student will categorize and glue pictures of the different food items under the beginning letter of each picture with 100% accuracy.(PA Early Learning Standard 1.1.2 Word Recognition Skills: Associate the names of letters with their shapes and sounds; cognitive domain; small group; formal assessment)

IV. LIST OF RESOURCES

· Carle, E. (1987). The very hungry caterpillar. New York, NY: Philomel Books.

· Hamilton, K. (1997). Butterfly book: A kid's guide to attracting, raising, and

keeping butterflies. Emeryville, CA: Avalon Travel Publishing.

· Large pictures of each food item from the book The Very Hungry Caterpillar (one for each student)

· 1 long string of yarn (to hang the pictures on the board)

· 2 Magnetic clips (to hold the yarn on the board)

· 26 clothes pins

· 13 envelopes

· One of each food item picture for each pair of students (1 set of pictures per envelope)

· Glue stick for each pair of students

· 13 Graphic Organizer Phonics Worksheets (1 worksheet per pair)

· Lesson adapted from: The very hungry caterpillar by Eric Carle. (2002, December 3).

Retrieved from:  http://www.teachingheart.net/veryhungrycaterpillar.html

V. CONCEPTS

· Listen to story and respond appropriately to directions

· Sequence food items presented in the book

· Categorize pictures to the beginning letter of each word/picture

VI. PROCEDURES

A. Introduction and motivation (8 minutes)

1. The teacher will introduce the book The Very Hungry Caterpillar to students briefly by doing a picture walk

2. The teacher will share a caterpillar puppet with the class

3. The teacher will ask the students questions about previous knowledge and have them make predictions about the book

i. What do you think this book will be about?

ii. What do the illustrations in the book tell us might happen in the story?

iii. Do you know anything about caterpillars?

B. Lesson Body (15 minutes)

1. The teacher will have students come and sit in the reading center to listen to the story The Very Hungry Caterpillar. (Adaptation: Prior to this, the teacher or TSS will give Thomas a transition ticket to prepare him that everyone will soon be transitioning to the reading center. Also, students will sit on reading carpets in order to define personal space, which will be beneficial to both Thomas and Faith.)

2. Give each student a picture of the different foods eaten by the caterpillar in the book The Very Hungry Caterpillar (Some students may have the same picture; For example: the caterpillar ate two pears)

3. Give the students directions for completing the story sequencing activity

4. Explain to the students the importance of paying attention and listening to the story while the teacher is reading the book The Very Hungry Caterpillar

i. Tell the students that they will be completing a class sequence banner using the pictures they were given

ii. Tell the students that each of the pictures represent the foods that are eaten by the caterpillar throughout the story

iii.  Tell the students that they will listen to the story as the teacher reads and will hang their picture using a close pin to the yarn hung on the board when it is mentioned in the book

iv. Provide an example of this task to the students so they understand the task they are being asked to complete and eliminate confusion (The students will have a basic idea of sequencing events through previous instruction)

5. Read the book The Very Hungry Caterpillar to the class, pausing after reading each of the foods the caterpillar ate (this will allow for each student to hang their pictures on the banner without missing the rest of the story)

C. Lesson Closure (20 minutes)

1. After reading the book, have the students return to their seats and assign them to partners to complete the next activity (Adaptation: Prior to this, the teacher or TSS will give Thomas a transition ticket to prepare him that everyone will soon be transitioning to their desks.)

2. Give each pair of students an envelope containing the pictures of the different foods from the book (they will be the same pictures as the ones used for the sequencing activity, only smaller)

3. Give each pair of students a graphic organizer phonics worksheet

4. Tell the students the directions to complete the organizer

i. Explain that we will be practicing phonics by completing this worksheet

ii. Tell the students to take out the pictures from the envelopes and lay them out on their desks

iii. Have the students read aloud what each picture is

iv. Tell the students to place and glue each picture under the column that represents the beginning letter of the pictures

v. Provide an example (The students will place the picture of the apple under the column “a”)

vi. Give them enough time for each of the pairs to complete the organizer

5. As a whole class, go through each of the pictures that are hung on the sequence banner and have the students state what the beginning letter of each picture is

i. Ask the students to answer questions such as “what is the initial consonant of the word apple?” The students should reply “a” which would review what they did on their phonics graphic organizer worksheets.

ii. The teacher will then write the correct letter under each picture to give the students a visual representation of each letter

iii. The students will then be able to see whether they glued each picture under the correct letter column and self-check themselves.

