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Unit Designer: Marina Jones Timeframe: 10 days over 2-3 weeks

Unit Title: The Monarch Butterfly Life Cycle

Grade Level: 1

Content Area(s): Science with Interdisciplinary Connections to Literacy, Math, Social Studies, Art, and Music Setting: Heterogeneous general education inclusive classroom PART I: BACKGROUND Unit overview: The unit will be introduced to a first grade heterogeneous classroom at John Paterson Elementary School. This elementary school is a part of the Newington Public Schools district in Newington, Connecticut. According to the most recent Strategic School Profile, the schools racial diversity is made up of 73.7% white children and 26.3% minority race children. 4.1% of the staff is a minority race. Out of all the students in the school, 12.5% are eligible for free or reduced-price lunches and 12.3% are students with disabilities who receive services (www.sde.ct.gov). In this first grade classroom, there are eighteen students total. Nine students are male and nine are female. The teacher is a female and has been teaching for over twenty years. There are four students in the classroom who receive special education services and have IEPs under identifications of Multiple Disabilities, Autism, Speech and Language, and Other Health Impaired. Examples of required accommodations for these students include preferential seating, accompanying visuals, use of manipulatives, etc. There is a paraprofessional in the classroom to assist these students. Four students in this classroom are in the prereferral process and receive Scientific Research Based Instruction (SRBI) within the classroom setting. Two of these students are on Tier 2 for both reading and math, one student is on Tier 2 only for reading, and one student is on Tier 3 for reading. Four students are English Language Learners and receive extra support in that area. Four students meet with the Speech and Language Therapist weekly for pull-out services. (For a more detailed list of accommodations and modifications for the students with IEPs, please see the attached document entitled Student Modification/Accommodation Profiles. For a detailed list of modifications and accommodations specific to each of the units lessons, please see the attached document entitled Unit Outline of Modifications and Accommodations.) Rationale: Ten days will be spent on this Butterfly Life Cycle unit. In first grade, Connecticut expects that first graders will understand the grade level concept that some organisms undergo metamorphosis during their life cycles; other organisms grow and change, but their basic form stays essentially the same. This is in accordance to Science Content Standard 1.3: Organisms change in form and behavior as part of their life cycle. In addition to meeting this science content standard, students will be learning other valuable skills such as the ability to use the scientific method through the implementation of an experiment. They will also practice the skills of making connections, comparing and contrasting, voting, etc. Interdisciplinary connections will be made throughout the unit to literacy, math, social studies, art, and music in order to meet content standards and expectations in other areas. Therefore, this unit is important because it complies with state standards, grade level expectations, and town curriculum as well as teaching them valuable skills that will be beneficial to them throughout their schooling. Accommodations: Students with IEPs must have preferential seating that corresponds to their individual needs. Directions of assignments will be read aloud. Graphic organizers will be used throughout the lessons within the unit to help all students further comprehend the material, especially the students with IEPs. A rewards system for going above and beyond in effort will be in place. Differentiation in activities throughout the unit will vary so students specific learning needs will be addressed.
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Differentiation will occur through the use of cooperative groups, lessons that apply to different learning styles and learning preferences, the option to create different products, etc. For student profiles and a list of modifications/accommodations that will be used in each lesson, please refer to the documents listed in the Unit Overview above. Topic: The life cycle of butterflies is the overarching theme to this unit because it gives focus to all activities we do in all of the subject areas during this unit. Enduring Understandings 1. Butterflies undergo metamorphosis during their life cycle. Essential Questions 1. How does a butterfly change during its life cycle?

2. What are the important qualities of the butterfly in 2. At each stage, a butterfly has unique qualities and each stage of its life? needs that are specific to that part of the life cycle. Content Standards: The following Connecticut Framework standards are assessed in this unit: Prekindergarten-Grade 8 Curriculum Standards and Assessment Expectations SCIENCE (2010 Edition) 1.3 Organisms change in form and behavior as part of their life cycles. 1.3a. Some organisms undergo metamorphosis during their life cycles; other organisms grow and change, but their basic form stays essentially the same. Common Core State Standards for Mathematics 1.MD Measurement and Data Measure lengths indirectly and by iterating length units. 1. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 2. Express the length of an objects as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. 1. MD Measurement and Data Represent and interpret data 4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 1.G Geometry Reason with shapes and their attributes: 3. Partition circles and rectangles into two and four equal shares. Connecticut PK-8 English Language Art Curriculum Standards (February 2010) 1.1. Students use appropriate strategies before, during and after reading in order to construct meaning. 1.4 Students communicate with others to create interpretations of written, oral and visual texts. 3.1 Students use descriptive, narrative, expository, persuasive and poetic modes. 3.2 Students prepare, publish and/or present work appropriate to audience, purpose and task.

