A Butterfly Is Patient

A Butterfly Is Patient
Science Lesson Plan

Submitted To: D. Diller Submitted By: Chelsea Miles Student Number: 120351 February 2013
Science Lesson/Topic Plan Grade: Two Science Cluster: One Growth and Changes in Animals Title/Author of Book/ ISBN Number : A Butterfly is Patient
by Diana Hutts, ISBN: 978-0-8118-6479-4
Learning Outcomes:
2-1-14: Describe changes in the appearance and activity of various animals/insects as they go through a complete life cycle. 2-0-5a: Make, with guidance, observations that are relevant to a specific question 2-0-7d: Connect new experiences, ideas and information with prior knowledge and experiences
Flexible Groupings: Students will work in pairs when determining

which baked good corresponds with which life cycle stage. They will work individually when creating their butterfly life cycle diagrams. Some adaptations in the amount of work may have to be made for some students (some students may need assistance throughout the activity).
Connection to Prior Lesson: Students have acquired a general

understanding of the life cycles of both animals and insects (ex. mealworms).
Activating Strategies: The teacher will dress in a butterfly sweater

with butterfly earrings and/or accessories. A soft recording of spring/summer sound effects will play in the background to set a spring/summer environment mood. An excellent recording can be found at this link, The Sounds of Spring: http://www.youtube.com/watch?v=NU9RO_v52e4. The teacher will ask the students what time of the year they hear these sounds and what the different kinds of insects and animals are that come out during this time. When students acknowledge that the recording is of spring/summer sounds and that butterflies are seen during this season, the teacher will explain to the students that todays class is
going to be about butterflies. She/he will discuss how they are going to read a book about all the different kinds of butterflies from the many different regions of the world. The book is called A Butterfly is Patient by Diana Hutts. A butterfly collection will then be shown containing some of the butterflies from the book and passed around for students to observe and feel. Pre-reading questions will then be asked to engage and develop active student thinking. The teacher will ask the students if a butterfly is an animal or an insect. When the students acknowledge that a butterfly is an insect, the teacher will then revisit the prior discussion on life cycles by asking the students to recall what an insect life cycle entails. The teacher will then show the cover of the book to the students. Once the teacher has introduced the book, the teacher will then put pictures of the different stages of a butterfly life cycle on the whiteboard but not in the correct order. The teacher will explain that the students are to listen closely throughout the story in order to know what order the pictures should go in and that they will need to help the teacher put them in order once the teacher is finished reading the story. Also, the teacher will ask the children what the term patient means and discuss this. Why do you think a butterfly would have to be patient? The teacher will ask this question both before to get predictions about the story as well as after to consolidate learning.
Acquiring Strategies: The teacher then reads aloud, A Butterfly is

Patient by Diana Hutts. Students are to use their listening skills to keep note of the order of the stages of the butterfly life cycle. Once the book is finished, students will engage in a class discussion, helping the teacher rotate the pictures into the correct order of the life cycle.
Applying Strategies: *Check for allergies* Students will take part in

a butterfly life cycle activity. Working in predetermined pairs, students will be given a variety of baked goods (donut holes, croissants, large stick pretzels and bagels cut in half and joined together with cream cheese (shown below)). Working in pairs, students are to determine which baked good best coincides with which stage of the life cycle. They are then to record their reasons for their choice individually in their personal journals, as well as describing the life cycle of a butterfly. Each student will then create their own life cycle diagram. They will take a piece of bristle board that is pre-divided into four sections labelled one to four. Students will then place the baked good that represents each stage in the correct order in the labelled boxes. When finished and checked by the teacher, the students will then be able to eat their baked life cycle stages. Students should wash their
hands thoroughly before this activity. At the end of the lesson, to consolidate learning, students will learn and sing The Butterfly Song (lyrics are shown below).
Assessment Procedures: The teacher will look at each student's

life cycle of a butterfly activity to see if they understand the concept. The teacher will also observe the students when they sing the song. The students will be assessed mainly through observation while the discussions and life cycle activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, making educated guesses as well as completing the tasks to the best of the students ability. Evidence of learning will also be found in the students daily journal. These journals will also be assessed along with the life cycle activity.
Learning Resources: The materials used in this lesson will include the
Book: A Butterfly is Patient, a butterfly collection, croissants, bagels, donut holes, large stick pretzels, cream cheese, a laptop computer, speakers, bristle boards and black felt markers for drawing the squares on the bristle board.
Different Ways of Learning:

Word Smart: Students will be reading, writing down particular responses and discussing with classmates during this lesson.
Logic/Math Smart: Students will be sorting different baked goods to match certain stages of the butterfly life cycle.
Art/Space Smart: Students will observe pictures of different stages of the butterfly life cycle and create their own life cycle with the materials provided.
Music Smart: Students will listen to spring/summer sounds played at the beginning of class. At the end of the lesson and after the students have completed their life cycle, the teacher will teach the students The Butterfly Song (lyrics provided). As the students are singing the song, they can point to the different pictures or to their own life cycle diagram stages during the appropriate parts of the song. Body Smart: This lesson involves many hands on activities including holding and feeling the butterflies when passing around the butterfly collection as well as creating their own butterfly life cycle from a variety of baked goods.
Nature Smart: Students will be classifying content dealing with the natural world and phenomena. The activities in this lesson plan are related to the natural world (butterflies, etc.).
People Smart: Students will be interacting with other classmates when discussing which baked goods correspond to which stage of the butterfly life cycle as well as through discussions.
Self Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will individually record their reasons for picking which baked goods correspond to which stage of the life cycle as well as explain the life cycle of a butterfly in their personal Journal.
Extensions: As an extension I would set up an observation station backdrop

with the object being a Butterfly Kit. This kit includes 33 larvae inside cups, teaching guide, brush, adult nutrient, feeding tray, & instructions. These items will be inside one Hanging Flight Cage ((12 in. x 3 ft., zippered opening) that holds 40 butterflies. In about three weeks, the students would be able to view firsthand the complete life cycle of a butterfly. This activity would be done in the spring so the butterflies would be able to be released upon completion of the unit. This timing would also coincide with the natural life cycle of a butterfly.
Connections:
Science: Life Science Math: sorting baked goods into corresponding life cycle stages English Language Arts: reading, writing, viewing, representing and discussions Art: creating diagrams
Sources:
Kindergarten to Grade 4 Science Curriculum: Foundations for Implementation Sounds of Spring: http://www.youtube.com/watch?v=NU9RO_v52e4 The Butterfly Song: http://www.canteach.ca/elementary/songspoems26.html Sandy Margetts and Darlene Diller For Extension: http://www.butterflykits.ca/Caterpillar_Order_Form_2013.pdf
The Butterfly Song (To the tune of "Up on the Housetop") First comes a butterfly and lays an egg, Out comes a caterpillar with many legs, Oh see the caterpillar spin and spin, A little chrysalis to sleep in. Oh, oh, oh wait and see, Oh, oh, oh wait and see, Out of the chrysalis, my oh my, Out comes a pretty butterfly.

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A Butterfly Is Patient

Science Lesson Plan

Flexible Groupings: Students will work in pairs when determining

Connection to Prior Lesson: Students have acquired a general

Activating Strategies: The teacher will dress in a butterfly sweater

Acquiring Strategies: The teacher then reads aloud, A Butterfly is

Applying Strategies: Check for allergies Students will take part in

Assessment Procedures: The teacher will look at each student's

Different Ways of Learning:

Extensions: As an extension I would set up an observation station backdrop

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