VII. EVALUATION

A. Student Assessment

1. The students will be informally assessed during the completion of the story sequencing activity. While reading the story, the teacher will pause after each food item as it is stated, and allow each student to hang their pictures in the appropriate order. By pausing after each food, the teacher will be able to check if the student with the picture is paying attention and following the directions. The teacher will also make put a check by each student’s name based on whether or not they participate in the activity, and hang their pictures during the appropriate times correctly.

2. The students will be formally assessed when completing their phonics graphic organizer worksheets as the teacher will collect them after completion. The teacher will use a rubric to assess whether the students placed each picture under the correct letter column. This assessment will be used to check student understanding and determine whether additional instruction should be given. Thanh will be formally evaluated on the completion and accuracy of facts within his brochure.

B. Reflection on Assessment of Student Performance

(Complete after the lesson has been taught)Consider the following questions as you reflect on the lesson and refer to the Performance Indicators of the Lesson Objectives:

1. What did each and every one of my students learn?

2. How do I know?

3. Which students (use initials, not names) did not meet the requirements of the performance indicators? Indicate how you will assist them to meet these requirements.

C. Self-Evaluation: (Complete after the lesson has been taught)Reflect on your teaching experience and answer these questions:1. What were the strengths of the lesson?2. What areas of the lesson need improvement?3. What would I do differently, if I were to reteach this lesson?4. What biases, if any, existed in the materials, activities, language, or interactions with children?

Lesson 2: Science

I. HEADING

Katherine BechtelTabi BowersLauren BroskyMiranda Calvert

November 15, 2011Science (Life Cycle of a Butterfly)

Kindergarten45 Minutes

II. RATIONALE AND BACKGROUND

The purpose of this lesson is to enhance student learning and their general understanding of a life cycle. This lesson will introduce students to new vocabulary relating to a butterfly life cycle. The students will partake in both whole group and individual activities to help them to better understand these concepts. During the lesson closure, the students will demonstrate their knowledge by creating a life cycle chart on their own. As this lesson is taking place, the teacher will walk around and informally observe each student as they are constructing this project. The final chart will be collected and looked at by the teacher to check for accuracy. The diverse needs of students will be met by providing the use of whole group/assisted instruction, visual representations, book references, and one on one teacher student guidance when necessary.

The students are familiar with the basic concepts of how a cycle works. They have had practice with a weather cycle, and understand the progression of a cycle. The teacher is aware of her students’ current level of progress and will continue to monitor their understanding during this lesson. The teacher will build off the concepts the students are already aware of with cycles and will introduce them to a butterfly life cycle.

III. LESSON OBJECTIVES

Given a song about the life cycle of a butterfly with hand motions, the learn will actively participate by reciting the words and acting out the motions with guidance/instruction from the teacher, with 100% accuracy.

(PA Early Learning Standard 1.6.2 Speaking Skills: Recite rhymes, songs, and familiar text; cognitive and physical domains; whole group; informal assessment).

Given a read aloud, From Caterpillar to Butterfly, the learner will listen to the story and participate actively in the discussion lead by the teacher during this read aloud.

(PA Early Learning Standard 1.6.1 Listening Skills: Initiate and respond appropriately to conversations and discussions; cognitive domain; whole group; informal assessment).

Given a paper plate divided into four sections, the learn will recall information from the book, From Caterpillar to Butterfly, and create a life cycle chart with leaves, sticks, and pasta noodles to represent the different stages of a butterfly’s life, with 100% accuracy. (PA Early Learning Standard 3.1a.3 Life Cycles: Identify stages of life cycles for plants and animals; cognitive domain; individual; formal assessment).

IV. LIST OF RESOURCES

· Heiligman, D. H. (1996). From caterpillar to butterfly. New York, NY:

HarperCollins Publishers.

