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					*Butterf ly Unit
Unit Author
First and Last Name                    Rachel Roth (AISD)

Unit Overview
Curriculum-Framing Questions
                                      What is a life cycle?
      Essential Question
                                      Why is it important to know about life cycles?
                                      What are the four stages of the life cycle of the butterfly?
                                      What does it take for a butterfly to survive?
      Unit Questions
                                      Can you name the important body parts of a caterpillar?
                                      How many days does each stage in the life cycle take?
                                      What does migration mean?
      Content Questions
                                      Can you visualize how it would be like to live like a caterpillar and go through the rest of the stages in the butterfly cycle?
Unit Title                            Butterflies, Butterflies Everywhere!
Unit Summary
The unit primarily addresses the science concept of the life cycle of the butterfly. Science is the main subject area featured, but there are many subject areas that have
been integrated into the unit such as Social Studies, Math, Language Arts, Technology, Health, and Art. The students will be learning about the cycle itself, which has
four stages (the egg, caterpillar, chrysalis, and butterfly). This concept will be repeated throughout the unit in several ways. They will also be learning about the body
parts of the caterpillar, what type of things caterpillars need to survive in the classroom and in nature, and migration routes of the type of caterpillar they will be
observing in their classroom from their science kits. These activities will help the students understand the concept of the butterfly cycle, and to also answer the
Essential and Unit Questions being asked of them.
Subject Area(s) (List all subjects that apply)
The subjects that my Unit targets are Science, Social Studies, Math, Language Arts, Technology, Health, and Art.
Grade Level [Click box(es) of all grade level(s) that your Unit targets]
   K-2                                           6-8                                        Gifted and Talented                         ESL
   3-5                                           9-12                                       Resource                                    Other:
Approximate Time Needed
This unit should last about a month because of the growth process of the caterpillars. It also depends on what stage the caterpillars are in when they are sent to the
school. The unit is designed to be used as a science unit with lessons that weigh greater in certain subject areas.
Prerequisite Skills
Activity Alignment
      Content Standards/        Student Objectives/
                                                                  Procedures             Activity Management           Resource Integration     Student Assessment
     Technology Standards       Learning Outcomes



 In order to begin this unit, students must have some kind of idea about what caterpillars do and look like, and what butterflies do and look like. From here, the
 teacher will make connections to other life cycles, such as our own, in order for the students to grasp the concept of a life cycle.




                                                          University of Houston, College of Education Page 2 of 11
                                                 *Modified with permission from Intel Teach to the Future Unit Plan Template.
Activity Alignment
      Content Standards/               Student Objectives/
                                                                           Procedures                 Activity Management               Resource Integration               Student Assessment
     Technology Standards              Learning Outcomes
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1.   Math                           Math                            Introducing the Life Cycle of   Students will start the lesson    The teacher will draw the life    The teacher will have
                                                                      the Butterfly lesson: See     in whole group, with the          cycle of the butterfly with       students share their clay
     (1)Number, operation,          (A)identify the mathematics
                                                                       attached lesson plan for     teacher showing the students      labels and the amount of          butterfly model to their table
     and quantitative               in everyday situations;
                                                                             procedures             the human life cycle which        days it takes for each stage to   mates after they are finished
     reasoning. The student         (A) explain and record                                          she has drawn in four stages.     development on a                  creating them as a closure.
     understands how place          observations using objects,                                     The students are to figure out    transparency or on chart          This is how the teacher can
     value is used to represent     words, pictures, numbers,                                       what the pictures represent       paper (which ever the teacher     check for completion.
     whole numbers. The             and technology                                                  before discussing the topic of    prefers).
     student is expected to use                                                                     the lesson.                                                         The teacher will also have
     concrete models to             Science                                                                                           The teacher will record the       students come to the floor at
     represent, compare, and        (B) measure and compare                                                                           responses of the students on      the end of the lesson and
     order whole numbers            organisms and objects and                                       Still in whole group, the         the overhead from the Focus       discuss with a partner two
     (through 999), read the        parts of organisms and                                          teacher will go over the four     pertaining to the human life      things they have learned
     numbers, and record the        objects, using standard and                                     stages of the butterfly cycle     cycle.                            about the butterfly cycle
     comparisons using              non-standard units.                                             before having the students go                                       during the lesson. The
     numbers and symbols (>,                                                                        back to their tables for their    The teacher will model how        teacher should listen to their
     <, =).                         Language Arts                                                   independent practice of           to make the butterfly cycle       responses to check for
                                                                                                    completing a calendar,            using clay for the students       understanding and on-task
                                    (A)discuss meanings of
     (12) Underlying processes                                                                      showing the amount of days        before they begin using it on
                                    words and develop                                                                                                                   behavior.
     and mathematical tools.                                                                        that are in each stage, and       their own on their own.
                                    vocabulary through
     The student applies Grade                                                                      also creating a clay model of
                                    meaningful/concrete
     2 mathematics to solve                                                                         the cycle and then labeling it.
                                    experiences (K-2);
     problems connected to
                                                                                                    Mod: If students need help,
     everyday experiences and       (B) write to discover,
                                                                                                    they can work in partners.
     activities in and outside of   develop, and refine ideas (1-
     school. The student is         3);
     expected to:
                                    Social Studies
     (13) Underlying processes
                                    (D) describe and measure
     and mathematical tools.
                                    calendar time by days,
     The student
                                    weeks, months, and years.
     communicates about
     Grade 2 mathematics            Technology
     using informal language.
                                    (A) acquire information
     The student is expected
                                    including text, audio, video,
     to:
                                    and graphics
     Science
     (4) Scientific processes.
     The student uses age-

