Mary Enwemaya

CILR 610
Spring 2019

Butterfly Life Cycle

Second Grade Content Area Unit Plan

Standards:

● RI.2.3- Describe the connection between a series of historical events, scientific

ideas or concepts, or steps in technical procedures in a text.
● RI.2.5-Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or
information in a text efficiently.
● W.2.7- Participate in shared research and writing projects (e.g., read a number of
books on a single topic to produce a report; record science observations).
● S.L.2.4-Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
● 2.MD.D.10-Draw a picture graph and a bar graph (with single-unit scale) to
represent a data set with up to four categories.
● 2.LS.4.1-make observations of plants and animals to compare diversity of life in
different habitats.
● Cn11.2.2b- Collaborate on the creation of a short scene based on a non-fiction
literary source in a guided drama experience (e.g., process drama, story drama,
creative drama).
● Cr3.1.2.b-Use and adapt sounds and movements in a guided drama experience
(e.g., process drama, story drama, creative drama)

Text Set-
The Very Impatient Caterpillar by Ross Burach
From Caterpillar to Butterfly by Deborah Heiligman
Butterflies and Moths, National Geographic
Butterflies and Moths, Julie Lundgren (EPIC online)
Great Migrations Butterflies, Laura Marsh
Butterflies and Moths, Nic Bishop
Face to Face with Caterpillar, Darlyne Murawski
Monarch Buddies: Munch a Bunch of Milkweed, Lynn Rosenblatt
Caterpillar to Butterfly
Goodbye Butterflies by Tricia Culligan
Day 1
Topic Introduce Butterfly Life Cycle

Standard RI.2.3, RI.2.5, RI.2.7, SL.2.4, 2.LS.4.1

Integration Science and ELA

Multimedia

Literacy From The Very Impatient Caterpillar by Ross Burach

Grouping Whole Group

Activity Introduce the unit with a KWL chart to assess students’ prior knowledge
about butterflies. Read book that introduces the butterfly life cycle.
Discussion about butterfly life cycle and the stages.

Assessment Begin KWL chart, Read aloud, partner share, whole group discussion.

Day 2
Topic Introduce the vocabulary

Standard RI.2.3, RI.2.5, RI.2.7, SL.2.4, 2.LS.4.1, W.2.7

Integration Science and ELA

Multimedia https://www.youtube.com/watch?v=QYbMScXPEV0

Literacy From Caterpillar to Butterfly by Deborah Heiligman

Grouping Whole group, partners and independent

Activity Show students drawing of caterpillar and butterfly with blank labels. Read
book about caterpillars to butterfly. Students will discuss vocabulary words
and parts of a caterpillar during their literacy center. They will label and glue
insect parts into their vocabulary journal. Students will draw picture of eye in
journal and write about sight.
*Students continue to make daily observations of caterpillars.*

Assessment Whole group discussion, partner share,journals; vocabulary/concept sort

Day 3
Topic The Stages of the Life Cycle

Standard RI.2.3, RI.2.5, RI.2.7, SL.2.4, 2.LS.4.1, W.2.7

Integration Science and ELA

Multimedia https://www.youtube.com/watch?v=7AUeM8MbaIk

Literacy

Grouping Whole group, think pair share, and independent

Activity Students complete the butterfly life cycle flow chart. Students engage in
discussions about what they observed from the video on the butterfly life
cycle. In their science journals, students document about things learned.
Whole group discussion information added to KWL chart and whole group
flow chart.
*Students continue to make daily observations of caterpillars.*

Assessment Whole group discussion, journal entries, flow chart, KWL chart

Day 4 (Live Caterpillar Observation)

Topic Caterpillar arrival and observation.

Standard RI.2.3, RI.2.5, RI.2.7, SL.2.4, 2.LS.4.1, 2.MD.D.10

Integration Science, Math, and ELA

Multimedia

Literacy Face to Face with Caterpillar, Darlyne Murawski

Grouping Whole Group, partners and independent

Activity Students will ask questions about parts of a caterpillar, their habitats and
habits, and how to take care of them using an Inquiry chart. Read book
about caterpillar. Discussion answers added to Inquiry chart. Students will
partner with a classmate for caterpillar race. Whole group recording of time.
*Students continue to make daily observations of caterpillars.*

Assessment Discussion, inquiry chart, journal entries, partner share

Day 5
Topic Label the parts of a caterpillar and caterpillar race graphing

Standard RI.2.3, RI.2.5, RI.2.7, SL.2.4, 2.LS.4.1, 2.MD.D.10

Integration Math, Science and ELA

Multimedia

Literacy

Grouping Whole Group, partners and independent

Activity Students will observe their caterpillars in order to label their caterpillar
diagram. Whole group data collection/graph of caterpillar race. Students will
Think-Pair-Share their response with each other as to why they think
Caterpillar A was faster. Students will respond in their journals before
sharing out whole group. Transfer caterpillars back to their habitat.
*Students continue to make daily observations of caterpillars.*