· Caterpillar to butterfly puppet

· Poster with the lyrics to “Look, I'm a Butterfly”

· 25 paper plates with four sections marked off (for life cycle project)

· Labels: egg, caterpillar, chrysalis, and butterfly (for life cycle project)

· 1 box of Rotini pasta (for life cycle project)

· 1 box of Shell pasta (for life cycle project)

· 1 box of Bowtie pasta (for life cycle project)

· 1 bag of white beans (for life cycle project)

· 25 twigs (for life cycle project)

· 50 leaves (for life cycle project)

· Glue (for life cycle project)

Lesson adapted from: The teachers corner, thematic units - butterfly & caterpillar. (2001).

Retrieved from: http://thematicunits.theteacherscorner.net/insect3.php.

Somewhat simple, Monarch butterflies. (2011).

Retrieved from: http://www.somewhatsimple.com/2010/06/monarch-butterflies.

V. CONCEPTS

· Listen to a story and respond appropriately in a discussion.

· Recite lyrics to a song and act out the motions using hands.

· Create a chart on the life cycle of a butterfly.

VI. PROCEDURES

A. Introduction and Motivation (approximately 10 minutes)

1. The teacher will begin class by inviting the children to the carpet in front of the reading center. (Adaptation: Prior to this, the teacher or TSS will give Thomas a transition ticket to prepare him that everyone will soon be transitioning to the reading center.)

2. The teacher will refresh the students’ memory by stating “Let’s think back to the story, The Very Hungry Caterpillar, which we heard yesterday in Language Arts class. Do you remember how the caterpillar changed into a butterfly? (Show puppet to the students of the caterpillar changing into a butterfly). Today we are going to learn the other stages of a butterfly’s life cycle”.

3. Sing the “Look I’m a Butterfly” song to the students. (Have a poster with the words of the song visible at the front on the room. Refer to this during the teaching of the song.)4. After singing the song once through to the children, ask them to do the motions with you during the second and third time through.

5. Once the students can do the motions along with the song, invite them to start singing along with you. (Track the print on the poster, along with the song).

"Look, I'm a Butterfly." (TUNE: Pop Goes the Weasel) I spin and spin my chrysalis; (Circle fingers on the palm) Then go to rest inside it. (Circle fingers and rest hand on palm) When I come out, I've changed indeed. . . (Open fingers slowly) Look! I'm a butterfly! (Fly fingers away)

B. Lesson Body (approximately 15 minutes)

1. The teacher will read the story, From Caterpillar to Butterfly, to the students.

2. As the teacher reads the story, he/she will stop at the pages when the different stages of the life cycle are being discussed.

3. The teacher will go over the important vocabulary words on the pages that are discussing the stages of the life cycle.

4. These are the vocabulary words that the teacher will discuss: Page 6- metamorphosis

Page 8- egg

Page 10- host plant

Page 14- molting

Page- 18 chrysalis

Page 28- nectar

Page 28- proboscis

5. At the conclusion of the story, the teacher will show the students the different types of butterflies that are shown on pages 30 and 31 of From Caterpillar to Butterfly.

C. Lesson Closure (approximately 20 minutes)

1. The teacher will instruct the students to go back to their desks. (Adaptation: Prior to this, the teacher or TSS will give Thomas a transition ticket to prepare him that everyone will soon be transitioning to their desks.)

2. The teacher will pass out all the necessary materials to each student that they need to complete their life cycle project. (Adaptation: During this time, there will be soft, instrumental music playing in the background to help Faith remain calm and focused.)

3. The teacher will ask the students if they can recall the four different stages of a butterfly’s life cycle.

4. After having a discussion about the life cycle stages, the teacher will show the sample of the project to the students.

5. The teacher will instruct the students to find all necessary pieces to create the egg stage of the life cycle.

6. The teacher will go to page 8 in the book, From Caterpillar to Butterfly to reread about that stage of the life cycle to the students.

7. Once all the students have completed the egg stage, the teacher will go to pages 10 and 11 in the book From Caterpillar to Butterfly to refresh the students’ memory about this stage of the cycle.