                                                                   University of Houston, College of Education Page 3 of 11
                                                          *Modified with permission from Intel Teach to the Future Unit Plan Template.
Activity Alignment
      Content Standards/           Student Objectives/
                                                                   Procedures             Activity Management           Resource Integration   Student Assessment
     Technology Standards          Learning Outcomes


     appropriate tools and
     models to verify that
     organisms and objects
     and parts of organisms
     and objects can be
     observed, described, and
     measured. The student is
     expected to:
     Language Arts
     (8) Reading/vocabulary
     development. The student
     develops an extensive
     vocabulary. The student is
     expected to:
     (14) Writing/purposes.
     The student writes for a
     variety of audiences and
     purposes, and in various
     forms. The student is
     expected to:
     Social Studies
     (2) History. The student
     understands the concepts
     of time and chronology.
     The student is expected
     to:
     Technology
     (5) Information
     acquisition. The student
     acquires electronic
     information in a variety of
     formats, with appropriate
     supervision. The student
     is expected to:




                                                           University of Houston, College of Education Page 4 of 11
                                                  *Modified with permission from Intel Teach to the Future Unit Plan Template.
Activity Alignment
      Content Standards/             Student Objectives/
                                                                          Procedures                Activity Management              Resource Integration               Student Assessment
     Technology Standards            Learning Outcomes



2.   Art                          Art                             Before They Were                Students will start in whole     The teacher will use two          The students will be
                                                                  Butterflies: A Lesson on        group for the Focus. The         websites that will be             questioned about the
                                                                  Caterpillar Parts lesson: See   students will be able to see     connected to the TV in order      caterpillar body parts to
     (2)Creative                  (A) express ideas and           attached lesson plan for        detailed, close up pictures      for the students to see what      check for understanding. As
     expression/performance.      feelings in artworks, using a   procedures                      taken of the four stages of      the caterpillar parts look like   a recap, the class will look at
     The student expresses        variety of colors, forms, and                                   the Painted Lady Butterfly’s     close up on a real caterpillar,   the photographs again from
     ideas through original       lines;                                                          life cycle from the internet,    and on a diagram. The             the website, and also the
     artworks, using a variety                                                                    which will be connected to       students will be creating a       diagram as whole group.
                                  Science
     of media with appropriate                                                                    the TV so the class can easily   caterpillar model to show the
                                  (D) observe and record the                                      view and discuss what they       body parts that they will be      As an assessment, the
     skill. The student is
                                  functions of animal parts.                                      are seeing as a class.           discussing in class. The          students will be asked to
     expected to:
                                                                                                                                   students will have to label       come to the floor for whole
     Science                      Language Arts                                                   Guided Practice is also done                                       group. They will have a
                                                                                                                                   the parts as well. The
                                  (A) discuss meanings of                                         in whole group. The teacher      materials that they will be       chance to talk to a partner
     (6) Science concepts. The
                                  words and develop                                               will introduce the caterpillar   using are egg cartons for the     about their favorite
     student knows that
                                  vocabulary through                                              parts to the students by using   body, colored pipe cleaners       caterpillar body part and
     systems have parts and
                                  meaningful/concrete                                             a diagram from an internet       for the different kinds of        why.
     are composed of
                                  experiences (K-2);                                              site, and then going over the    legs, markers, and googly
     organisms and objects.
                                                                                                  terms the will be learning.      eyes.
     The student is expected
                                                                                                  The teacher will also be
     to:
                                                                                                  modeling how the students
     Language Arts                                                                                will be making a caterpillar
     (8) Reading/vocabulary                                                                       model during Guided
     development. The student                                                                     Practice so she can show the
     develops an extensive                                                                        whole class how to make it
     vocabulary. The student is                                                                   step by step before they
     expected to:                                                                                 make their own model for
                                                                                                  Independent Practice, which
                                                                                                  will be done individually at
                                                                                                  their tables.
                                                                                                  Mods: not all students need
                                                                                                  to label. Some students may
                                                                                                  come up to the teacher and
                                                                                                  orally tell the teacher the
                                                                                                  parts of the caterpillar by
                                                                                                  pointing them out on their
                                                                                                  model.
                                                                                                  Ext: label and also orally
                                                                                                  describe to teacher what the