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CT Social Studies Curriculum Framework Grades PK-12 Standard 2. History/Social Studies Literacy Strand 2.5 Create and present relevant social studies materials using both print and electronic media (e.g. maps, charts, models, displays) Music Standards from Connecticut Curriculum Framework K-12 Content Standard 1 Music Performance: Vocal Students will sing, alone and with others, a varied repertoire of songs. The Arts Curriculum Framework Visual Arts Content Standard 3: Content-Students will consider, select and apply a range of subject matter, symbols and ideas. Educational experiences in Grades K-4 will ensure that students select and use subject matter, symbols, and ideas to communicate meaning. Dance Content Standard 2: Choreography Students will understand choreographic principles, process and structures. Educational experiences in Graders K-4 will ensure that students improvise, create and perform simple dances based on concepts suggested by their teacher and their own feelings and ideas. Theatre content Standard 2: Acting Students will act by developing, communicating, and sustaining characters. Educational experiences in K-4 will ensure that students imagine and clearly describe characters, their relationships and their environments. The above standards address the Essential Questions and the Endured Understandings of this unit as every lesson relates back to the life cycle of butterflies and the unique qualities and needs of the butterfly in each stage. Integrated Connections: This science unit integrates connections to reading, writing, math, social studies, art, music, and technology. Reading will be incorporated as students will read several books throughout the unit. Writing will be incorporated as students respond to books, create an experiment, and work on their science notebooks. Math will also constantly be integrated as students will be measuring and ordering caterpillars, creating and reading graphs, estimating, learning about symmetry, and using tally marks. Through the use of mapping, social studies will also appear in the unit. The students will engage in art through the glyphs they will make, the drawings they draw in their science notebook, and their completion of other projects. A song about butterflies will be sang every time a butterfly is released to incorporate the music standard. Choreography and acting will be used as students dance the pupa dance (caterpillars shedding their skin) and act out the life cycle. Finally, the use of technology such as the SmartBoard will be integrated often.

University of Saint Joseph Teacher Licensure Program Student Teaching Unit Format

What is the most important Content Knowledge that students will learn in this unit? How will you pre-assess knowledge? Students will be able to acknowledge that butterflies undergo metamorphosis as part of their life cycle as students will name each stage that they go through. They will also know that each stage is unique and different. Knowledge will be preassessed in the KWL chart introduced the first day of the unit.

What are the most important Skills that students will learn in this unit? How will you pre-assess skills? Students will be able to explain the unique qualities of each stage as the butterfly undergoes metamorphosis. Students will be able to relate these qualities to the lessons that we experience during the unit. Knowledge will be pre-assessed in the KWL chart introduced the first day of the unit.

PART II: ASSESSMENT What is the end-of-unit summative performance task(s) for students? The end-of-unit summative performance task for students will be the completion of the KWL and the acting out of the butterfly life cycle. This task will require students to put the life cycle stages in the correct order and act out the stage/narrate it appropriately. Which EU and EQ will this task assess? How/why? How does the performance assessment task link to the unit standards? This task assesses all Endured Understandings and Essential Questions as the task shows how butterflies change in stages and asks students to talk about and act out each particular stage. Understanding that butterflies change through metamorphosis in stages is a direct link to the science unit standard.

Define Criteria Criteria 1 (Assessed through performance) Criteria 2 (Assessed through performance) Criteria 3 (Assessed through KWL completion)

Rubric for the End-of-unit Performance Task Distinguished Proficient Practicing The student puts all four stages in order. The student accurately narrates and represents all four stages. The student can name at least three new things he or she has learned about the butterfly life cycle. The student only makes one error in ordering the life cycle stages. The student accurately narrates and represents three stages. The student can name two new things he or she has learned about the butterfly life cycle. The student makes two or three errors in ordering the life cycle stages. The student accurately narrates and represents two stages. The student can name one new thing he or she has learned about the butterfly life cycle.

Beginning No stages are in order. The student accurately narrates and represents one or no stages. The student cannot name anything he or she has learned about the butterfly life cycle.

University of Saint Joseph Teacher Licensure Program Student Teaching Unit Format

Identify the essential Day/Lesson Essential Question Day 1 What do we Introduction: already Picture know about Shuffle, KWL, a butterflys and Science life cycle and Notebooks what do we want to learn?