8. The teacher will instruct the students to create this section of their life cycle chart with all the necessary pieces that were given to them.

9. Once all the students have completed the caterpillar stage, the teacher will go to page 18 in the book From Caterpillar to Butterfly to refresh the students’ memory about this stage of the cycle.

10. The teacher will instruct the students to create the chrysalis section of their life cycle chart with all the necessary pieces that were given to them.

11. Once all the students have completed the chrysalis stage, the teacher will go to pages 23 and 24 in the book From Caterpillar to Butterfly to refresh the students’ memory about this stage of the cycle.

12. The teacher will instruct the students to create the butterfly section of their life cycle chart with all the necessary pieces that were given to them.

13. Once each student has completed their project the teacher will instruct them to place it on the windowsill to dry.

14. This project will then be looked at and checked by the teacher as a formal assessment for accuracy of the four different stages of the life cycle.

VII. EVALUATION

A. Student Assessment

1. Assessment Plan

For this butterfly life cycle lesson plan, the students’ understanding of the concepts presented will be formally assessed through the completion and precision of their life cycle project completed in the lesson closure. The teacher will be monitoring the student progress throughout this activity and offering assistance whenever necessary. The teacher will then collect these projects and check them for accuracy. The teacher will use this information to construct further lessons/small group activities for those students who may need further assistance on this content. Other life cycle projects, worksheets, and books will be placed within the science center for students to use at their convenience.

B. Reflection on Assessment of Student Performance(Complete after the lesson has been taught)

Consider the following questions as you reflect on the lesson and refer to the Performance Indicators of the Lesson Objectives: a. What did each and every one of my students learn?

b. How do I knowc. Which students (use initials, not names) did not meet the requirements of the performance indicators? Indicate how you will assist them to meet these requirements.

C. Self-Evaluation (complete after the lesson has been taught)

Reflect on your teaching experience and answer these questions:1. What were the strengths of the lesson?2. What areas of the lesson need improvement?3. What would I do differently, if I were to reteach this lesson?4. What biases, if any, existed in the materials, activities, language, or interactions with children?5. Did anything surprise me?

Lesson 3: Mathematics

I. HEADING

Katherine Bechtel

Tabi Bowers

Lauren Brosky

Miranda Calvert

November 15, 2011

Mathematics (Symmetry)

Kindergarten

55 Minutes

II. RATIONALE AND BACKGROUND

The purpose of this lesson is to teach students the concept of symmetry. Through this lesson, students will learn the definition of symmetry and a line of symmetry. Also, students will explore and recognize symmetry in nature, as well as create their own example of symmetry. Throughout the lesson, students will move from whole-group to individual instruction to better meet the needs of all learners in the classroom.

The students are familiar with the basic shapes and colors. They also have experience with identifying shapes and colors in nature. Previously, the class went on a nature walk, where each student collected some objects for the sensory station in the classroom. Some of the collected objects included flowers, leaves, pine cones, acorns, grass, and tree bark. The students will enjoy using the objects that they collected to explore symmetry. In addition, the students will be motivated to make the butterfly, as many of the students show an interest in using paint.

III. LESSON OBJECTIVES

Given various objects from nature and images from books, the student will recognize at least one example and one non-example of symmetry using a mirror with 100% accuracy.

(PA Kindergarten Standards; 2.9.2 Transformations and Symmetry: Explore symmetry in nature; cognitive domain; whole group; informal assessment)

Given art materials, the student will create a butterfly independently that shows symmetry through the paint design.

(PA Kindergarten Standards; 2.9.2 Transformations and Symmetry: Create an example of symmetry independently; cognitive domain; individual; formal assessment)

(PA Kindergarten Standards; 9.1c.2 Construction: Create expressive images using a variety of media and techniques; affective domain; individual; formal assessment)

IV. LIST OF RESOURCES

· Ehlert, L. (2001). Waiting for wings. Orlando, FL: Harcourt.

· Murphy, S. (2000). Let’s fly a kite. New York, NY: Harper Trophy.

· Sandved, K. B. (1999). The butterfly alphabet. New York, NY: Scholastic Inc.

