Student: Gina Winant

Course: EDU 521

Grade: 3

Topic: Life Cycle of a Butterfly

Professor: Moroney
Date: May 2, 2016
Content Area: Science

INSTRUCTIONAL OBJECTIVE(S)
After watching a video clip on how a caterpillar forms and turns into a chrysalis, students will be
assigned a group where they will receive their own butterfly kit, to feed, nurture and watch their
caterpillars grow for approximately 7 to 10 days before changing into a chrysalis. Students will
take pictures with the iPad and create a Google slide presentation on their experience including 5
interesting facts that they have learned throughout their time nurturing their caterpillars.
STANDARDS AND INDICATORS
English Language Arts Standards (CCSS): Speaking & Listening: ELA-Literacy (SL.2.1.b)
Build on others talk in conversations by linking their comments to the remarks of others.
Indicator: This will be evident when students work together to make a Google slide presentation
on their experience of watching and partaking in the life cycle of the caterpillars turning into a
chrysalis.
English Language Arts Standards (CCSS): Speaking and Listening ELA-Literacy.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace.
Indicator: This will be evident when students create a Google slide presentation on their
experience including 5 interesting facts that they have learned throughout their time nurturing
their caterpillars.
Elementary Science Standard 4 (CCSS): The Living Environment 3.1a
Each animal has different structures that serve different functions in growth, survival, and
reproduction.
Indicator: This will be evident when students receive their own butterfly kit in groups and have to
feed. Nurture and watch the caterpillar grow into a chrysalis
.
MOTIVATION

To engage the students they will be placed into groups where they will receive butterfly kits and
throughout the week they will be able to feed, nurture and watch the caterpillar turn into a
chrysalis
MATERIALS

Butterfly kit
Milkweed plants
Google slide Presentation
SMART Board
iPad
STRATEGIES
Cooperative Learning
This will be evident when the students are placed in groups, work together when taking care of
their caterpillars, and create a Google slide presentation.
Independent Work
This will be evident when the teacher has students independently take pictures on their iPads of
the process of a caterpillar turning into a chrysalis
Group Discussion
This will be evident when students present their Google slide presentations and teach their
classmates on the 5 facts they have learned.
ADAPTATIONS

The student with a specific learning disability has trouble with completing tasks. The student will
be given a checklist throughout the activity to structure the task presented throughout the lesson
on a caterpillar turning into a chrysalis. When checklist is complete the student will be rewarded
if appropriate behavior is presented.
The student with ADHD has difficulty interacting with others in class including interrupting,
inappropriate verbalizations, talking out of turn and leaving in the middle of a given task. The
student will be given a reward system to motivate her to finish the Google slide presentation.

DIFFERENTIATION OF INSTRUCTION
The teacher realizes that not all students learn the same way.

 Visual learners will be stimulated by receiving a butterfly kit and watching the process of
caterpillars turning into a chrysalis.
Auditory learners will hear spoken-word during the Google slide presentations on the 5
interesting facts their classmates have learned throughout their process of a caterpillar turning
into a chrysalis.
Social Interactive learners will be engaged by the social interaction with their peers when
working together during their process of a caterpillar turning into a chrysalis and creating their
Google slide presentations in groups.
Linguistic learners will be engaged by writing and coming up with 5 interesting facts that they
have learned throughout their time nurturing their caterpillars.
Tiered Differentiation
Tier 1 students will be provided with one to one assistance when taking pictures with the iPad
and coming up with an interesting fact for their group about what they have learned throughout
their time nurturing their caterpillars.
Tier 2 students will be provided with assistance when needed when taking pictures with the iPad
and coming up with interesting facts about what they have learned throughout their time
nurturing their caterpillars.
Tier 3 students will have very little to no guidance when taking pictures with the iPad and
coming up with interesting facts about what they have learned throughout their time nurturing
their caterpillars.
DEVELOPMENTAL PROCEDURE
1. The teacher will begin class with a video clip on how a caterpillar forms and turns into a
chrysalis. (How does the process of a caterpillar to a chrysalis begin?, How does the caterpillar
form a hard outer shell?)
2. After watching the video clip, students will be assigned into groups where they will receive their
own butterfly kit. (When you receive your butterfly kit, read the directions in your groups. What
type of food do the caterpillars need? What is their habitat for the next 7 to 10 days?)
3. Students will have to feed, nurture and watch their caterpillars grow for approximately 7 to 10
days before changing into a chrysalis. (What observations can you make?, How are you
monitoring the growth of the caterpillars?)
4. Next, students will take pictures with the iPad independently throughout the 7-10 days to record
the process of a caterpillar turning into a chrysalis. (Explain the process and use photos to
explain your experience.)
5. Finally, Once the chrysalis is formed students in their groups will create a Google slide
presentation on their experience including the photos they have taken and adding 5 interesting
facts that they have learned throughout their time nurturing their caterpillars. (What 5 interesting
facts have you learned throughout your time watching the caterpillar turn into a chrysalis?)
ASSESSMENT