Assessment Caterpillar body part label, graphing, journal writing, think-pair-share,

discussion

Day 6
Topic Pollination

Standard RI.2.3, RI.2.5, RI.2.7, SL.2.4, 2.LS.4.1, W.2.7

Integration Science and ELA

Multimedia https://www.youtube.com/watch?v=CUPzbTuJlgc (pollination for kids)

Literacy Monarch Buddies: Munch a Bunch of Milkweed by Lynn Rosenblatt

Grouping Whole Group, read aloud partners

Activity Read aloud Monarch Buddies: Munch a Bunch of Milkweed and watch
video clip about pollination. Think-Pair-Share about text and add to KWL
chart. Students will partner read . Students will simulate pollination to show
how butterflies help plants grow and respond: What did you see happen
during the simulation? How does this show how butterflies help plant grow.
*Students continue to make daily observations of caterpillars.*

Assessment KWL chart, think-pair-share , discussion, journal entries

Day 7
Topic Eye Spy your Eyes: Butterfly Eyes

Standard RI.2.3, RI.2.5, RI.2.7, SL.2.4, 2.LS.4.1, W.2.7

Integration Science and ELA

Multimedia

Literacy Great Migrations Butterfly, Laura Marsh

Grouping Whole Group, partners and independent

Activity Pose questions to students from Guiding Questions chart. Watch video
about compound eyes. Students will answer questions with partner from the
chart. Discussion and examples added to class GQ chart. Students will add
information to journal. Students will simulate a butterfly eyes by using a
kaleidoscope. They will compare a simple eye (human) and a compound
eye, find an image to focus on and draw what they see with both eyes,
describe to a partner and then in writing the differences between a
compound and a simple eye.
Students read on their own Great Migrations.
*Students continue to make daily observations of caterpillars.*

Assessment Discussion, journal entries

Day 8 (Chrysalis Formation)

Topic Caterpillar to Butterfly

Standard RI.2.3, RI.2.5, RI.2.7, SL.2.4, 2.LS.4.1, W.2.7

Integration Science and ELA

Multimedia

Literacy Caterpillar to Butterfly

Grouping Whole Group, small groups and independent

Activity Guided Questions. Have students partner share about guided questions on
the board. Whole group discussion and read aloud book. Add information
learned into journal and KWL chart.
*Students continue to make daily observations of caterpillars.*

Assessment Discussion and journal entries

Day 9
Topic Kahoot! And Reader’s Theater introduction

Standard RI.2.3, RI.2.5, RI.2.7, SL.2.4, 2.LS.4.1, W.2.7

Integration Science and ELA

Multimedia Butterfly Kahoot game

Literacy

Grouping Whole Group, partners and independent

Activity Kahoot game about butterfly. Reader’s Theater-Introduce strategy, model

and guided practice (with pre-written scripts and pre-assigned groups)

Assessment Discussion, journal entries

Day 10
Topic Reader’s Theater

Standard RI.2.3, RI.2.5, RI.2.7, SL.2.4, 2.LS.4.1, W.2.7

Integration Science and ELA

Multimedia

Literacy Caterpillar to Butterfly (Groups that have finished part one of reader’s
theater)

Grouping Whole group, small group and independent

Activity Whole group discussion review on how to write a script. Students begin part
1 of 4 of reader’s theater. Teacher conference with groups

Assessment Discussion, journal entries

Day 11
Topic Butterflies

Standard RI.2.3, RI.2.5, RI.2.7, SL.2.4, W.2.7, Cn11.2.2b , Cr3.1.2.b

Integration Science and ELA

Multimedia
Literacy Goodbye Butterfly by Tricia Culligan
https://sn56.scholastic.com/issues/2018-19/040819/goodbye-butterflies.html

Grouping Whole Group, partners and independent

Activity Students read article independently for 15 and answer close reading
questions. Students create 2-3 questions ground on text information in
preparation for stump the student. Students will continue to work on
reader’s theater on parts 2 of 4.
*Students continue to make daily observations of chrysalis.*

Assessment Question discussions, reader’s theater progress

Day 12
Topic Comparing Butterflies and Moths

Standard RI.2.3, RI.2.5, RI.2.7, SL.2.4, W.2.7, Cn11.2.2b , Cr3.1.2.b

Integration Science and ELA

Multimedia

Literacy Butterflies and Moths, Nic Bishop (Whole Group)

Grouping Whole Group, partners and independent

Activity Read aloud book. Add to KWL chart. Teacher group conference on reader’s
theater script. Students will continue to work on reader’s theater on parts 3
of 4.
*Students continue to make daily observations of chrysalis.*