· 25 pieces of black construction paper

· 25 pairs of scissors

· 3 pairs of left-handed scissors

· 6 bottles of paint (various colors)

· 30 small paint cups (6 cups per table of 5 students)

· 25 medicine droppers

· Old newspaper

· Symmetrical and nonsymmetrical objects from nature (i.e. flowers, rocks, maple seeds, leaves, feathers, shells, mushrooms, apples, citrus fruits, etc.)

· 25 safety mirrors

· Document camera

· 1 Large Square cut out of construction paper

· 5 butterfly patterns on poster board or cardboard (pattern attached)

· Children’s art and craft activities for spring. (2011, May 21). Retrieved from

http://www.theholidayzone.com/spring/butterfly.gif

· Adapted from Scholastic. (2010, September 27). Butterfly symmetry. Retrieved

from

http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/buttersym.htm

· Adapted from Montgomery, C. (2008, July 24). The very hungry caterpillar.

Retrieved from

http://www.thevirtualvine.com/theveryhungrycaterpillar.html

V. CONCEPTS

· An object with opposite sides that are equal or the same is symmetrical

· The imaginary line that intersects the two sides of a symmetrical object is called the line of symmetry.

· Symmetry is seen in nature and art.

· Mirrors can be used to see an object symmetrically.

VI. PROCEDURES

A. Introduction and Motivation (8-10 minutes)

1. The teacher will begin by moving all of the students to the reading center. (Adaptation: Prior to this, the teacher or TSS will give Thomas a transition ticket to prepare him that everyone will soon be transitioning to the reading center.)

2. Show the students some common objects from nature, such as flowers, rocks, maple seeds, leaves, feathers, shells, oranges, and apples. Pass them around so that each student can feel the objects and see them up close.

3. Discuss the objects and some similarities and differences of each.

B. Lesson Body (35 minutes)

1. Tell the students that these objects from nature will be used to help us understand symmetry. Tell the class that an object is called symmetrical if both sides of an object are the same or equal.

2. Show the students examples of symmetry in the objects (i.e. the inside of an orange). Show the students that an imaginary line could be drawn down the center of the orange and both sides would be the same. Explain that this line is called the line of symmetry.

3. Show the students how the mirror can be used to see symmetry in objects. Hold the mirror up at the line of symmetry and show the students how the other half of the orange is a mirror image of itself.

4. Ask the students to find examples and non examples of symmetry in the other objects, as well as the following books: The Butterfly Alphabet, Waiting for Wings, and Let’s Fly a Kite. Provide mirrors for the students to use as they explore the objects and images.

5. Next, the teacher will tell the students that they are going to make their own example of symmetry by making a butterfly art project.

6. Transition the students back to their seats. (Adaptation: Prior to this, the teacher or TSS will give Thomas a transition ticket to prepare him that everyone will soon be transitioning to their desks).

7. Each student has already been assigned a number within their table of five students. Instruct students to look at the chalkboard and complete the task assigned to their number before returning to their seats. Tasks correspond with students numbers as follows:

· Ones retrieve newspaper from the back table and cover the work area.

· Twos get 5 medicine droppers from the back table.

· Threes get 5 paint cups from the front table.

· Fours get 5 pieces of black construction paper from the front table

· Fives get 5 pairs of scissors from the front table.

(Adaptation: Thomas will be given his task assignments at the beginning of the school day in order to help him feel prepared for the day.)

8. The teacher will instruct students to fold their paper “hamburger style” (a procedure the students have already learned).

9. Then the teacher will model for the students how to place their pencil on the folded edge of the paper and begin drawing a butterfly wing until they reach the folded edge of the paper again using the document camera. Then the teacher will cut it out from the folded edge and open it up to reveal what the full butterfly will look like to the students.

10. Next the teacher will instruct the students to create their own butterflies. (Adaptation: During this time, there will be soft, instrumental music playing in the background to help Faith remain calm and focused. Also, there will be five butterfly patterns available for students to trace if they are confident drawing the butterfly shapes themselves. This may be helpful for Thomas, as well.)

