Science with Seuss Unit

Butterflies

My, Oh My a Butterfly By: Tish Rabe

Science with Seuss Unit

Butterflies
By: Laura Marsh

Name: Jana Emrich Date: August 1, 2012

Elementary Science Lesson Plan

Main Subject: Life Science Integrated Subject(s): Literacy, Technology Grade Level: 3 Common Core Standards/Benchmarks/Objectives: 3.1.1.1,2,3,4 Standard 1: Science as Inquiry Grades 3-4 Science as Inquiry - The student will experience science as full inquiry. In the elementary grades, students begin to develop the physical and intellectual abilities of scientific inquiry. Benchmark 1: The student will develop the skills necessary to do full inquiry. Full inquiry involves asking a simple question, completing an investigation, answering the question, and sharing the results with others. Grades 3-4 Indicators 1. Asks questions that he/she can answer by investigating.

Science with Seuss Unit 2. Plans and conducts a simple investigation. 3. Employs appropriate equipment, tools, and safety procedures to gather data. 4. Begins developing the abilities to communicate, critique, analyze his/her own investigations, and interprets the work of other students.

3.3.2.1 Standard 3: Life Science Grades 3-4 LIFE SCIENCE The student will develop an understanding of biological concepts through direct experience with living things, their life cycles, and their habitats. Benchmark 2: The student will observe and illustrate the life cycles of various organisms. Grades 3-4 Indicators 1. The student plants a seed and cares for a plant through its life cycle, observing and recording its growth; observes and records the changes of an insect as it develops from birth to adult. 2. Measurement and Data 3.MD Represent and interpret data. 4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate unitswhole numbers, halves, or quarters.

Reading Strategies: (place an x by each one used) Before, During, After X Graphic Organizer X Anticipation/Prediction X Summarize X KWL __ Paired Reading X Note-taking __ SQ3R __ QAR __ Skimming __ Scanning Headings/Subheadings/Captions __ Inference __ Preview X Teacher Modeling X Repetition __ Critical Reading X Vocabulary Review __ Other

Technology Integration: (place an x by each one used)

__ Projector __ Overhead X Interactive Whiteboard __ iPad X Laptop X Computer Lab __ E-reader __ iPod Touch __ Clickers __ CD __ Cellphone __ Calculator __ Television __ DVD __ Radio __ PC - Educational Game(s) X Digital Camera __ Scanner __ Copier __ Tape Recorder __ Microscope

Science with Seuss Unit __ Watches X Other Student Blog Websites: Adapted worksheets from: http://earthsbirthday.org/images/uploads/butterflies/lookingclosely-at-butterflies.pdf Metamorphosis song by Lucas Miller on youtube: http://www.youtube.com/watch?v=jR0EPHyo128 Monarch song by Lucas Miller on youtube: http://www.youtube.com/watch?v=01epJR2Dzzs Metamorphosis structure analysis: http://www.learnnc.org/lp/pages/7079 Merriam Webster online Metamorphosis http://www.merriam-webster.com/medical/metamorphosis

Community Resource(s): (place an x by each one used) X __ __ X __ __ __ Public Library Local College Guest Speaker Field Trip Butterfly Palace Outside Organization Local Business Other _______________________________________

Pre-Assessment: (used to determine prior knowledge/baseline data)

Formative Assessment: (part of instructional process/used to adjust teaching and learning)

Summative Assessment: (given periodically/used to determine what students know and dont know/gauges learning relative to content standards) __ __ X __ __ __ State Assessments District Benchmarks End of Unit Test Chapter Test End of Semester Exam Other ________________

X KWL __ Turn & Talk __ Yes/No Cards __ SA/A/D/SD __ Squaring Off __ Graffiti Wall X Other __Discussion________

__ Peer Assessment __ Self-Assessment __ Goal Setting X Observations X Questioning Strategies X Student Record Keeping __ Flashcards __ Pop Quizzes X Oral Q & A X Other - Student Blog

Science Inquiry Guiding Questions: List at least five guiding questions that you will use for this lesson.