Assessment Discussion, reader’s theater

Day 13
Topic Jigsaw

Standard RI.2.3, RI.2.5, RI.2.7, SL.2.4, W.2.7

Integration Science and ELA

Multimedia

Literacy Various articles

Grouping Whole Group, partners

Activity Groups of 3 maneuver through the room reading about topics on butterflies
and caterpillars. They capture what they think is the most important detail.
Afterwards, the same groups are assigned a particular topic that they will
present to the class in 4-5 sentences. Students will complete part 4 out 4 of
their reader’s theater.
*Students continue to make daily observations of chrysalis.*

Assessment Notes and presentation

Day 14
Topic Wrap Up

Standard RI.2.3, RI.2.5, RI.2.7, SL.2.4, 2.MD.10, W.2.7, Cn11.2.2b , Cr3.1.2.b

Integration Theater, Math and ELA

Multimedia EPIC online

Literacy EPIC online reading of Butterflies and Moths, by Julie Lundgren

(Independent reading)

Grouping Whole Group, small groups and independent

Activity Read EPIC online. Add to Inquiry chart in student journal. Whole group final
graphing of chrysalis to butterfly as students record in their journals.
Tableau - groups of students perform their interpretation of the butterfly life
cycle. Construct 5-6 sentences on their butterfly stage. remaining 15
minutes students will practice their reader’s theater.
*Students continue to make daily observations of chrysalis.*

Assessment Independent Inquiry chart, final graph of chrysalis to butterfly

Tableau performance, Butterfly writing stage draft

Day 15 (Butterflies)
Topic Culmination

Standard RI.2.3, RI.2.5, RI.2.7, SL.2.4, W.2.7, 2.LS.4.1, Cn11.2.2b , Cr3.1.2.b

Integration Theater, Science, Math and ELA

Multimedia

Literacy Reader’s Theater performances

Grouping Whole Group, small group and independent

Activity Butterfly release party, reader's theater performance, butterfly stage writing

Assessment Reader’s theater, publish production of butterfly stage writing

 Appendix A

Strategy: KWL Chart - starts students thinking about what they Know about a topic, what they
Want to know, and what they have Learned in the end. This note-taking device guides students
through a three-step process to activate background knowledge, develop a purpose for learning,
and summarize.
Rationale: I chose this organizer because it allowed me to get a sense of my student’s prior
knowledge and what they were interested in learning about the butterfly life cycle. It gave us the
opportunity to record our new knowledge.

Strategy: Inquiry Chart - is a strategy that enables students to gather information about a topic
from several sources. Questions are generated by teacher and students.
Rationale: I chose this organizer to support students’ critical thinking skills and boost
comprehension skills. Unlike the KWL chart, this organizer allowed students to reference their
response to questions with text evidence and was conducted independently.

Strategy: Jigsaw - Jigsaw activity helps students build comprehension through cooperative
learning opportunity. Students are in groups , whereby each member was responsible for being
an “expert” on one section of the assigned material and then “teaching” it to other members of
the class.
Rationale: I chose to use this strategy as a culminating activity so that students could present
their learning to each other through division of labor.

Strategy: Concept/Vocabulary Sort- A Concept Sort is a vocabulary and comprehension

strategy used with students to introduce new topics and/or familiarize students with new
vocabulary.
Rationale: I chose this strategy as it is a great way to introduce terminology ahead of instruction
so that students are not struggling to understand them while we are reading.

Strategy: Tableau - Is a strategy in which students create a still picture, without talking, to
capture and communicate the meaning of a concept.
Rationale: I chose this strategy because students must truly understand the meaning of a
concept or idea in order to communicate it using physical poses, gestures, and facial
expressions rather than words. This collaborative strategy is appealing to kinesthetic learners
and allows all students to be creative while strengthening their comprehension of a concept.

Strategy: Reader’s Theater - Is a strategy that is used to develop oral reading fluency.
Rationale: I chose this strategy because it allows students to read aloud with expression and
builds confidence for my students who are a bit hesitant to read aloud.

Strategy: Think-Pair-Share - Students work together to solve a problem or answer a question.

Rationale: I chose this strategy to guide students focus on the text in order to give them a better
understanding of the text.

Strategy: Partner Share - discussion among partners

Rationale: Allows students to share with each other more comfortably before sharing with the
class.

Strategy: Guiding Questions - are questions that are either written or spoken while they are
working on a task.
Rationale: I chose this strategy because it prompts student’s previous knowledge, focus on the
most important issues, and help them see connections.
Appendix B
Inquiry chart
Vocabulary Sort

Caterpillar Diagram Butterfly Diagram

Data and Graph
Jigsaw