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Becoming a Butterfly First Grade

Content Areas Integrated and Correlating Standards:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Make observations (firsthand or from media) to construct an
evidence-based account for natural phenomena. (1-LS3-1)
Use materials to design a device that solves a specific problem
or a solution to a specific problem. (1-LS1-1)
Obtaining, Evaluating, and Communicating Information
Read grade-appropriate texts and use media to obtain scientific
information to determine patterns in the natural world. (1-LS1-2)
Disciplinary Core Ideas
LS1.A: Structure and Function
All organisms have external parts. Different animals use their
body parts in different ways to see, hear, grasp objects, protect
themselves, move from place to place, and seek, find, and take
in food, water and air. Plants also have different parts (roots,
stems, leaves, flowers, fruits) that help them survive and grow.
LS1.B: Growth and Development of Organisms
Adult plants and animals can have young. In many kinds of
animals, parents and the offspring themselves engage in
behaviors that help the offspring to survive. (1-LS1-2)
LS3.B: Variation of Traits
Individuals of the same kind of plant or animal are recognizable as
similar but can also vary in many ways. (1-LS3-1)
Crosscutting Concepts
Patterns in the natural world can be observed, used to describe
phenomena, and used as evidence. (1-LS1-2),(1-LS3-1)
Structure and Function
The shape and stability of structures of natural and designed
objects are related to their function(s). (1-LS1-1)

Language Arts:
CA- California Common Core State Standards (2012)
Subject: English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects
Grade: Grade 1 students:
Content Area: Informational Text K5
Strand: Reading
Domain: Key Ideas and Details
1. Ask and answer questions about key details in a text.
2. Identify the main topic and retell key details of a text.
Craft and Structure
4. Ask and answer questions to help determine or clarify the
meaning of words and phrases in a text.
5. Know and use various text features (e.g., headings, tables of
contents, glossaries, electronic menus, icons) to locate key facts
or information in a text.
6. Distinguish between information provided by pictures or other
illustrations and information provided by the words in a text.
Integration of Knowledge and Ideas
7. Use the illustrations and details in a text to describe its key
9. Identify basic similarities in and differences between two texts
on the same topic (e.g., in illustrations, descriptions, or
Range of Reading and Level of Text Complexity
10. With prompting and support, read informational texts
appropriately complex for grade 1.
a. Activate prior knowledge related to the information and
events in a text.
b. Confirm predictions about what will happen next in a
Strand: Writing
Text Types and Purposes

2. Write informative/explanatory texts in which they name a

topic, supply some facts about the topic, and provide some sense
of closure.
Research to Build and Present Knowledge
7. Participate in shared research and writing projects (e.g.,
explore a number of how-to books on a given topic and use
them to write a sequence of instructions).
8. With guidance and support from adults, recall information from
experiences or gather information from provided sources to
answer a question.
Strand: Speaking and Listening
Comprehension and Collaboration
1. Participate in collaborative conversations with diverse partners
about grade 1 topics and texts with peers and adults in small and
larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening
to others with care, speaking one at a time about the
topics and texts under discussion).
b. Build on others talk in conversations by responding to
the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics
and texts under discussion.
2. Ask and answer questions about key details in a text read
aloud or information presented orally or through other media.
a. Give, restate, and follow simple two-step directions.
3. Ask and answer questions about what a speaker says in order
to gather additional information or clarify something that is not

CA- California Common Core State Standards (2012)
Subject: Mathematics
Grade: Grade 1
Domain: Operations and Algebraic Thinking 1.OA
2. Understand and apply properties of operations and the
relationship between addition and subtraction.
3. Apply properties of operations as strategies to add and
subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is
also known. (Commutative property of addition.) To add 2 + 6 +
4, the second two numbers can be added to make a ten, so 2 + 6
+ 4 = 2 + 10 = 12. (Associative property of addition.)

4. Understand subtraction as an unknown-addend problem. For

example, subtract 10 8 by finding the number that makes 10
when added to 8.
Add and subtract within 20.
5. Relate counting to addition and subtraction (e.g., by counting
on 2 to add 2).
6. Add and subtract within 20, demonstrating fluency for addition
and subtraction within 10. Use strategies such as counting on;
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading to a ten (e.g., 13 4 = 13 3 1
= 10 1 = 9); using the relationship between addition and
subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 =
4); and creating equivalent but easier or known sums (e.g.,
adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 +
1 = 13).

Processing, Analyzing, and Responding to Sensory Information Through
the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature,
events, and the environment. They also use the vocabulary of the
visual arts to express their observations.
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Describe and replicate repeated patterns in nature, in the
environment, and in works of art.
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to
communicate meaning and intent in original works of art.
Communication and Expression Through Original Works of Art
2.5 Create a representational sculpture based on people,
animals, or buildings.
2.7 Use visual and actual texture in original works of art.
2.8 Create artwork based on observations of actual objects and
everyday scenes.

Creating, Performing, and Participating in Music

Students apply vocal and instrumental musical skills in performing a

varied repertoire of music. They compose and arrange music and
improvise melodies, variations, and accompaniments, using
digital/electronic technology when appropriate.
Apply Vocal and Instrumental Skills
Move or use body percussion to demonstrate awareness of
beat and tempo.
Use the voice to speak, chant, and sing.
4.0 AESTHETIC VALUING Responding to, Analyzing, and Making
Judgments About Works of Music Students critically assess and derive
meaning from works of music and the performance of musicians
according to the elements of music, aesthetic qualities, and human
Derive Meaning
Create movements in response to music.
Participate freely in musical activities.
Connecting and Applying What Is Learned in Music to Learning
in Other Art Forms and Subject Areas and to Careers
Students apply what they learn in music across subject areas. They
develop competencies and creative skills in problem solving,
communication, and management of time and resources that
contribute to lifelong learning and career skills. They learn about
careers in and related to music.
Careers and Career-Related Skills
Demonstrate an awareness of music as a part of daily life.

Processing, Analyzing, and Responding to Sensory Information
Through the Language and Skills Unique to Dance
Students perceive and respond, using the elements of dance. They
demonstrate movement skills, process sensory information, and
describe movement, using the vocabulary of dance.
Development of Motor Skills and Technical Expertise
Demonstrate the ability to vary control and direct
force/energy used in basic locomotor and axial movements
(e.g., skip lightly, turn strongly, fall heavily).
Creating, Performing, and Participating in Dance

Students apply choreographic principles, processes, and skills to create

and communicate meaning through the improvisation, composition,
and performance of dance.
Creation/Invention of Dance Movements
Use improvisation to discover movements in response to a
specific movement problem (e.g., find a variety of ways to
walk; create five types of circular movement).
Respond in movement to a wide range of stimuli (e.g.,
music, books, pictures, rhymes, fabrics, props).