TTL Unit of Instruction

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TTL Unit of Instruction

Unit Overview Title: All Things Change: Caterpillars & Butterflies Author: Julie Nyholm Grade Level: Kindergarten Subject(s) Addressed: Please check all that apply

Arts (Visual and Musical) Communication English/Language Arts Employability Geography Government and Citizenship History

Library/Information Literacy Mathematics Science Skills for a Healthy Life Technology World Language Other:

Duration: (Minimum) 3 weeks Synopsis: Change is necessary for all living things and through studying the life cycle of butterflies,

students will understand change, life cycles, and stages of development. Desired Results Enduring Understanding: All things change. Essential Question: Why is change necessary? What is a life cycle?

Standards: Content, Cultural, Performance, &/or Grade Level Equivalents Standard: Text & Reference Number (if applicable) Method of Assessment: Written Product, Quiz, Model, etc. K Science: SC2 Concepts of Life Science VoiceThread responses (oral response) and

drawing scanned into VoiceThread Reading: K1.1.4 Listen to and use new vocabulary in context.

Activity Sheets #12, 15, 23 from Butterfly curriculum, VoiceThread sample, labeled science drawings in Butterfly journal, oral responses

Technology ISTE Standards (PK-2) #6. Use simulations and graphical organizers to explore and predict patterns of growth such as the life cycles of plants and animals.

Simulations from Discovery Streaming, iMovie and graphic organizers showing the life cycle of the butterfly. Written/drawn/assembled model of the life cycle.

Knowledge & Skills: Knowledge & skills students will need in order to successfully complete the Culminating Task Students Need to Know: Students Need to be Able to: • What is an insect? • What is a life cycle? • What is metamorphosis? • How are butterflies different from moths? • What is symmetry? • What do butterflies need to live? • Why are butterflies important? • What special adaptations do butterflies and

caterpillars have? • What is change? • Why is change important for living things? • How do we change as we get older?

• Know identifying characteristics of an insect. • Relate the 4 steps in the butterfly life cycle. • Explain how caterpillars form a chrysalis. • What differences/similarities are there

between caterpillars and moths. • Show how butterfly wings are symmetrical. • Know what butterflies eat, habitat they need. • Understand that butterflies help pollinate

flowers. • Explain how humans & other living things

change • Understand why we change as we get older.

Evidence of Understanding

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Culminating Performance Task: Scoring Guide Attached

VoiceThread recording-scanned work sample (caterpillar/butterfly illustration) with student information recorded about what they know about caterpillars/butterflies and how they change. Will also ask students why/how we change.

Types of Understanding Culminating Performance Task Emphasizes:

Application Empathy Explanation

Interpretation Perspective Self-Knowledge

Student Self-Assessment, Logs, and Peer Reviews:

Self-assessment rubric, Caterpillar life cycle journals, drawings, sequencing pictures,

Written, Oral, or Visual Products:

Written/drawn demonstrations of Caterpillar & Butterfly knowledge, oral retelling, journal, student responses

Formal Observations or Interviews of Students:

Students will be interviewed for the VoiceThread recording.

Quizzes & Tests: None Public Performances, Exhibits, &/or Models:

VoiceThread demonstration, display of student work, releasing the butterflies outdoors at the end of the unit

Learning Experiences & Instruction

Handouts Attached Activity: Timeline: Guiding Question: What do we already know about Caterpillars & Butterflies? What questions do we have? Activity: KWL chart Assessment: student responses

Introductory activity-part of Day 1

Guiding Question: What do caterpillars do? What are their body parts? How are they growing? Activity: Observation of Caterpillars, Activity Sheets 11 & 12, Butterfly journals. Assessment: student written and oral responses, drawing

1 day & ongoing

Guiding Question: What are the stages of growth of a butterfly? Do caterpillars change? Activity: Vocabulary & sequencing stages pictures Assessment: Activity pages 15 & 16. Student responses.

1 day

Guiding Question: How long does it take for a caterpillar to change to a butterfly? Book-“Butterfly House” Activity: Timeline in Caterpillar Journal Assessment: Oral counting skills assessed

after approximately 10 days (ongoing-leading to caterpillars forming chrysalis)

Guiding Question: How do caterpillars protect themselves? Activity: Observation, Discovery Streaming clip of caterpillar adaptations, varieties of caterpillars Assessment: Oral assessment

1 day

Guiding Question: How do caterpillars transform into butterflies? What is metamorphosis? Activity: Observation of Chrysalides, flannel board representations of butterfly life cycle (from Carla Balfour) Assessment: Sequencing flannel board pieces

1-2 days (after 10 days in the chrysalis)

Guiding Question: What parts does a butterfly have? How does it eat? How is it different from the caterpillar?

