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Lifecycle of a Butterfly

1st Grade
Reading/Language Arts

Brittany Mareth
4-29-14

Stage 1 Desired Results


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College and Career Ready Standard(s):


Reading Literature:
-Key Ideas and Details:
CCSS.ELA-LITERACY.Rl.1.3 Describe characters, settings, and major events in a story,
using key details.
-Craft and Structure:
CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in stories or poems that suggest
feeling or appeal to the senses.
-Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.1.9 Compare and Contrast the adventures and experiences of
characters in stories.
Writing:
-Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.W.1.8 With guidance and support from adults, recall information
from experiences or gather information from provided sources to answer a question.
Speaking and Listening:
-Comprehension and Collaboration
CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.1.1A Follow agreed-upon rules for discussions (eg., listening
to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.1.1B Build on others talk in conversations by responding to
the comments of others through multiple exchanges.
-Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.1.4 Describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.
CCSS.ELA-LITERACY.SL.1.5 Add drawings or other visual displays to descriptions
when appropriate to clarify ideas, thoughts, and feelings.
Language:
-Conventions of Standard English:
CCSS>ELA-LITERACY. L.1.1F Use frequently occurring adjectives.
Understandings:
Students will understand that
Insects change forms
All living things go through change
Students will know that
The lifecycle of a butterfly

Essential Questions:
Why is it important that species
go through lifecycles?
Do all species change in the
same way?
Students will be able to
Arrange a story in order of what happened
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How long it takes to complete a lifecycle

Performance Tasks:

Write a poem

Stage 2 Assessment Evidence


Other Evidence:

Students make a hypothesis in their daily


journals

Read over students hypothesis written in their


daily journals

Students will use describing words to describe Observe students when describing caterpillars
a caterpillar and butterfly
and butterflys
Students will put in order the lifecycle book
and then color it.

Review order of lifecycle book before


stapling it

Write a poem about the lifecycle

Read students poems

Create an art project to demonstrate the


lifecycle

View students art projects of the butterfly


lifecycle

Stage 3 Learning Plan


Lesson one: How to form a hypothesis
Lesson two: Students will learn how to use adjectives
Lesson three: Teacher will teach the four stages of the butterfly lifecycle
Lesson four: How to make a poem about the butterfly lifecycle
Lesson five: Learn a song about the butterfly lifecycle and complete an art project.

Bloomss Taxonomy
Knowledge/Remembering
Comprehension/Understanding
Application/Applying
Analysis/Analysing
Synthesis/Evaluating
Evaluation/Creating

Lesson #
3,
4,5
2,3,4
4,5
3
1
1,4,5

Marzanos Essential Nine

Lesson #

Identifying Similarities and Differences


Summarizing and Note-taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Nonlinguistic Representations
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypotheses
Cues, Questions, and Advanced Organizers

4
3

Integration of Technology

Lesson #

Smartboard/Document Reader
Computer/iPad
Calculator

3,5

2,4,5
2,4,5
1

Integration of Literature

Lesson #

Poem

4
4

Daily Journal
Song

Integration across the Curriculum


Science
Reading
Language Arts/Writing
Art

1
5

Lesson #
1,3,5
3
1,4
3,4,5

Vocabulary: Larva, Caterpillar, Pupa, Cocoon, Butterfly, Hypothesis, Describe, lifecycle

Lesson 1 form hypothesis

Lesson Performance Objective:


Students will be able to compose a hypothesis or educated guess and
explain why this was their prediction.
Materials:
Daily Journals for each student
A butterfly Garden with caterpillars

Anticipatory Set:
Once the teacher gets the students seated tell the class that we are
going to have visitors in the classroom for a while. The teacher will then
show the students the baby caterpillars. Teacher will ask the students if the
caterpillar is going to change in any way? After the students answer the
teacher will ask the essential question why is it important that species go
through lifecycles?
Instruction:
The teacher will inform the students that for the next three to four
weeks students will be studying the lifecycle of a butterfly. Each student will
have a journal that they will write in daily to record what is happening to the
caterpillars. The teacher will then explain that in class today they will be
learning how to write a hypothesis. A hypothesis is an educated guess. An
educated guess is often used when someone is performing a science project.
For example if a class if a class is doing a science experiment over how long
it takes a piece of ice to melt in water the students would write a hypothesis
before starting the experiment. The students in the class would write a
hypothesis or educated guess on how long it would take for the ice cube to
melt. The teacher will then explain that they will be writing a hypothesis on
how long they think it will take the caterpillar to turn into a butterfly.
Check for Understanding:
Ask the students what the hypothesis would be if an egg were put on a
hot stove and see how the students answer.