Science with Seuss Unit These questions pertain to the whole process of observing the butterflies, not just todays lesson. Engage: What would be the best way for us to understand the stages of a butterflys development? How many of you have ever had the chance to watch a butterfly go through the stages of development? Have you ever seen butterfly eggs on a leaf? Have you ever seen a butterfly larva? Explore: What does the larvae look like? Can you illustrate what you see? What stages are you witnessing? What is happening inside? What do you predict it will look like when it emerges from the chrysalis? How many times did it shed its skin? Explain: Why does it shed its skin so many times? What are the dangers they face in this vulnerable stage? How long does the whole process from larvae to butterfly take? What do they eat as larva? As butterflies? How fast do they grow? Elaborate: What other organisms go through metamorphosis? Are any similar to the butterfly? Will you recognize eggs, larva, or chrysalis if you happen across them outside? Evaluate: How can your notes and observations in your science notebook help me understand the stages of that a larva goes through to become a butterfly? Can you show me in your notebook what each stage looks like? Can I find out in your notebook, how fast the caterpillar grows?

Multiple Intelligences: (place an x by each area included in your lesson plan) X X X X X X X Spatial (ability to visualize) Linguistic (words spoken/written) Logical-Mathematical Kinesthetic (movement) Interpersonal (interaction w/ others) Intrapersonal (self-reflective ability) Naturalist (having to do with nature)

Blooms Taxonomy: (place an x by each level included in your lesson plan) X Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall) X Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show) X Application (demonstrate, construct, record, illustrate, research, order, display, practice) X Analysis (compare, contrast, classify, critique, solve, experiment, examine, infer, categorize) X Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize) X Synthesis (compose, hypothesize, design, formulate, create, invent, develop, refine, produce)
Benjamin Bloom

Howard Gardner

Safety Precautions 1. With all experiments, we will first read aloud page 1 of our science notebook, which is a copy of our science safety poster that is also posted on the wall.

Science with Seuss Unit 2. For this project, special safety precautions for the butterfly larvae will be posted on the board and discussed before each observation for the duration of the project. 3. Proper use of tools will be modeled by teacher before each activity.

5-E Model Provide specific plans for each of the areas below. Ensure that you include all of the marked items above into this portion of the lesson plan. Engage: How will you probe prior (s) knowledge and help (s) generate questions for investigation? As the lesson begins students are unaware of what the lesson will consist of. The teacher will ask students to reflect on their field trip to the Butterfly Palace in Branson MO, from the previous week. She asks students how long it takes for a butterfly larva to become a butterfly. The students will then turn to page inquiry 12 KWL chart of their science notebook. Students will recall information learned on the field trip and fill out the What I know section of the KWL chart. After a few minutes of independent work, they will discuss their answers amongst their group. Teacher will call on reporter from each group to read aloud what the group came up with so she can add it to her KWL chart on the Smartboard for all to view. Next she will read Dr. Seuss My, Oh My a Butterfly. She stops on page 15 at the word chrysalis and has them add the word to their vocabulary sheet at the end of their science notebook. The definition is a shell that surrounds a grown caterpillar while it changes into a butterfly. She will then read on to page25 and repeat the process with the word proboscis which is the tube-shaped mouth part used for sucking food or drink. For vocabulary words, she will ask for feedback from the students based on the book and what they saw on their field trip. She will then consult the glossary at the end of the Dr. Seuss book to confirm and add to her vocabulary sheet on the Smartboard. Each group will be given their container with larvae inside. They will be given instructions that must be followed for the safety of the butterflies. Anyone who breaks these rules will have to observe only and will not be able to have the hands on experience for a period of time determined at time of the offense. Respect for the fact that these are live insects and will become beautiful butterflies will be modeled by the teacher and expected to be modeled by the students as well. For this first day the students will measure, as closely as possible, the larvae and record in their science notebook on their caterpillar growth chart. The reporter will take pictures throughout for class website. To explain their observations, the students will use their work mat in their notebook. There will be a separate work mat for each day.They will note what day it is in what stage. Then they will illustrate what the butterfly looks like each day; they will label the illustrations accordingly. Then they will describe how it has changed since the day before. Even though they cannot touch the larvae, they can explain what the texture looks like and what they think it feels like. Then they will predict what they think it will look like tomorrow and if it will have changed. At the conclusion of their observations for the day, the teacher will write the word metamorphosis on the Smartboard. She will guide the students in using structure analysis as a decoding tool. The word will be shown

Explore: How will you provide the opportunity for (s) to gather, organize, interpret, analyze, and evaluate data?