1-3 days of butterfly observation

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Guiding Question: What parts does a butterfly have? How does it eat? How is it different from the caterpillar? Activity: Activity sheet 23, identity proboscis (mouth) Assessment: Activity Sheet 23-labeling butterfly parts

1-3 days of butterfly observation

Guiding Question: What is an insect? (3 body parts-head thorax & abdomen) Book-“Butterfly House” (specific for Painted Lady butterflies) Activity: individual student booklets “What Makes an Insect?” Assessment: participation

1 day

Guiding Question: How do butterflies protect themselves? (camoflage, flying away from predators, bad tasting to birds) Activity: Discovery streaming video of various types of butterflies, non-fiction books and guides Assessment: Oral responses

1 day

Guiding Question: How are we similar/different compared to butterflies? Activity: Book “Are You a Butterfly?” Assessment: Venn Diagram/student responses

1 day

Guiding Question: How will our butterflies continue their life cycle? Activity: Releasing butterflies outdoors Assessment: participation, response in butterfly journal

1 day

Guiding Question: What have we learned about caterpillars & butterflies and how they change? Activity: KWL chart, drawings, VoiceThread recordings Assessment: student responses, student work samples

1-2 days

Guiding Question: How/why do we change as we get older? Activity: Read-aloud “Lifetimes” Assessment: Self drawing-baby, current picture, what they think they will look like as they get older

1 day

Other Considerations Accommodations to be Inclusive of All Students:

Peer helpers, support staff (Kindergarten TA, Resource TA), and intermediate class “buddies” will all be used to allow all students participate fully in these unit activities. Modeling, one-on-one support, and a multi-media approach to presenting material, with daily application of hands-on learning will facilitate all students being engaged. Modification of assignments as needed for individual students.

Author’s Reflection: Why is this a good Unit?

This is an effective science unit because it is inquiry based, facilitates students making connections to prior knowledge and learning, and allows students to share information they have learned in a dynamic, highly engaging media (VoiceThread).

Materials Needed: • InsectLore.com-ordering live caterpillars, butterfly habitat, journals, magnifying lenses, “nectar” (sugar water), flowers

Resources: • (see below)

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Discovery Streaming- All About Animals: Insects. AIMS Multimedia (1986). Retrieved June 2, 2008, from unitedstreaming: http://streaming.discoveryeducation.com/ Animal Discovery Fun for Kids: Backyard Bugs. CLEARVUE & SVE (2003). Retrieved June 2, 2008, from unitedstreaming: http://streaming.discoveryeducation.com/ NetTrekker- http://www.abcteach.com/Butterflycenters/butterflyrecordsheets.html Recording sheet for Butterfly center activities. http://www.billybear4kids.com/butterfly/flutter-fun.html Online activities, games, crafts, cards, videos. http://www.fieldmuseum.org/butterfly/life_basic.htm Butterfly and moth life cycle. http://www.fossweb.com/modules3-6/StructuresofLife/index.html Structures of life module includes life cycle activity, Ask a Scientist link, parent and teacher info. http://homepage.mac.com/cohora/envirothon/butterflyhunt.html Butterfly and moth internet hunt. http://www.lessonplanspage.com/more/ScienceLAArtMathMDButterflyUnit1-CaterpillarsEat12.htm Information on what caterpillars eat, life cycle, attracting butterflies, poetry. http://www.monarchwatch.org/ University of Kansas Biological Survey, tracks Monarch migration from Mexico. http://www.monarchwatch.org/biology/index.htm Anatomy of a caterpillar, butterfly. Good scientific drawing examples. http://morning-earth.org/Graphic-E/Transf-Metam.html Detailed information on metamorphosis-incomplete and complete, various organisms including insects and amphibians. http://www.mrspohlmeyerskinderpage.com/insects.htm Kindergarten Insect thematic unit, includes books, songs, activities, links, math, science, literacy activities, and much more. http://www.pbs.org/wnet/nature/critters/butterfly.html Video database from PBS. http://www.sandiegozoo.org/animalbytes/t-butterfly.html Difference between butterflies and moths, fun facts

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http://www.shrewsbury-ma.gov/schools/beal/curriculum/butterfly/cycle/index.htm Butterfly life cycle, specific information about Monarch, Swallowtail, and Painted Lady butterflies. http://www.teachersdomain.org/resources/tdc02/sci/life/reg/monarch/index.html Nova video of Monarch migration. http://www.thinkingfountain.org/nav/journeynorthcluster.html Science Learning Network from University of Minnesota, teacher project, includes links to more butterfly resources. Other Resources: Insect Lore-http://www.insectlore.com/xlorepedia_stuff/painted_lady.html (Also is a source for ordering live caterpillars for the classroom.) http://voicethread.com/ To create, comment & share media into collaborative spaces.

