YourName:DanielleTrevino

TitleofLesson:MonarchMigration
Grade:4th

LESSONPLANTEMPLATE

STANDARDS
NOTE:Pleaselistatleasttwocompletestandardsyourlessonplancovers.[CommonCoreStateStandards
(mathandlanguagearts),NextGenerationScienceStandards(science),ArizonaStateSocialStudies
Standards(socialstudies)].
Strand4:GeographyConcept6:GeographiclocationPO3.Usegeographyconceptsandskills(e.g.,recognizing
patterns,mapping,graphing)tofindsolutionsforlocal,stateornationalproblems(e.g.,shortageorabundanceof
naturalresources).
Sciencestandard:Strand4:LifeScienceConcept3:OrganismandEnvironmentsPO1.Describewaysvarious
resources(e.g.,air,water,plants,animals,soil)areutilizedtomeettheneedsofapopulation.
LESSONSUMMARY/OVERVIEW
Provideanoverview/synopsisofthelessonandthetopicsthatitwillcover.Makesuretoprovideareason
whyyouselectedthistoberelevantforaunitonsustainability?
Theteacherwillbeginthelessonbyaskingthestudentstodescribewhattheythinktheneedsofabutterflywould
be.(Basicneedsofsurvival:food,water,shelter,space)Thestudentswillthendescribewhatahabitatofabutterfly
wouldlooklikeandcreatethisideaintheirnotebook.Theteacherwillshowthestudentsavideoofthebutterflies
migratingsouth.Wewilltalkaboutwhyitisnecessaryforthebutterfliestomigrateandclearupthemisconception
thatALLbutterfliesmigrate.Thestudentswillanalyzeandcreateamigrationmapofthepathofthebutterflies.
Basedonthenewinformationtheylearn,thestudentswillwriteanexplanatoryparagraphaboutthemethodsand
reasonsformigration.
OBJECTIVES
Describewhatyouwantstudentstoknow/beabletodoasaresultofthelesson.
Forexample,Studentswillbeableto
StudentswillbeabletodescribeandexplainthepathinwhichMonarchsmigrateby,creatingaMonarchmigration
map,whichincludesthelandformsandphysicalfeaturesalongthewaywithanexplanatoryparagraphdescribing
thereasonsandmethodsofthismigrationpattern.
ASSESSMENT/EVALUATION
Whatmeasureswillyouusetoknowifyoustudentsmettheobjectives?
Thesummativeformofassessmentisthemigrationmap,andtheformativeformofassessmentistheexplanatory
paragraph.
PREREQUISITEKNOWLEDGE
Whatwillstudentsneedtoknowpriortocompletingthislessonandhowwillyouaccesstheirprior
knowledge?
Beforebeingabletocompletethislesson,thestudentsneedtohavesomebackgroundknowledgeofgeographical
terms,theunderstandingofhowbutterflieslive,andknowledgeofNorthandSouthonamap.

Listofrequiredmaterials.

MATERIALS

MonarchMigrationbook(MonarchXby:RossE.Hutchins)
Fullsizeclassmap
BlankoutlineofmapofNorthAmerica(1perstudent)
http://www.learner.org/jnorth/images/graphics/monarch/monarch_mapBlankFall.gif
Markers,crayons,orcolorpencils(1setperstudent)
Ruler(1perstudent)
Blankpieceoflinedpaper(1perstudent)
Pencil(1perstudent)
VOCABULARY/KEYWORDS
Listofkeyvocabularyterms.
Greatlakes:TheGreatLakesareaseriesofinterconnectedfreshwaterlakeslocatedinnortheasternNorthAmerica,
ontheCanadaUnitedStatesborder,whichconnecttotheAtlanticOceanthroughtheSaintLawrenceRiver.
AtlanticCoastalPlain:TheAtlanticcoastalplainisaphysiographicregionoflowreliefalongtheEastCoastofthe
UnitedStates
GulfofMexico:TheGulfofMexicoisanoceanbasinlargelysurroundedbytheNorthAmericancontinent.Itis
boundedonthenortheast,north,andnorthwestbytheGulfCoastoftheUnitedStates,onthesouthwestandsouth
byMexico,andonthesoutheastbyCuba
Migration:seasonalmovementofanimalsfromoneregiontoanother
Habitat:thenaturalhomeorenvironmentofaplant,animal,orotherorganism.
TEACHINGPROCEDURES
ProceduralSteps(Stepbystepinstructionsforteachingthelesson):
Presentthequestion:Whatdoesitmeanforananimaltomigrate?
Aftercoldcallingonstudentstoanswertheinquiryquestion,explaintothestudentsthatMonarchbutterflies
migratefromNorthernstatesdowntoMexico.Askthestudents,Whywouldtheyleave?Whenthestudentsgeton
thetopicofclimate/seasonalchange,ask,Whataresomemajorphysicalfeaturesthebutterflieshavetoflyoverto
reachthemountainsofMexico?answerscouldincludeanyplacesinsoutheasternCanada,AtlanticCoastalPlain,
Texas,theGreatLakes,GulfofMexico,AppalachianMountains,GuadalupeMountains,FranklinMountains,
SmokyMountains,MississippiRiver,etc.Ifthestudentsarestrugglingwiththisquestion,pulldowntheclassmap
andpointtothepathofthebutterfliesstartinginCanada.Introducethebook,MonarchXandshowstudentsthe
cover,andhavethemtalkingroupsaboutwhattheythinkthebookisgoingtotellthem.Readthroughthestory,
havingthestudentsinquireormakepredictionsabouttheeventsthattakeplace.Afterreadingthestory,passouta
blankcopyofthemigrationmap.TellstudentstoshowtheMonarch'smigrationrouteontheirmapsbylocating,
markingandlabelingthestartingpoint,theendingpoint,andatleastoneotherplacementionedinthebook.Color
theplacesorstatesmentionedbeingsuretoincludetheAtlanticCoastalPlain,theGulfofMexico,andtheGreat
Lakesanddrawalinetoconnecttheselocationsandapproximatethebutterfly'spath.Leavetheclassmappulled
downforthestudentstohaveaccessto.Makesurethestudentsarethoroughwiththeirsymbols,byshowingakey
forthelandformsmentioned.Makesurethereareatleast5landformsshown.Thestudentsalsoneedtolabelatleast
oneobstaclethattheMonarchswillhavetoovercomesuchas:thunder,lighting,rain,airplanes,etc.Oncestudents
arefinished,allowthemtotalkintheirgroupsaboutwhymigrationisimportant,andiftheyhaveeverhadto
migratetosomewherebefore.
RESOURCES
Listanyreferencesyouusedtocreatethislesson.Ifyouborrowedideasfromanylessonplanspleasenote
themhere.UseAPAformat.
DWPreview.(n.d.).RetrievedMay5,2015,from
https://www.georgiastandards.org/_layouts/GeorgiaStandards/UnitBuilder/DWPublicPreview.aspx?
wid=89&obj=95768&mode=1

WAYSOFTHINKINGCONNECTION
Provideacompleteexplanationofhowyourlessonplanconnectstofutures,system,strategic,orvalues
thinking.Definethewayofthinkingyouselectedandusedinthislessonplan.Remember,thisshouldbe
includedmeaningfullyinthelessonplan.
Thislessonplanwillconnecttosystemsthinking.ThestudentswillbegintounderstandthattheMonarchbutterflies
havetogothroughaprocessinordertomaintainlife.Likealllivingorganisms,butterfliesneedtofindfoodand
shelterinordertosurvive.Thiscanonlybefoundincertainplacesduringtheyearandthebutterflieshaveto
migratetofindit.