Day 2 Measuring and Ordering Caterpillars

How can objects be measured and ordered according to length?

Part III: Unit Lesson Map question, main objective, key learning activities/strategies, and assessment for each lesson. Objective(s) Activities/Strategies Cross-content Assessment Connections 1. Each student will be 1. Students will work in Subjects: Informal able to identify at least groups to sequence assessment of two facts that they pictures of a butterflys Science The student participation already know about the life cycle. life cycle and contributions to monarch butterflys life 2. As a class, we will work on lesson cycle through the use the K and W columns of a Writing KWLs Informal of a KWL chart. KWL Powerpoint that will and recording assessment of 2. Each student will be be projected on the observations in sequence created able to name at least SmartBoard. Students will Science during picture two things that they then create their own Notebooks shuffle want to learn more KWLs. Formal assessment: about regarding the 3. Students will use Other collecting, monarch butterflys life magnifying glasses to Connections: analyzing, and cycle through the use observe the caterpillars grading individual of a KWL chart. and then they will Technology KWL charts (IO 1 3. Each student will be complete their first entry Use of the and 2) able to complete one in their Science Notebooks SmartBoard Formal assessment: written or drawn entry by either writing or collecting, in their Science drawing their discoveries. reviewing, and Notebook that shows grading of Science what they observed Notebook entry (IO today about the class 3) caterpillars. 1. Each student will be 1. Have students at their Subjects: Formal collection able to order three tables order themselves and review of objects from shortest from shortest to longest. Science The worksheets to longest. 2. Measure caterpillars and life cycle 2. Each student will be order them on connection Informal able to measure objects SmartBoard. assessment of using multiple copies of 3. Have students measure Math student participation a shorter object or unit. and order cut out Measuring and and contributions to caterpillars. ordering objects lesson 4. Have students measure by length and order three objects of Informal their choice with a partner. observation of
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University of Saint Joseph Teacher Licensure Program Student Teaching Unit Format

5. Complete Science Notebook entries. 6. Reflect on lesson

Other Connections: Technology Use of the SmartBoard Document Reader

measuring and ordering objects of their choice

Day 3 The Very Hungry Caterpillar

How does Eric Carles The Very Hungry Caterpillar relate to the butterfly life cycle and how can we create our own version of the story?

1. Each student will be able to relate Eric Carles The Very Hungry Caterpillar to the life cycle of a butterfly. 2. Each student will be able to identify similarities and differences between Eric Carles The Very Hungry Caterpillar and what we have learned so far in the unit about the life cycle of butterflies. 3. Each student will be able to create, write, and illustrate their own version of Eric Carles The Very Hungry Caterpillar.

1. Make predictions about the story. 2. Read the story. 3. Relate story to the life cycle. Identify similarities and differences between the story and what we have learned. 4. Have students write and illustrate their own versions of the story. 5. Complete Science Notebook entries. 6. Discuss and reflect the lesson and what did/did not surprise them.

Subjects: Science The life cycle connection Reading The Very Hungry Caterpillar Writing Rewriting the story Other Connections: Technology Use of the SmartBoard Art Illustrating their story

Informal observation of student participation and contributions to discussion Formal observation of collection and review of retold versions of The Very Hungry Caterpillar

University of Saint Joseph Teacher Licensure Program Student Teaching Unit Format

Day 4 Symmetry and Butterfly Glyphs

What is symmetry and how does it connect to the unique qualities of a butterfly?

Day 5 MidAssessment Creation of a Visual Aid

How does a butterfly change during its life cycle?

1. Each student will be able to discover and identify lines of symmetry among shapes. 2. Each student will be able to create a butterfly glyph in which the butterfly is symmetrical. 3. Each student will be able to create a butterfly glyph in which the wings have symbols that represent biographical information about the student. 1. Each student will be able to create a visual aid that illustrates the life cycle of a butterfly. 2. Each student will be able to explain the life cycle of a butterfly using the visual aide.

1. Interactive SmartBoard activity 2. Exploring with yarn as lines of symmetry and exploring with cut out shapes/pattern blocks 3. Butterfly Glyphs

Subjects: Science The life cycle connection Other Connections: Technology Use of the SmartBoard Art Glyphs

Informal assessment of student participation and contributions to lesson (IO #1) Formal assessment of collection and review of glyphs (IO #2 and #3)

1. Discuss and activate prior knowledge. 2. Create visual aid of life cycle using paper plate. 3. Have students explain the life cycle using the visual aid. This should be done individually. 4. Complete Science Notebook entries. 5. Reflect and discuss as a closure.