11. Once students have completed cutting out their butterflies, the teacher will model the next part of the project by modeling how to use the medicine dropper to drip the paint onto the butterfly that is folded in half. Each student may choose three colors of paint to use on their butterfly. After dripping the paint onto the paper, the teacher will model folding the paper in half the other way and unfolding it slowly, so that the paint dripped on the one side will also transfer to the other side of the butterfly.

12. The teacher will place paint in the paint cups on each table and instruct students to finish creating their butterfly.

13. Once everyone has completed their butterfly, the teacher will ask students to place their butterfly on the drying rack and again look at the board for their clean-up assignments, which are as follows:

· Ones will throw away the paint cups.

· Twos will put away the scissors in the container on the front table.

· Threes will place the medicine droppers in the bowl of water by the sink.

· Fours will throw away the newspaper.

· Fives will wipe the desks off with a wet rag from the back table.

(Adaptation: Faith White should be a five, as scrubbing the tables will provide an opportunity for proprioceptive input, which will help calm her nervous system. Also, Thomas will be given his task assignments at the beginning of the school day in order to help him feel prepared for the day.)

C. Lesson Closure (10 minutes)

1. Bring all of the students together into a large group at their desks. Review the definition of symmetry using the butterfly that the teacher created on the document camera. Also, review the definition of a line of symmetry.

2. Extend the student’s knowledge by using a square to show on the document camera how it has four lines of symmetry. Draw the lines of symmetry onto the shape and also fold the shape each way to show the identical sides.

VII. EVALUATION

A. Student Evaluation

Formal:

Students will be formally evaluated based on the butterfly that they create. It will be graded using a rubric that rates the student’s performance based on the following: using only three colors, cutting out the shape correctly starting from the folded edge, and creating a symmetric pattern. The teacher will be grading the butterfly based on the process of creating a symmetrical shape and understanding symmetry rather than on the artistic abilities of the student.

Informal:

The teacher will observe the students as they explore the various objects from nature and the images from the books. The teacher will make note of any students that are not able to identify at least one example and one non-example of symmetry. The teacher should attempt to clear up any misunderstandings during this exploration period. If the noted students still do not display an understanding of symmetry through their butterfly project, then the teacher will work with these students individually or in a small-group to provide additional support on the topic of symmetry.

B. Reflection on Assessment of Student Performance(Complete after the lesson has been taught)

Consider the following questions as you reflect on the lesson and refer to the Performance Indicators of the Lesson Objectives: a. What did each and every one of my students learn?

b. How do I knowc. Which students (use initials, not names) did not meet the requirements of the performance indicators? Indicate how you will assist them to meet these requirements.

C. Self-Evaluation (complete after the lesson has been taught)

Reflect on your teaching experience and answer these questions:1. What were the strengths of the lesson?2. What areas of the lesson need improvement?3. What would I do differently, if I were to reteach this lesson?4. What biases, if any, existed in the materials, activities, language, or interactions with children?5. Did anything surprise me?

Lesson 4: Social Studies

I. HEADING

Miranda Calvert Lauren Brosky Tabi Bowers Katie Bechtel

November 15, 2011

Butterflies-Social Studies

Kindergarten

30 minutes

II. RATIONALE AND BACKGROUND

The purpose of this lesson is to teach students when Monarch butterflies migrate and how the migration patterns are affected by the four seasons. It is important for students to understand the adjustments different species have to make to survive seasonal changes. The students will get the opportunity to work with a map to see the importance of using the tool both in the classroom and in the real world. This lesson is geared toward Social Studies but covers multiple areas across the curriculum, including Science, Writing, and the Arts. The activities in this lesson touch on small group, whole group, and individual instruction to help provide a setting in which the student may work best. The lesson meets the needs of all learners by the various instructional settings, accommodations for students with visual impairments and by taking an anti-bias education approach.

The students are familiar with the life cycle of a butterfly, the concept of top and bottom (for teaching north and south) and letters of the alphabet. Prior to the lesson, the students crafted a butterfly to learn the concept of symmetry. This butterfly will be used during the small group centers section of the lesson. This lesson is relevant to the students’ lives because they are able to use something they personally crafted to build onto their knowledge of butterflies.