Explain: How will you set the stage so that (s) can clarify their understanding, reach conclusions, and communicate their knowledge?

Science with Seuss Unit

7 broken apart meta morph osis. She will ask is anyone can tell her what meta means by thinking of other words with this prefix. She will then ask what morph means. After discussion she will outline the word meaning on the board. metamorphosis meta (large), morph (change), osis (process). She will then

show the actual word definition on the Smartboard using the Merriam Webster dictionary online and have students add to their vocabulary. http://www.merriam-webster.com/medical/metamorphosis. At the completion of metamorphosis, the students will plot the caterpillars growth on a line chart with modeling from the teacher.
Elaborate: How will you afford (s) the opportunity to identify additional questions to investigate, collect evidence, and connect new knowledge? The teacher will ask students if they can think of anything else that goes through metamorphosis. They should be able to recall from the Dr. Seuss book, that moths do. Teacher will show a video about the metamorphosis of tadpoles. http://www.youtube.com/watch?v=jR0EPHyo128 She will next briefly describe the migration of Monarchs and explain that when they rotate centers, she has provided books on their fascinating journey and life cycle. Before she send them to the centers, she shows the Monarch video by Lucas Miller, http://www.youtube.com/watch?v=01epJR2Dzzs. Students will now rotate, with their group, between centers that include exploring a variety of books on butterflies, (which will include a National Geographic Kids book on great migrations), using classroom computers to post on their science blog, and working at their desk to complete the What I Want to know section of their KWL chart as well as creating an illustration and title for the observations. They will also begin their life cycle of a butterfly illustrations. Since we are not observing at the egg stage, they will need to use the books provided to illustrate the egg. On their blog, they will respond to the lesson by explaining the observation period we are about to embark on and what we have observed so far. The primary source of informal assessment will be observing their interactions and conversations during the observation of the larvae on a daily basis. For a more formal assessment, the teacher will collect science notebooks to review their KWL charts, butterfly life cycle, observation sheet, and caterpillar growth chart. The teacher will also review their blogs to see what they understand about the process about to take place. Reviewing their blogs throughout the study will show how much understanding they gain through their observations. Only after releasing the adult butterflies, will the students go back to the What I Learned section of their KWL chart.

Evaluate: How will you assess and use the assessment data to determine what (s) know and do not know? How will you provide feedback and modify lessons?

Students w/ Exceptionalities Describe one specific way that you will adapt your lesson to meet the needs of the following: Emotional/Behavior Disorder As part of the permanent structure of the classroom, ADD/ADHD Cooperative group work can be very effective for ADD/ADHD ESL/ELL Vocabulary instruction is imperative for ESL/ELL students.

Science with Seuss Unit students are strategically paired and grouped. This will hopefully minimize conflict between students who do not work well together. Careful monitoring of the interactions will determine if there is a problem. If problems arise, teacher can have student observe only at a group where she can easily supervise. students. This lesson incorporates a variety of resources and activities to grab and hold interest. Student response requirements are broken up throughout the lesson with short intervals of instruction as well as hands on activities. A lot of times ADD and ADHD students are highly creative. This lesson includes several illustrations, which can be a great creative outlet.

8 Teacher will monitor understanding throughout the lesson as well as provide an example on the white board for every activity and response taking place. Students will keep a record of all new vocabulary learned, in the back of their science notebook, for future reference. By describing what is taking place with illustrations, students who do not have a complete grasp of the language can draw what they see.