Subjects: Science The life cycle connection Language ArtsOral presentation of prepared work Other Connections:

Formal collection and review of visual aids (IO #1). Rubric can be used. Informal observation of student explanation of the life cycle using the visual aid (IO #2)

Day 6 Migration Part 1

Where do butterflies migrate and if you were a butterfly

1. Each student will be able to write at least one sentence identifying where they would fly to if they

Art Visual aid 1. Discuss and activate prior Subjects: Formal collection and knowledge. Science The review of posters (IO 2. Read Gotta Go! Gotta Go! life cycle #1 and #2) 3. Relate story to the life connection cycle and other species. Social Studies Informal assessment
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where would you go?

were a butterfly. 2. Each student will be able to locate where they would like to fly to on a map. 3. Each student will compare the migration habits of butterflies to the habits of other species.

4. Brainstorm where students would fly to if they were butterflies. 5. Create posters. 6. Share posters. 7. Reflect.

Maps and Geography Writing Response to written prompt Reading Read Gotta Go! Gotta Go!

of student participation and contributions to class discussion

Day 7 Migration Part 2

What is the migration process of a monarch butterfly?

1. Each student will be able to identify where the monarchs migrate to and why. 2. Each student will be able to summarize the process of the migration. 3. Each student will be able to create, write, and illustrate a path that one of our butterflies could take in order to get to Mexico.

Day 8 Flower Experiment

How can the scientific method be

1. Each student will be able to describe the process of the scientific

Other Connections: Art Poster creation 1. Activate prior knowledge. Subjects: 2. Video clip and discussion. Science The 3. Determine mileage and Life Cycle route for a trip from our connection school to Mexico. Social studies 4. Read The Great Monarch Maps and routes Butterfly Chase. Reading The 5. Brainstorm where we Great Monarch might chase our butterflies. Butterfly Chase 6. Have partners work Writing together on a class book. Writing a 7. Assemble book and read it sentence for the as we have a Mexican class book themed snack. 8. Science Notebook entries. Other 9. Discuss and reflect. Connections Art Making illustrations for class book Technology SmartBoard, YouTube, Google Earth 1. Discuss what students Subjects: know about scientists and Science The experiments. Life Cycle

Informal assessment of student contributions to class discussion (IO #1 and #2) Formal collection and review of class book (IO #3)

Informal observation of student participation


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University of Saint Joseph Teacher Licensure Program Student Teaching Unit Format

used to answer a question we have about a butterfly?

method as it applies to our butterfly experiment. 2. Each student will be able to record data and interpret it to determine which color flower the butterfly likes best. 3. Each student will be able to compare their results to their hypothesis.

Day 9 Humans vs. Butterflies

How does the life cycle of a monarch butterfly compare to the life cycle of humans?

Day 10 Conclusion/ PostAssessment

What have we learned about the life cycle of a butterfly?

2. Explain the scientific connection and method and your problem. the Scientific 3. Engage students in using method the Scientific Method to solve Writing- Science the problem. Use their Experiment Science Experiment Journals Journals to guide them. 4. Have students observe in Other partners. Record data. connections 5. Interpret data as a class Technologyby reporting findings and SmartBoard, using the Science Experiment YouTube Journal to guide them. Music6. Science Notebook entries. Hypothesis song 7. Discuss and reflect. 1. Each student will be 1. Activate prior knowledge. Subjects able to identify and 2. Have students guess explain at least two which baby picture belongs Science Life differences between to which classmate. Cycle the life cycles of 3. Discuss the life cycle of connections butterflies and humans. humans. 4. Complete the class Venn Literacy 2. Each student will be diagram. Comparing/ able to identify and 5. Complete independent Contrasting explain at least one Venn diagram. similarity between the 6. Complete Science life cycles of butterflies Notebook entries. and humans. 7. Discuss and reflect. 1. Each student will be 1. Have students think in Subjects able to correctly order their head what they have the four stages of the learned about butterflies. Science Life life cycle of a 2. Complete L in Class KWL Cycle butterfly. on SmartBoard. connections 2. Each student will be 3. Have students complete able to accurately individual KWLs. Literacy narrate and represent 4. Tally and vote on a name Comparing/ at least three stages for our new butterfly. Contrasting of the butterfly life 5. Have students represent cycle. the life cycle of that butterfly

and contributions to class discussion (IO #1) Formal observation of collection and analysis of Science Experiment Journals (IO#1,2, and 3)