III. OBJECTIVES

Given a butterfly worksheet aligned with the seasons, the student will follow along with the teacher as they learn how the seasons affect a Monarch butterfly in migrating south or staying north; they are expected to get 4/4 correct on the worksheet.

(PA Kindergarten Early Learning Standards 3.1c.2 Adaptation: Identify characteristics for animal and human survival identified with seasonal changes; cognitive domain; individual and whole group; formal assessment)

(PA Kindergarten Early Learning Standards 1.6.1 Listening Skills: Initiate and respond appropriately to conversations and discussions; cognitive domain; individual; informal assessment)

(PA Kindergarten Early Learning Standards 3.3a.5 Weather and Climate: Identify seasonal changes in the environment; cognitive domain; individual and whole group; formal assessment)

Given a map of the United States, the student will use a map as a tool to track migration patterns of Monarch butterflies with 100% accuracy

(PA Kindergarten Early Learning Standards 7.1.1 Geographic Tools: Identify the following geographic tools: map and photographs; cognitive domain; whole group and individual; informal assessment)

(PA Kindergarten Early Learning Standards 1.1.4 Comprehension and Interpretation: Respond appropriately to directions, stories, and conversations; cognitive domain; individual; informal assessment)

Given a map of the United States, North and South labels, and information discussed during the lesson body about migration, the student will act out the migration route of a Monarch butterfly during each season using the butterflies made from the symmetry lesson with 100% accuracy.

(PA Kindergarten Early Learning Standards 7.1.1 Geographic Tools: Identify the following geographic tools: map and photographs; cognitive and physical domain; small group or individual; centers activity; informal assessment)

(PA Kindergarten Early Learning Standards 9.1b.1: Dramatic Expression: Use multiple non-conforming representations of real-life objects or activities; cognitive and physical domain; small group or individual; centers activity; informal assessment)

IV. RESOURCES

· Carpet Map of the United States

· 25 Seasons Worksheet (one for each student)

· Butterflies (made in Symmetry Lesson)

· Two Sentence Strips (Labeled North and South)

· Masking Tape

· Overhead Projector

V. CONCEPTS

· Maps can be used to track the migration patterns of monarch butterflies.

· The seasons of the year affect when Monarch butterflies migrate.

· Using a map of the United States, locate where North and South are.

VI. PROCEDURES

A. Introduction and Motivation (5 Minutes)

1. The lesson will start with the students on the carpet. (Adaptation: Prior to this, the teacher or TSS will give Thomas a transition ticket to prepare him that everyone will soon be transitioning to the carpet.) The teacher will ask the students if anyone knows a season of the year. The teacher will probe the students and will discuss each season stating, “Yes! Winter is a season of the year, this is when it snows, and on the count of three can everyone show me how it feels outside during winter. One, Two, Three!” The teacher will start shivering and the student will act out the seasons along with the teacher. The teacher will do this for the rest of the seasons going over spring, fall and summer. After, the instructor will talk about how they have been learning about Monarch butterflies and that these butterflies feel the same way during the seasons e.g. when its winter they are cold. The teacher will state that, “Monarch butterflies migrate when they are cold and today we will be learning about the word migration.”

(Adaptation: For students who may have recently moved to this area and have not experienced certain seasons, I will give them the worksheet that the students will be working on later in the lesson. The worksheet shows pictures of each season, this way they can get a general sense of what happens during each season by studying the images and they can also begin to understand by mimicking the children acting out the seasons.)

B. Lesson Body (15 Minutes)

1. The teacher will unroll a huge carpet map of the United States of America. On the map the migration patterns of Monarch butterflies will be shown using masking tape. The teacher will ask, “Who knows what this is called? Who knows what this is a map of?” After the students discuss and make their guesses. The teacher will tell them, “It is a map of the United States of America.”

2. The teacher will show the students where they are located on the map. The teacher will state that, “We are in the North of the United States, (call on a student) will you please label the North of the United States for me?”

3. The teacher will pick a state in the South, “This is a state in the South of the United States, (call on a student) will you please label the South of the United States for me?”