Application/Guided Practice/Independent Practice:


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In the first page of the students journals each student will write a
hypothesis on how long they think it will take for the caterpillar to turn into a
butterfly. Then the student will write the reasoning of why they wrote this as
their hypothesis.
Closure: Teacher will ask the students what they learned in class today.
Then the teacher will ask a few students to share their hypothesis with the
class.
Assessment/Evaluation:
Teacher will observe students daily journal to determine understanding
of the composed hypothesis. Teacher will also observe the students
explanation of their hypothesis.

Lesson 2 adjectives
Lesson Performance Objective: Students will be able to compose
adjectives for a caterpillar and a butterfly. Students will assemble at their
tables and devise three adjectives for both the caterpillar and butterfly to
present to the class.

Materials:
Big cut out caterpillar
Big cut out butterfly

Anticipatory Set: Once the class is settled begin by getting a caterpillar out
from the butterfly garden and holding it in my palm for the class to see. The
teacher can then let the students come a table at a time to touch the
caterpillar and look at it closely.

Instruction: After each student has a chance to interact with the caterpillar
ask the students what they thought about it? The students will begin using
words to describe what they experienced. Ask other questions like what did
the caterpillar feel like? What did the caterpillar look like? After the students
share their thoughts let the students know that they are using describing
words to answer the questions asked. These words are called adjectives. The
teacher will then explain to the students that today they will be using
adjectives to describe a caterpillar and a butterfly.

Check for Understanding: Ask the students for an example of a word we


used when describing our caterpillar experience. This will show the teacher if
the students understand what a adjective is.

Application/Guided Practice/Independent Practice: The students will


use guided practice at their tables to come up with three words to describe a
caterpillar. The students will be given five minutes to discuss what adjectives
they want to share with the class. After the five minutes is up each table will
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share with the class their three adjectives. The teacher will write them on the
big caterpillar. After all of the tables have shared the adjectives they came
up with the teacher might ask the class as a whole what other words they
could use. The students will then do the same with the butterfly.

Closure: Ask the students to discuss at their tables and come up with one
adjective that describes both a butterfly and a caterpillar. The teacher will
then go around to each table and ask what word the students decided on.

Assessment/Evaluation: Observe the students while they are assembled in


their groups devising three adjectives for a caterpillar and a butterfly. Also
observe the students when they are presenting their adjectives.

Lesson 3 butterfly lifecycle book


Lesson Performance Objective: Students will be able to rearrange the life
cycle of a butterfly into the correct order. Students will be able to describe
the lifecycle with 80% accuracy.

Materials:
Smart board
Internet access
Life cycle book for each student
Crayons
Anticipatory Set: Ask the students the essential question do all species
change in the same way?

Instruction: Teacher will explain to the students that they will be learning
the stages of the butterfly lifecycle. The teacher will start by showing life
cycle of a butterfly video on smart board. After the video the teacher will go
over the stages of the life cycle by showing pictures of each stage from a life
cycle book they colored. After the teacher goes over the four stages the
teacher will pull up a game on the smart board. The teacher will explain how
to play the game. The goal is to drag each stage to the appropriate spot and
get them all correct. After the game students will be dismissed to their
tables.

Check for Understanding: The teacher will ask the students how many
stages of the butterfly life cycle are there? Then the teacher will ask the
students what they are.

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Application/Guided Practice/Independent Practice: Students will each


be given the pages to make a lifecycle book to color. Before they can start
the students must arrange the pages in the correct order. The correct order
follows the lifecycle of a butterfly. After the students think they have put it in
the correct order they raise their hand for an adult to come check it. After the
adult has checked the book and it is correct they will staple it together for
the student and they are allowed to decorate their books.

Closure: Teacher will ask each table a question about the butterfly lifecycle.
The table will huddle up as a group and discuss what they are going to
answer as a table.

Assessment/Evaluation: Adults check for accuracy of understanding the


butterfly lifecycle before stapling each students book together.

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Lesson 4 poem
Lesson Performance Objective: Students will be able to create a poem of
there choice. Students will then compare and contrast their poems with the
other students at their table.

Materials:
Example of a poem each poem
Poem worksheet for each student

Anticipatory Set: Teacher asks the students to refresh memory on the


activity they did with the caterpillar. What an adjective?