Informal observation of student participation and contributions to lesson (IO #1 and #2) Formal collection and review of independent Venn Diagrams (IO #1 and #2) Formal assessment of performance using the End-of-unit performance task rubric (IO #1 and #2) Formal collection and review of
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University of Saint Joseph Teacher Licensure Program Student Teaching Unit Format

3. Each student will be able to identify and list at least 3 new things that he or she has learned about the butterfly life cycle during this unit.

through acting and choreography. Allow time to Other practice and then allow each connections student to share. 6. Release our butterfly with Technology a song. Use of 7. Complete science SmartBoard notebook entries. Acting/ 8. Celebrate the conclusion Choreography of the unit! Performance

independent KWL charts (IO #3)

Key Notes: *In addition to the unique activities of every lesson, students will be completing an entry in their Science Notebooks every day. *Whenever a caterpillar enters into a chrysalis, estimate how many days it will be before it emerges as a butterfly. Then check estimations when the butterfly emerges. *Flexibility is essential in this unit as the days when a caterpillar enters its chrysalis or emerges from its chrysalis cannot be predetermined. The lessons may need to be adjusted accordingly to correspond with what is going on with the butterflies. *Activities can be repeated. For instance, you can do the name voting activity and the song every time there is a butterfly to release. You can also do the experiment with different butterflies.

University of Saint Joseph Teacher Licensure Program Student Teaching Unit Format

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Part IV: Materials for use with Students


Print

Audio-Visual

The Very Hungry Caterpillar by Eric Carle A Butterfly is Born by Melvin Berger Gotta Go! Gotta Go! by Sam Swope The Great Monarch Butterfly Chase by R.W.N. Prior KWL Powerpoint and charts

Technology Equipment, peripherals Software Internet URLs

Incredible journey of monarch butterflies: Mariposas monarcas Google Earth The Hypothesis Song The Scientific Method Poster Venn diagram poster
SmartBoard SmartBoard Document Reader PowerPoint http://www.learningtoday.com/Player/swf/Geometry_Symmetry_L1_V1_t3a.swf

People Supplies

For identified needs CMT/CAPT Connection

Mrs. Sanzo, First Grade General Education Teacher/Cooperating Teacher Room 4 Paraprofessional Caterpillars Butterfly net Bins and mesh for caterpillars Milkweed Magnifying glasses Pencils Crayons Science Notebooks (1 per student) Glue Scissors Unifix Cubes Paper plates Maps Stickers Construction paper Flowers (4 different colors) Science Experiment Journals (1 per student) Venn diagrams (1 per student) Graphic organizers (such as KWL and Venn Diagram) N/A for Grade 1. However, students will receive an introduction to the Scientific Method which is a skill used on CMT and CAPT. Also, this unit focuses on comparing and seeking connections which are also
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http://www.youtube.com/watch?v=giC6ZYBIeFY http://www.youtube.com/watch?v=WdfIuVcwcQs

University of Saint Joseph Teacher Licensure Program Student Teaching Unit Format

valuable skills for the CMT/CAPT. Students will practice reading data tables using tallies and they will practice the concept of measurement which are also skills necessary for the CMT.

Part V: Teacher Resources and References Berger, M. (1993). A butterfly is born. Marlborough, MA: Newbridge Educational Publishing. Carle, E. (1989). The very hungry caterpillar. Jefferson, MO: Scholastic. Learning Today, Inc. (2010). First grade interactive white board lessons: Geometry symmetry. Retrieved from http://www.learningtoday.com/Player/swf/Geometry_Symmetry_L1_V1_t3a.swf New Mexico State University. (2008). Science pirates songs: Hypothesis song. Retrieved from http://www.youtube.com/ watch?v=giC6ZYBIeFY Newington Public Schools. (2012). Grade 1 science curriculum: Life cycles. Newington, CT. PBS Documentaries. (2011). Incredible journey of monarch butterflies: Mariposas monarcas. Retrieved from http://www. youtube.com/watch?v=WdfIuVcwcQs Prior, R.W.N. (1993). The great monarch butterfly chase. New York, NY: Bradbury Press. Swope, S. (2000). Gotta go! Gotta go! New York, NY: Farrar, Straus, and Giroux.

University of Saint Joseph Teacher Licensure Program Student Teaching Unit Format

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