Teacher: Anthony Murray

Lesson Title: Symmetry through Butterflies

Grade/Subject: Pre-
!entral focus: Students "ill be able to ma#e symmetry through butterflies$
!ontent/!ommon !ore Standard%s&: Standard 4.1a: Plants and animals have life cycles.
These may include beginning of a life, development into an adult, reproduction as an adult, and
eventually death.
Learning 'bjecti(es
Content Obectives: Students !ill be able to e"press their #no!ledge on the butterfly life cycle
through art.
Process$S#ill Obectives: Students !ill learn about ma#ing their o!n art of symmetry through
butterflies.
Academic Language
%ocabulary of our discipline: &ife Cycle, 'utterflies, Caterpillar, Cocoon, Trees, &eaves, and
(ings.
%ocabulary used in our pedagogy$teaching: Symmetry, )eflection Symmetry, and Similarity.
%ocabulary !e !ant our students to learn$!or# !ith in a* art ma#ing, b* !riting and c*
spea#ing: &ine of Symmetry.
Monitoring Student Learning: )ormal * +nformal Assessments ,rior to- during * after learning
+escription of assessment: The students !ill ma#e a art!or# of symmetry through butterflies.
They !ill ma#e their o!n paintings$dra!ings of their butterflies, giving each side of their
art!or# the same features: Colors and +esigns.
(hat is being assessed: The students, #no!ledge of butterflies and their s#ills of ma#ing
symmetry.
-ssessment accommodations: Students !ill be a groups of . and each member of each group
!ill !or# on their o!n butterfly art!or#s of symmetry. - teacher assistant and / !ill assist the
class !ith the assessment given to them. (e !ill !al# around the classroom to see ho!
everyone is doing and / !ill do part of the assessment as an e"ample of ma#ing a symmetry
!ith an art!or# of a butterfly.
)eedbac#
Type of feedbac# that !ill be given to students: / !ill provide each students positive feedbac#
to ma#e them feel confident in their !or#.
(hat students !ill do !ith the feedbac#: (ith the feedbac#, the students !ill share their !or#
!ith each other and tell their family about it at home.
+nstructional .esources and Materials:
- Paper
- (ater Paint
- (ater
- Paintbrushes
- Popsicles
- Pipe Cleaners
- 0lue
- Stic#ers
- 0em Stic#ers
!onnection to ,rior academic learning and re/uisite s#ills: Students !ill have a bac#ground
#no!ledge of line symmetry from their math class.
!onnections to cultural/,ersonal/community assets: Students can find butterflies at par#s,
1oos, and greenhouses and observe them
+nstructional Strategies * Learning Tas#s that su,,ort di(erse student
needs
Moti(ation: -s my motivation, / !ill dra! a heart on a piece of paper. / !ill fold the
paper in half by the center. / !ill e"plain to the class that the folded dra!ing of the
heart is an e"ample of line symmetry. &ine symmetry is a type of symmetry !here
there is an imaginary line !here a person could fold the image and have both halves
match e"actly. -nother name for it is reflection symmetry.
Procedure:
Time Teacher Action %include higher order
thin#ing /uestions- grou,ing
strategies&
Student Action
. 2in
. 2in
. 2in
1. 2in
. 2in
Motivation: I will draw a heart on a piece
of paper. I will fold the paper in half by
the center.
I will ask questions about the life cycle of
a butterflies such as: What do butterflies
start off as when they hatch from their
eggs? What happened when caterpillars
are big and full?
I will read the story, The Very Hungry
Caterpillar by ric !arle to the class.
I will have the students to sit in groups of
". I will instruct each group to make a
drawing or painting of a butterfly through
symmetry.
I will have all the students to share with
the class their symmetry artwork of their
butterfly. #hey will tell me what they
used for the wings, bodies, and antennas
of the butterfly and they will tell me
something special about their butterfly. I
will then collect their artworks and hang it
on the wall of the classroom.
$tudents will see what I%m doing with the piece of
paper with the drawing of the heart on it.
$tudents will raise their hands to answer the
questions.
$tudents will gather around in the front of the class
and sit on the rug where I will be reading the story
to them. $tudents will raise their hands to tell me
what they learn from the story.
ach member of each group will be working on
their own symmetry drawing&painting of their
butterfly but they are allowed to help each other
out. #hey will use the given materials for their
artwork.
$tudents will tell me what they used for the
symmetry drawings&paintings of their butterfly and
tell me something special about their butterfly.
!losure: / !ill collect everyone,s dra!ings$paintings of butterfly symmetry. 3or the
ones that are painted, / !ill put them some!here to dry. -t the end of the day, / !ill
give bac# everyone,s dra!ings$paintings. The students !ill share their !or# and they
!ill tell me about the special features and colors of their butterflies. 3or their
home!or#, they !ill ma#e their o!n art of symmetry but they !ill dra! !hatever they
!ant.
'y having students !or#ing in groups, they !ill help each other out on ho! their line
symmetry art!or# of their butterflies should loo# li#e. They !ill see !hat materials they
!ill use for the body, !ings, and antennas of the butterflies.
0o" students "ill reflect on their o"n learning: Students !ill reflect on their o!n learning of the
butterfly life cycle by sho!ing to the class their symmetry art!or#s of their butterflies. They !ill
tell me ho! a caterpillar becomes a butterfly in the first place and the special features and
characteristics of the butterfly.
Accommodation/Modification based on +1P or 234 ,lans: There is no
accommodation$modification based on /4P or .54 plans for the class. The students do not
have any /4P or .54 plans.
5ifferentiation strategies: Students !ill be paired by those !ho understand the assessment.
The students !ho have a clear understanding of the assessment !ill help students !ho might
be confused of !hat to do !hile doing !hat they have to do. Students !ill be have instructions
e"plained to them and repeated if needed and they !ill have e"amples to loo# li#e to help
them.
Technology integration to su,,ort learning: To support this lesson, / !ill sho! the class an age
appropriate animated video of the butterfly life cycle. The video !ill be played from a computer
or a television for everyone to see.