4. The teacher will ask, “Let’s look at the map, is the North at the top or bottom? Is the South at the top or bottom? Great!!!! Now let’s talk about the word migration. Does anyone know what that word means?” If possible the teacher will build off of a student’s response, “The word migration is the act of moving from one place to another.”

5. The teacher will ask, “Now let’s think about how we felt when acting out winter, why would a Monarch butterfly move from one place to another? Yes! When Monarch butterflies get cold they move from the North to the South and when Monarch Butterflies get too warm they move from the South to the North.” When the teacher says this, they will move a butterfly from North to South and South to North following the masking tape migration track. “That’s what these arrows mean; it shows the migration of Monarch butterflies.”

6. The students will then move back to their seats and the teacher will pass out the season’s worksheet. (Adaptation: Prior to this, the teacher or TSS will give Thomas a transition ticket to prepare him that everyone will soon be transitioning to their desks.) The teacher will go over the worksheet with them using an overhead projector. “Let’s say it is winter, will the butterflies want to be up here in the North with us when it is cold? No, they will migrate South, please write the letter S in the box for winter.” The teacher will go over each season with the students, they will mark an “S” in the winter and fall boxes and an “N” for the spring and summer boxes.

C. Lesson Closure (10 Minutes)

1. After the students have completed their worksheet, they are free to go into centers. (Adaptation: Prior to this, the teacher or TSS will give Thomas a transition ticket to prepare him that everyone will soon be transitioning to centers.) Each student will get a chance to use the map center. The teacher will be calling students over in groups of four so they can act out the migration patterns of the Monarch butterfly using the butterfly they made in the symmetry lesson. (Adaptation: During this time, there will be soft, instrumental music playing in the background to help Faith remain calm and focused.) The teacher can ask follow up questions from the lesson to check for understanding. Once each student has gotten a chance to work in the center with the teacher, they are free to go to any center.

VII. EVALUATION

A. Student Assessment

Formal:

The students will be evaluated on the Season’s worksheet which will be collected.

Informal:

The students will be evaluated in the map center, the questions that the teacher asks pertaining to the lesson will help check for their level of understanding. The teacher will make note of any student who has difficulty answering the questions. The questions may include: “What does migration mean? Where do the butterflies migrate when it is summer? Why do butterflies migrate?” The teacher will also observe if the student is able to label the North and South correctly on the map, and is able to use the map to follow the migration patterns.

B. Reflection on Assessment of Student Performance

Reflect after the lesson has been taught.

a. What did each of my students learn?

b. What indicates that my students have learned?

c. Which students (use initials, not names) did not meet the requirements of the performance indicators? Show how you will assist them to meet those requirements.

C. Self-Evaluation

Reflect after the lesson has been taught.

a. What were the strengths of this lesson?

b. What areas of the lesson need improvement?

c. What would I do differently, if I were to re-teach this lesson?

d. What biases, of any, existed in the materials, activities, language, or interactions with the students?

Name: ___________________Date: ________________

Seasons

Where are the butterflies during the seasons of the year? Directions: Write in the box a N for North and a S for South.

(_ _ _ _ _ _ _ _ ____________) (_ _ _ _ _ _ _ _ ____________) (_ _ _ _ _ _ _ _____________) (_ _ _ _ _ _ _ _ ____________) (Summer) (Fall) (Winter) (Spring)

Butterflies

Language Arts

Social Studies

Art

Math

Science

Lesson 1: Read The Very Hungry Caterpillar

Lesson 1: Sequencing events in a story

Lesson 1: Initial Letter Sound Recognition

Lesson 1, 2, and 4: Listening Skills

Lesson 1 and 4: Comprehension and Interpretation

Lesson 4: Maps

Lesson 4: North and South

Culminating Activity: Discussion of Butterfly bush

Lesson 3: Creating Visual Example of Symmetry

Lesson 4: Act out Migration Pattern of Butterflies Using Butterfly from Lesson 3

Lesson 3: Symmetry in Nature

Lesson 4: Migration

Lesson 4: Seasons

Culminating Activity: Planting Butterfly Bush

Life cycle of a butterfly

Expository book

Lesson 3: Creating Individual Examples of Symmetry

3

Spring