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For our reading activity we will be reading the book The Very Hungry Caterpillar. Our goal in reading this book is to observe the life cycle of a butterfly and discuss what butterflies do and do not eat.

Before we read the book, let’s talk about butterflies as a class to see what we know:

What do you think butterflies eat?

What do you know about the life cycle of a butterfly? Can anyone name parts of it?

Do we know where butterflies live?

Can anyone name a specific butterfly?

We will read this book together as a class first and you will all have a copy of the book to follow along. While reading, we can all take turns reading a sentence. If you are struggling, do not be afraid to ask a fellow classmate or me (your teacher) for help.

After reading together we will discuss more of what we know about butterflies and compare the book to the real world facts.

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To end our butterfly life cycle unit, we are going to be doing a fun project where you can choose either a butterfly model or a tri-fold poster. With both projects, the student will need to have at least 6 facts about the butterfly life cycle, show competent writing mechanics, have lots of creativity, and last but not least, show knowledge of their topic.

If a student chooses to do a model of a butterfly, they will need to have the parts labeled for easy viewing and facts to support the project. The facts can be displayed however they see most creative on the model.

If a student chooses to do the tri-fold poster, they will need to have the above requirements displayed on their poster board.

Students will be assessed using a rubric created by the teacher on their ability to follow directions, knowledge of their butterfly unit, writing mechanics, and creativity.

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Students will choose one of the following butterflies from the list below for their project.

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For our writing activity, you will each be picking a butterfly from the choice board segment and researching it and answering the following questions in a short paragraph. Research is done independently, but if there are any questions, feel free to ask.
Students are required to save links of what they used to research their butterfly in a document on their Chromebooks and show the teacher.

Questions to answer:

1. What is the butterfly called?

2. Where is it from?

3. What does the butterfly eat?

4. What colour is it?

5. An interesting fact about it.

This writing activity ties into the previous reading one we did where we read the Very Hungry Caterpillar and talked about what we think caterpillars actually eat.

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For words the student is struggling with, make flashcards or vocabulary lists in the home language and in English. If possible, include pictures to help give the students visuals to tie to the words.

Ex. “Butterfly / پَرْوْانِه” (Transcription of Persian: parvâneh) or “Black / Noir”

Students who are ESL/ELL are encouraged to do as much of the assignment as they can in English. It is alright if the  student has some sentences in English and some in their home language, an example of this would be if the student writes the answer for “What is the butterfly’s name” in English, but answers the question about what colour it is in their home language.
Ex. “The butterfly is called a Monarch Butterfly” / “Le papillon est orange et noir.” (Translation from French: “The butterfly is orange and black.”)

They are allowed to do the assignment in their home language if they are struggling and will work with their teacher or ESL/ELL coordinator to translate it into English.

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Once students have picked their butterfly they are going to research from the choice board, they will be observed by the teacher to be sure they are on track and researching the butterflies appropriately. This includes finding information, taking notes, saving the links to the information in a master document and using this information to address the assigned questions for the project.

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Informal Assessment 2: Student - Teacher meeting

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Informal Assessment 2: Student - Teacher meeting

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In a one-on-one meeting between student and teacher, they will check in with each other to make sure the student is understanding what they are required to do in their research - This will gauge the students comprehension of the assignment and speaking/listening skills. This is also an opportunity for the teacher to double check the student’s research process and vet the information and sources gathered by the students.

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Reading Standards:
CC.2.RL.KI1 - Key details and Ideas: 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CC.2.RL.CS5 - Crafting and Structure: Craft and Structure: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

CC.2.RI.IK9 -  Integration of Knowledge and Ideas: Compare and contrast the most important points presented by two texts on the same topic.

Writing Standards:
CC.2.RI.KI1 - Key Ideas and Details: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CC.2.RI.KI3 - Key Ideas and Details: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

CC.2.W.TP2 - Text Types and Purposes: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
CC.2.W.RK.8 - Research to Build and Present Knowledge: Recall information from experiences or gather information from provided sources to answer a question.

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For our science lesson, students and I will begin by making KWL anchor chart on butterflies. We will start by filling in the K portion on the chart with what we already know about butterflies. Next, we will fill in the W portion with what we want to know.
Next, as a class we will begin by reading the National Geographic for Kids on Butterflies. The students and I will do a "cold read" of the text first and then after, we will stop and ask begin our "noticings" of the text. Looking at the text features.
As we finish up the lesson, students will be given a "exit ticket" where they must write 1 thing they learned from our text on butterflies.

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In Social Studies, the students and I will be talking about Geography and where the butterflies go when it gets too cold for them to survive up here.
Students will begin by reading in the National Geographics for Kids Butterfly book. As a class, we will find where butterflies go to live (migrate) when it becomes cold outside. I will pull up a map on Google Earth and we will map out the butterflies travel from our location to Mexico. We will expand more on the climate and why the butterflies would prefer the warm weather in Mexico to our chilly fall/winter months.
The class will end with a poem on butterflies to help tie in reading to our lesson. Our next lesson will continue with maps and the change in climate between the northern hemisphere and the southern hemisphere.

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This week we are going to be learning about butterflies. This includes what butterflies are, their life cycle, where they live and what they eat.

We will be reading the book The Very Hungry Caterpillar and talk about what we know about butterflies. That then will tie into a writing assignment about a specific butterfly of your choosing. You will be able to read more about these two tasks in the “Lesson Plan Instruction” section. If you get confused, you can ask a classmate or me to explain part of the instructions.

In Science, the class will begin the introduction to life cycles by talking about Butterflies and their life cycle. As a class, we will start a KWL anchor chart. We will read a non-fiction book on Butterflies and talk about what we learned during our cold read of the book.

In Social Studies, we will begin our unit on Geography by using maps and tracking the Butterflies journey from the North Country to Mexico where they go to stay once it gets cold up here. We will talk about their migration path and why they choose the warmer climate.

Butterfly week will wrap up with a project about the life cycle of a butterfly.
I hope you have fun with these lessons! :)

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Science:

1-LS1-1 Use materials to design a solution to a human problem b mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but hot exactly like, their parents

Social Studies:

SS:GE:2:1.1: Identify the characteristics and purposes of globes and maps. (Themes: C: People, Places and Environment, F: Global Transformation)

SS:GE:2:1.2: Introduce spatial information on maps and other geographic representations, e.g., map key, compass rose. (Themes: C: People, Places and Environment)

SS:GE:2:1.3: Identify major physical and human features in the United States and on Earth, e.g., cities, oceans, or continents. (Themes: C: People, Places and Environment, G: Science, Technology, and Society)