                                                                 University of Houston, College of Education Page 5 of 11
                                                        *Modified with permission from Intel Teach to the Future Unit Plan Template.
Activity Alignment
      Content Standards/             Student Objectives/
                                                                           Procedures                Activity Management              Resource Integration             Student Assessment
     Technology Standards            Learning Outcomes


                                                                                                   parts do.



3.   Language Arts                Language Arts                    Caterpillar Open-Mind           The students will start in       Caterpillar puppet is used      Students will be back in
                                                                   Portrait lesson: See attached   whole group for the Focus.       during Guided Practice to let   whole group at the end of the
     (9)                          (A)use prior knowledge to
                                                                   lesson plan for procedures      The teacher will have the        students generate ideas about   lesson for Closure and
     Reading/comprehension.       anticipate meaning and make
                                                                                                   students on the floor and ask    what they think a caterpillar   Assessment. The students
     The student uses a variety   sense of texts (K-3);
                                                                                                   them what they thought in        might be thinking about in      will share with a partner two
     of strategies to             (E) draw and discuss visual                                      their minds when they let        her mind.                       things they thought a
     comprehend selections        images based on text                                             their butterflies go. This is                                    caterpillar would be thinking
     read aloud and selections    descriptions (1-3);                                              inquiry into previous            Chart paper was used to         about.
     read independently. The                                                                       knowledge and thoughts.          record student answers.
     student is expected to:      (I) represent text information                                                                                                    For Assessment, the teacher
                                  in different ways, including                                                                                                      would observe by listening to
     Science                      story maps, graphs, and                                          For Guided Practice, keep in                                     the students’ responses. The
     (2) Scientific processes.    charts (2-3).                                                    whole group. This is where                                       teacher would also float
     The student develops         Science                                                          the teacher will introduce the                                   around the room during
     abilities necessary to do                                                                     concept of the Caterpillar                                       Independent Practice to
     scientific inquiry in the    (E) construct reasonable                                         Open-mind Portrait. First, by                                    assess students working on
     field and the classroom.     explanations and draw                                            using her friend Cathy the                                       their portraits. (Objective of
     The student is expected      conclusions using                                                Caterpillar puppet, in order                                     portrait: student should
     to:                          information and prior                                            for the students to generate                                     illustrate the butterfly cycle.
                                  knowledge                                                        ideas about what a caterpillar                                   This is what the caterpillar
                                                                                                   might be thinking.                                               should be thinking about. Ex.
                                                                                                                                                                    Laying eggs on a leaf, eating
                                                                                                    The students will transform                                     leaves, building a pupa shell,
                                                                                                   into a caterpillar in order to                                   becoming a butterfly)
                                                                                                   make their own portrait for
                                                                                                   Independent Practice, using
                                                                                                   the technique, visualization.
                                                                                                   Independent Practice will be
                                                                                                   done at their tables
                                                                                                   individually.
                                                                                                   Mod: work with a partner
                                                                                                   Ext: write 3 sentences
                                                                                                   describing why they
                                                                                                   illustrated their portrait the
                                                                                                   way they did.



