• Science

• (13)(C): Observe and record life cycles of animals such as a chicken, frog, or butterfly.

• ELA

• (7)(A) discuss topics and determine the basic theme using text evidence with adult assistance

• Math

• (6)(A) identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles

(6)(F) respond using newly acquired vocabulary as appropriate.

Topis:

• Life cycle of a butterfly

• Life cycle of a plant

• Life cycle of a Insect

(13)(C) identify and record the changes from seed, seedling, plant, flower, and fruit in a simple plant life cycle;

Rotation: Students choose centers during child directed time; teachers guide with gentle prompts if necessary.

PreK Guidelines Examples:

• Science: "Observes and discusses living things."

• Dramatic Play: "Engages in imaginative play using props."

Activity:
“B is for Butterfly” – Students trace the uppercase and lowercase letter B and create a butterfly using craft materials shaped like the letter B.

Guideline: Recognizes and writes letters.

Aligned TEKS:

• (2)(d)(v)identifying all uppercase and lowercase letters

Math (Math Center)

Activity:
Butterfly Symmetry Painting – Students paint one wing of a butterfly, fold the paper, and observe symmetrical designs.

Guideline: Recognizes patterns and relationships.

Aligned TEKS:

(4)(c)Students identify characteristics of objects that can be measured and directly compare objects according to these measurable attributes.

(6)(F) create two-dimensional shapes using a variety of materials and drawings

Science (Exploration Center)

Activity:
Sorting Life Cycle Cards – Students sequence and label the stages of the butterfly life cycle: egg, caterpillar, chrysalis, butterfly.

Guideline: Demonstrates understanding of life cycles.

Aligned TEKS:

• (1)(E) Organisms and environments. All living organisms satisfy basic needs through interactions with nonliving things and living organisms, and they have structures and functions that help them survive within their environments. Students investigate the life cycle of plants and identify likenesses between parents and young.

• (13)(C) identify and record the changes from seed, seedling, plant, flower, and fruit in a simple plant life cycle;

🌞 Monday
Morning Message:
Good morning!Today we will learn about butterflies. Butterflies start life as tiny eggs. How cool is that?
Question of the Day:
What do you think is inside a butterfly egg?

🌞 Tuesday
Morning Message:
Hello friends! After the egg, a caterpillar hatches. The caterpillar eats a lot so it can grow big and strong.
Question of the Day:
What would you eat if you were a hungry caterpillar?

🌞 Wednesday
Morning Message:
Good morning! After eating and growing, the caterpillar makes a cozy chrysalis it's like a little home. This is called the pupa stage.
Question of the Day:
What do you think happens inside the chrysalis?

🌞 Thursday
Morning Message:
Good morning everyone! Something almost magical happens in the chrysalis. A butterfly comes out and the butterfly has beautiful wings.
Question of the Day:
What colors would you like your butterfly’s wings to be?

🌞 Friday
Morning Message:
Happy Friday guys! So a butterfly lays eggs, and the life cycle begins again. Butterflies help flowers grow by moving pollen.
Question of the Day:
Why do you think butterflies are important?

Preparation Activities

1. Reading Books and Watching Videos about Butterfly Gardens

   • TEKS

     • (9)(A) discuss with adult assistance the author's purpose for writing text;

     • (5)(E) make connections to personal experiences, ideas in other texts, and society with adult assistance

   • Explanation: Engaging with resources helps students connect new information about butterflies to their background knowledge and experiences.

2. Discussing Expected Behaviors: Staying on Paths, Not Touching Butterflies

   • TEKS Alignment:

     • (1)(D) work collaboratively with others by following agreed-upon rules for discussion, including taking turns

   • Explanation: Talk about appropriate behaviors prepares students to understand and follow rules during the field trip.

3. Creating “Field Trip Journals” to Draw Butterflies They See

   • TEKS Alignment:

     • (10)(A) plan by generating ideas for writing through class discussions and drawings;

     • (B) develop drafts in oral, pictorial, or written form by organizing ideas;

     • (C) revise drafts by adding details in pictures or words

   • Explanation: Students will write down their observations and experiences through writing and art.

Social-Emotional Focus

1. Managing Excitement and Practicing Patience

   • SEL Competency: Self-Management

   • TEKS Alignment:

     • (12)(C) identify personal impulses and emotions with teacher guidance

2. Developing Empathy and Care for Living Things

   Social Awareness

   • TEKS Alignment:

     • (12)(B) demonstrate respect for differences and similarities in abilities of self and others

   • Explanation: Observing butterflies gives them empathy and respect for living organisms, reinforcing scientific observation skills.