 The teacher will observe the students when interacting with their caterpillars.
The teacher will observe the students when presenting their photos as well as 5 interesting facts
they have learned throughout the process.
The teacher will grade the students by the use of a rubric on their Google slide presentations.
Oral Presentation Rubric : Butterfly Kit: Caterpillar to Chrysalis
CATEGORY

Comprehension

Student is able to
accurately
answer almost all
questions posed
by classmates
about the topic.

Student is able to
accurately
answer most
questions posed
by classmates
about the topic.

Student is able to
accurately
answer a few
questions posed
by classmates
about the topic.

Student is
unable to
accurately
answer questions
posed by
classmates about
the topic.

Content

Shows a full
understanding of
the topic and
includes 5
interesting facts
that they have
learned
throughout their
time nurturing
their caterpillars.

Shows a good
understanding of
the topic includes
at least 4
interesting facts
that they have
learned
throughout their
time nurturing
their caterpillars.

Shows a good
understanding of
parts of the topic
includes more
than 2 interesting
facts that they
have learned
throughout their
time nurturing
their caterpillars.

Does not seem

to understand
the topic very
well and
includes only 1
interesting fact
that they have
learned
throughout their
time nurturing
their caterpillars.

Enthusiasm

Facial
expressions and
body language
generate a strong
interest and
enthusiasm about
the topic in
others.

Facial
expressions and
body language
sometimes
generate a strong
interest and
enthusiasm about
the topic in
others.

Facial
expressions and
body language
are used to try to
generate
enthusiasm, but
seem somewhat
faked.

Very little use of

facial
expressions or
body language.
Did not generate
much interest in
topic being
presented.

Collaboration
with Peers

Almost always
listens to, shares
with, and
supports the

Usually listens
to, shares with,
and supports the
efforts of others

Often listens to,

shares with, and
supports the
efforts of others

Rarely listens to,

shares with, and
supports the
efforts of others

Vocabulary

efforts of others
in the group.
Student works
exceptionally
well with others
when feeding and
nurturing their
caterpillar. Tries
to keep people
working well
together.

in the group.
Student works
well with others
when feeding and
nurturing their
caterpillar. Does
not
cause \"waves\"
in the group.

in the group but

sometimes is not
a good team
member. Student
work OK with
others when
feeding and
nurturing their
caterpillar.

in the group.
Often is not a
good team
member when
working with
others when
feeding and
nurturing their
caterpillar.

Uses vocabulary
appropriate for
the audience.
Extends audience
vocabulary by
defining words
about the life
cycle of a
butterfly that
might be new to
most of the
audience.

Uses vocabulary
appropriate for
the audience.
Includes 1-2
words that might
be new to most of
the audience
about the life
cycle of a
butterfly, but
does not define
them.

Uses vocabulary
appropriate for
the audience.
Does not include
any vocabulary
on the life cycle
of a butterfly that
might be new to
the audience.

Uses several (5
or more) words
or phrases that
are not
understood by
the audience.

INDEPENDENT PRACTICE
Following the lesson, students will research different types of butterflies to try and figure once
the chrysalis has hatched what type of butterfly they have.
FOLLOW UP:
DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT
Direct Teacher Intervention: Students who did not easily meet the lesson objective will have
more guidance by the teacher or any aids in the classroom. The teacher will go to each group
when creating their Google slide presentations and individually check on the students who are
having trouble.

Academic Enrichment: Students who easily met the lesson objective will be given an exit slip on
the first two stages of the life cycle of a butterfly they have already learned about.

Work Cited
Butterfly Kits. (n.d.). Retrieved from http://www.insectlore.com/shop/butterfly-kits
RubiStar Home. (n.d.). Retrieved from http://rubistar.4teachers.org/index.php