Annotated Bibliography

Haugland, S. W. (March 2000). Computers and Young Children. Retrieved June 2, 2008 from the Clearinghouse on Early Education and Parenting (CEEP) Digest- http://ceep.crc.uiuc.edu/eecearchive/digests/2000/haugland00.html. This article discusses questions about when children should start using computers; developmentally appropriate computer activities in preschool, kindergarten, and early primary classrooms; benefits of computer use; integration of computers into classrooms; and teacher training.

Haury, D. L. & Rillero, P. (1994) Perspectives of Hands-On Science Teaching. Retrieved June, 2, 2008 from www.ncrel.org/sdrs/areas/issues/content/cntareas/science/eric/eric1.html. This article addresses the variety of ideas about what constitutes hands-on learning in science describing an educational experience that actively involves students in manipulating objects to gain knowledge or understanding. This explains how an activity-based approach to learning has long been important in science education and will likely continue to be held in high esteem by science educators who hold a constructivist view of learning.

Resources

Allen, J. & Humphries, T. (2000). Are You a Butterfly? Boston, MA: Kingfisher Publications.

Berger, M. & Melvin, G. (2008). True or False: Butterflies & Caterpillars. New York: Scholastic, Inc.

Berry, C. E. (1993). A Child’s First Library of Learning: Insect World. Alexandria, VA: Time Life Books, Inc.

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Bunting, E. & Shed, E. (2000). Butterfly House. New York: Scholastic, Inc. Burton, R. & Burton, J. (1994). Egg: A Photographic Story of Hatching. New York: Dorling Kindersley. Cassie, B. & Pallota, J. (1995). The Butterfly Alphabet Book. Watertown, MA: Charlesbridge.

Flanagan, T. (1991). The Butterfly Curriculum: Suggested Activities for Kindergarten

Through Grade Two. Shafter, CA: Los Angeles City Schools, Instructional Planning Division. Gibbons, Gail. (1989). Monarch Butterfly. New York: Scholastic, Inc. Greenberg, D. T. (1997). Bugs! New York: Scholastic, Inc. Heiligman, D. & Weissman, B. (1996). From Caterpillar to Butterfly. New York:

Harper Collins. Himmelman, J. (2002). A Monarch Butterfly’s Life. New York: Scholastic, Inc. Howe, J. (1987). I Wish I Were a Butterfly. New York: Scholastic. Inc.

Loewen, N. & Peterson, R. (2006). Flying Colors: Butterflies in Your Backyard.

Minneapolis, Minnesota: Picture Window Books. Mellonie, B. (1983). Lifetimes. New York: Bantam Books. Mendoza, G. (1967). The Caterpillar Man. New York: Holt, Rinehart and Winston, Inc. Neye, E. (2000). Butterflies. New York: Scholastic, Inc. Rabe, T. (2007). My, Oh My-A Butterfly! All About Butterflies. New York: Random

House Children’s Books. Ryder, J. & Cherry, L. (1989). Where Butterflies Grow. New York: Penguin Putnam

Books. Sandved, K. (1996). The Butterfly Alphabet. New York: Scholastic, Inc. Sandved, K. & Hansen, C. (1994). Smithsonian Institution Butterfly Mobile: Unfolding

Natural Wonders. New York: William Morrow & Company. Scrace, C. (1990). The Journey of a Butterfly. New York: Franklin Watts. Swope, S. (2000). Gotta Go! Gotta Go! New York: Sunburst, Farrar, Straus & Giroux. Taylor, B. (1996). Butterflies and Moths. New York: Dorling Kindersley. Walmsley, B. B. & Camp, A. M. (April 1997) Butterflies Primary Theme. Scholastic

Instructor Magazine, 31-39.

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Culminating Project Evaluation

Name________________________

1. I did my best on my drawing. ☺ ☹

2. I have a sentence on my drawing. ☺ ☹

3. I asked for help when I needed it. ☺ ☹

4. I told a fact I knew on VoiceThread. ☺ ☹

My drawing included: ____ body part labels _____ wing symmetry ____ color _____ egg ____ habitat _____ chrysalis FOR TEACHER: Student retelling of how we change over time/why change is important: 1 2 3 Limited Response Some Understanding Detailed Response

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