Instruction:
The teacher informs the students that they will be creating a poem in class
using adjectives. Students will have the option of a caterpillar poem or a
butterfly poem. The teacher will explain the rules of each poem and the
students can pick which one they want to do. The butterfly poem is an
acrostic poem that spells out butterfly. The first letter on each line is given to
the student to start with. The caterpillar poem has the first few words on
each line already given. Students are to build on and make a sentence. The
teacher will give an example of each of the types of poems. The teacher will
then ask the students what are some of the differences between the two
poems and what are some similarities. After the students have given some
examples the teacher will let the children know that they were comparing
and contrasting the two poems. After all the students are done creating their
poems at their tables they will compare and contrast their poems with each
other.
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Check for Understanding: Ask the students to give the teacher thumbs up
if they understand and can start their own poems, or thumbs down if they
need to go over it more and see another example.
Application/Guided Practice/Independent Practice: Students will
choose the poem they want and create their poem independently. After
students are finished they will each read their poem at their table one at a
time. After all of the students have read their poems to each other they will
compare and contrasts their poems.

Closure: Teacher will ask each of the tables for some examples of
comparisons and contrasts that they discussed together.
Assessment/Evaluation: Teacher will observe students poems to
determine if assignment was done accurately. Teacher will also observe
students as they are reading their poems and discussing comparisons and
contrasts at their tables. Teacher will be able to determine accuracy of
comparison and contrast when tables share what they came up with when
asked.

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Lesson 5 art project and song


Lesson Performance Objective: Students will create a butterfly and
caterpillar art project. Students will demonstrate the butterfly life cycle song
with actions to the teacher.

Materials:
Glitter
Googly eyes
Toilet paper rolls
Construction paper cut out wings
Clothespins
Glue
Pom Poms (Colored fuzzy balls)
Scissors
Markers
Paint
Smart board

Anticipatory Set: The teacher will announce to the students that they will
be listening to music learning actions to the song and making art projects.
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Instruction: Teacher will ask the students to come sit in the front of the
room. They will start by showing the students how to make the caterpillar
clothespin first. The teacher will explain to the students that they will glue
the pom poms onto the clothespin and then glue two googly eyes onto the
closed side of the clothespin. Demonstrate which side of the clothespin the
eyes will be glued to. The students will then make a butterfly. The students
are to glue the toilet paper roll to the wings. Then glue the googly eyes onto
the toilet paper roll. After they are done putting the butterfly together the
students can decorate their butterfly with markers and glitter. Demonstrate
a completed butterfly to the students after directions are given. Check for
Understanding: Teacher will hold up the caterpillar clothespin and ask the
students to recite the directions. Teacher will do the same thing for the
butterfly art project.
After the teacher is done giving directions the teacher will play the butterfly
lifecycle song. When the song has been played through once the teacher will
show the students actions to the song. To be an egg the students will squat
down into a little ball formation. When the song talks about the caterpillar
they will wiggle around on the floor. When the song talks about the cocoon
stage the students will stand up straight with their arms at their sides and
head down. Lastly when it comes to the butterfly stage the students will
spread their wings and fly around the room. The teacher will play it through a
second time and the students will start to sing along and practice the
actions. The teacher will then dismiss the students to their seats to start
working on their art projects.

Application/Guided Practice/Independent Practice: Each student will


receive a clothespin. On the table will be googly eyes, pom poms, and glue.
The students will follow the directions given and glue the colored balls onto
the clothespin and then the googly eyes onto the end of the clothespin on
top of the first colored ball. After students are done with their clothespin they
will pick out a painted toilet paper roll and a set of cut out construction paper
wings. Students will glue the toilet paper roll to the wings and the eyes to the
top of the toilet paper roll. After they are done putting the butterfly together
the students can decorate their butterfly with markers and glitter. While the
students are working the butterfly lifecycle song will be playing so that they
can become more familiar with it.

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Closure: At the end the students will all get together at the front of the
room and sing the song together to the teacher. Teacher will ask the
essential question Do all species change in the same way? again now that
the students know the lifecycle of a butterfly.

Assessment/Evaluation: Teacher will evaluate the students art projects


and observe the students participation in the life cycle song with actions.

Bibliography

http://crazylittlelovebirds.blogspot.com/2013/04/cute-colorful-caterpillarclothespin.html
http://pinkoddy.co.uk/blog/2013/04/03/spring-butterfly-trh-craft/
http://worksheetplace.com/index.php?function=DisplaySheet&sheet=LifeCycle-of-a-Butterfly&links=2&id=&link1=241&link2=244
http://www.turtlediary.com/kids-videos/butterfly-life-cycle.html

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http://www.classroomfreebies.com/2013/03/caterpillar-and-butterflyadjectives.html
http://www.sheppardsoftware.com/scienceforkids/life_cycle/butterfly_lifecycle.htm

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

http://www.youtube.com/watch?v=rfXcgD4NqN0

http://worksheetplace.com/mf/Life-Cycle-of-a-Butterfly.pdf -

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