                                                                 University of Houston, College of Education Page 6 of 11
                                                        *Modified with permission from Intel Teach to the Future Unit Plan Template.
Activity Alignment
      Content Standards/             Student Objectives/
                                                                          Procedures               Activity Management               Resource Integration              Student Assessment
     Technology Standards            Learning Outcomes



4.   Science                      Science                         Caterpillar Café lesson: See   The lesson will start in whole    TV, computer hook-up to          For the Closure, students will
                                                                  attached lesson plan for       group on the floor. The           display the food pyramid to      be in whole group to discuss
     (2) Scientific processes.    (D) gather information using
                                                                  procedures                     teacher will hold up one their    show students the food           in partners foods that were
     The student develops         simple equipment and tools
                                                                                                 caterpillars for the students     groups and the types of          healthy and not healthy for
     abilities necessary to do    to extend the senses;
                                                                                                 to observe, and then the          healthy foods should go on       the caterpillar in the story,
     scientific inquiry in the    (E) construct reasonable                                       teacher will use a butterfly      the menus.                       and also some of the items
     field and the classroom.     explanations and draw                                          cycle replica to inquire                                           they chose to put on their
     The student is expected      conclusions using                                              previously learned                Food pyramid: Guided             menus. The teacher should
     to:                          information and prior                                          knowledge about the               Practicehttp://teamnutrition.u   observe their responses and
                                  knowledge                                                      butterfly life cycle. Discuss     sda.gov/Resources/mpk_post       check for understanding, and
     Health
                                                                                                 what caterpillars eat in and      er.pdfhttp://teamnutrition.usd   on-task behavior for
     (1)Health behaviors. The     Health                                                                                           a.gov/Resources/mpk_poster.
                                                                                                 outside of the classroom, the                                      Assessment.
     student understands that     (D) identify healthy and                                       read aloud Eric Carle’s The       pdf
     personal health decisions    unhealthy food choices such                                    Very Hungry Caterpillar,
     and behaviors affect                                                                                                          Caterpillar outline that is
                                  as a healthy breakfast and                                     pointing out the kinds of
     health throughout the life                                                                                                    given to students for their
                                  snacks and fast food choices                                   food the caterpillar eats (not
     span. The student is                                                                                                          menus
                                                                                                 always healthy).
     expected to:                 Language Arts
                                                                                                 Guided Practice is in whole       The teacher will use this in
                                  (A) determine the purpose(s)                                   group. Students and teacher       the Focus: Butterfly life
     Language Arts
                                  for listening such as to get                                   will discuss and compare the      cycle replica
     (1)Listening/speaking/pur    information, to solve                                          foods the caterpillar ate in      Grocery store advertisements
     poses. The student listens   problems, and to enjoy and                                     the story to real caterpillars.   for every student to use to
     attentively and engages      appreciate (K-3)                                               The teacher will model how        cut and paste food items onto
     actively in a variety of
                                  (E) listen responsively to                                     to create the menu for the        their menus
     oral language
                                  stories and other texts read                                   very hungry caterpillar for
     experiences. The student                                                                                                      The teacher used these to
                                  aloud, including selections                                    the Independent Practice,
     is expected to:                                                                                                               model the product: 2 Model
                                  from classic and                                               which will be done
     (9)                          contemporary works (K-3);                                      independently at their tables.    posters: before and final
     Reading/comprehension.                                                                      The teacher will have a blank     product
     The student uses a variety   (A) use prior knowledge to                                     poster board that looks like
     of strategies to             anticipate meaning and make                                    their menus. The teacher will
                                  sense of texts (K-3);
     comprehend selections                                                                       also have a finished product
     read aloud and selections    Technology                                                     to show students that the
     read independently. The                                                                     teacher will go over. (Why
                                  (A) acquire information
     student is expected to:                                                                     these food choices on the
                                  including text, audio, video,
                                                                                                 menu are acceptable)
     Technology                   and graphics;
                                                                                                 Mods: work in partners if
     (5) Information                                                                             need help
     acquisition. The student
     acquires electronic                                                                         Ext: write 2-3 sentences as to
                                                                                                 why chose the foods they did

                                                                 University of Houston, College of Education Page 7 of 11
                                                        *Modified with permission from Intel Teach to the Future Unit Plan Template.
Activity Alignment
      Content Standards/              Student Objectives/
                                                                            Procedures              Activity Management             Resource Integration               Student Assessment
     Technology Standards             Learning Outcomes


     information in a variety of                                                                  for their menu.
     formats, with appropriate
     supervision. The student
     is expected to:




                                   Social Studies                                                 The lesson will begin in                                          Closure: in whole group,
5.   Social Studies                                                 Where the Butterflies Go                                      The teacher will use this         review migration, and the
                                                                    lesson: See attached lesson   whole group. The teacher        picture as the Focus:
     (5) Geography. The            (A) use symbols, find                                                                                                            reason why the butterflies
                                                                    plan for procedures           will show a picture of          Migration picture
     student uses simple           locations, and determine                                                                                                         migrated from Mexico to
                                                                                                  butterflies migrating           www.digitalcurriculum.com
     geographic tools such as      directions on maps and                                                                                                           California.
                                                                                                  displaying on the TV from
     maps, globes, and             globes; and                                                                                    The teacher and students will
                                                                                                  the computer
     photographs. The student      (B) draw maps to show                                          (digitalcurriculum.com).        use these materials to show       For Assessment, have a
     is expected to:               places and routes.                                             Teacher and students will       the migration route of the        discussion with students
                                                                                                  discuss the word migration.     Painted Lady Butterfly:           about what migration does
     (7) Geography. The            (A) describe how weather                                                                                                         for the survival of the
                                                                                                  Ask them what they think it     Map (given)
     student understands how       patterns, natural resources,                                                                                                     Painted Lady Butterfly.
                                                                                                  might mean and record           String
     physical characteristics of   seasonal patterns, and natural                                                                                                   Observe how the students
                                                                                                  responses.                      Styrofoam butterflies/ or cut-
     places and regions affect     hazards affect activities and                                                                                                    respond to the question in
                                                                                                  Guided practice is also in      outs
     people's activities and       settlement patterns;                                                                                                             order to check for
                                                                                                  whole group. The teacher        Crayons (color migrating
     settlement patterns. The                                                                                                                                       understanding of the term
                                   Science                                                        will introduce the migration    areas)
     student is expected to:                                                                                                                                        migration.
                                   (B) compare and give                                           route of the Painted Lady
     Science                                                                                      Butterfly to them by showing    www.wordcentral.com
                                   examples of the ways living
                                                                                                  the students a map and using    (Merriam-Webster for Kids)
     (9) Science concepts. The     organisms depend on each
     student knows that living     other and on their                                             props.                          I used this site to look up the
     organisms have basic          environments.                                                                                  meaning of migrate in kid-
     needs. The student is                                                                                                        friendly language.
                                   Technology                                                     Independent practice will
     expected to:
                                                                                                  have students at their tables
                                   (A) acquire information
     Technology                                                                                   showing the migration route
                                   including text, audio, video,
     (5) Information                                                                              of the Painted Lady Butterfly
                                   and graphics
     acquisition. The student                                                                     just like the teacher showed
     acquires electronic                                                                          them in Guided Practice.
     information in a variety of                                                                  They get to use similar props
     formats, with appropriate                                                                    to show the route on a map
     supervision. The student                                                                     too.

                                                                  University of Houston, College of Education Page 8 of 11
                                                         *Modified with permission from Intel Teach to the Future Unit Plan Template.
Activity Alignment
      Content Standards/    Student Objectives/
                                                            Procedures              Activity Management          Resource Integration   Student Assessment
     Technology Standards   Learning Outcomes


     is expected to:                                                              Mod: work with a partner
                                                                                  Ext: write a few sentences
                                                                                  describing how it would feel
                                                                                  to be able to fly like a
                                                                                  butterfly.




                                                    University of Houston, College of Education Page 9 of 11
                                           *Modified with permission from Intel Teach to the Future Unit Plan Template.
Unit Preparation

Technology – Hardware (Check boxes of all equipment needed)

   Camera                                         Internet Connection                               Scanner                                            Video Conferencing Equip.
   Computer(s)                                    Laser Disk                                        Television                                         Other: overhead projector
   Digital Camera                                 Printer                                           VCR
   DVD Player                                     Projection System                                 Video Camera
              The teacher may need to know how to hook up the computer to the TV output in order to display what is necessary. Help is always available at the
Details:
              school. I researched to find good pictures and diagrams to use for the unit. The overhead projector should be readily available in any classroom.


Technology – Software (Check boxes of all software needed.)

   Database/Spreadsheet                    E-mail Software                            Internet Web Browser                                             Web Page Development
   Desktop Publishing                      Encyclopedia on CD-ROM                     Multimedia                                                       Word Processing
   Educational Software                    Image Processing                           Online Software                                                  Other:
             I used www.digitalcurriculum.com, which is a site for educators, to find pictures
              http://teamnutrition.usda.gov/Resources/mpk_poster.pdfhttp://teamnutrition.usda.gov/Resources/mpk_poster.pdf, to find a kid friendly food pyramid, I went to
Details:      www.wordcentral.com which is part of Merriam-Webster for Kids to find a definition of a word, and I used Yahoo web browser to find a diagram of butterfly parts and pictures
              of the butterfly cycle. I saved all of the pictures to files, and then resized them to fit into my lessons.




Technology – Internet Resources (Check boxes of all types needed.)

   Portal Sites                                   Content Resources                                 Research Tools                                     Collaborative Project Sites
   Kid-Friendly Sites                             Experience Simulations                            Kids Publishing Sites                              Other:
              Content resources: I used www.digitalcurriculum.com, which is a site for educators, to find pictures,
              http://mamba.bio.uci.edu/~pjbryant/biodiv/lepidopt/nymph/plady.htm this site had detailed pictures of a Painted Lady Butterfly’s life cycle,
Details:      http://www.sdnhm.org/exhibit/monarca/teachers/activity-caterpillar.html this site has a diagram of a caterpillar to show the body parts. Kid-Friendly sites:
              http://teamnutrition.usda.gov/Resources/mpk_poster.pdfhttp://teamnutrition.usda.gov/Resources/mpk_poster.pdf had a kid-friendly food pyramid, and www.wordcentral.com is
              part of Merriam-Webster for Kids. I went to this site to find the meaning of migration in kid-friendly language. All of this preparation took time and consideration. I had to go to
              several sites to make sure that I was picking the right one for my lessons.


Non-Technology (Check boxes of all types needed.)


                                                             University of Houston, College of Education Page 10 of 11
                                                     *Modified with permission from Intel Teach to the Future Unit Plan Template.
   Textbooks                                 Reference Materials                         Guest speakers                            Field Trips
   Storybooks                                Supplies                                    Partner Classes                           Other:
   Lab manuals
              I went to Mahanay Elementary’s library to get the storybook The Very Hungry Caterpillar, by Eric Carle. Many of the supplies can be found at the
              school like markers, paper, chart paper, and transparencies. Other supplies I made bought for the lesson. Some materials in the lessons will need to
Details:
              be bought, like things the teacher will have to model for the children like string, Stryrofoam butterflies, and clay, if the school does not supply the
              items.

Accommodations for Differentiated Instruction
                                   There are modifications for each lesson. This may mean the student needs extra help and may need a partner, or the student
Resource Student                   may not have to do all of the work allotted for the lesson. There are also multiple ways each lesson is teaching the curriculum, in
                                   order to have every learning type’s needs met.
                                   The non-native English speaker will be able to demonstrate their capabilities during this unit due to the multiple teaching styles.
Non-Native English Speaker
                                   There are visuals for everything discussed, there are hands-on learning experiences, and peer help is always provided.
                                   There are extensions readily available for every lesson provided in this unit for Gifted Students. These students are also probably
Gifted Student                     the ones who are able to help the students in need, which also is beneficiary. I have included creative writing, and oral reports as
                                   extensions to just name a couple as examples.
                                   List student samples, student support, teacher support, and management documents that need to be created.
                                   **Student samples are attached as Word documents for the Caterpillar Café lesson and the Caterpillar Open-Mind Portrait.
                                   Teacher support and Student support: Caterpillar Café – The teacher will need to provide modeling posters of how the menu
                                   will look before and after it is complete, the teacher will make their menus, the teacher must also provide a butterfly cycle replica
                                   for the focus. Before They Were Butterflies: A Lesson On Caterpillar Parts – the teacher must provide a diagram showing
                                   the caterpillar and its parts to allow students to discuss and learn the parts, the life cycle of a butterfly photos, the teacher make
                                   caterpillar model made out of the materials given to show students what theirs can look like Where the Butterflies Go – the
Samples and Support
                                   teacher must have maps for all students, the supplies needed to show the migration route, the teacher will also present a picture
Materials Needed
                                   of what butterflies look like when they are migrating as a focus Caterpillar Open-Mind Portrait – the teacher will show the
                                   students a caterpillar puppet for the focus, the teacher will record student answers during Guided Practice Introducing the
                                   Life Cycle of the Butterfly – the teacher will need to provide calendars to each student, the teacher will model how to create
                                   the calendars on the overhead, the teacher will model how to create the life cycle model out of clay for the students, the teacher
                                   will need to create the human life cycle in four stages to show the students as the focus.
                                   Management Documents – I do not have any management documents. The assessments made during the lessons were
                                   observations, or completion. The work sample is all the teacher needs.



                                                        University of Houston, College of Education Page 11 of 11
                                                *Modified with permission from Intel Teach to the Future Unit Plan Template.

				
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