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Butterflies - CPSB

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Butterflies - CPSB Powered By Docstoc
					         Jill Elfert

    November 3, 2009

       Kindergarten

        Butterflies

      Education 420

Early Childhood Practicum II
 Section
    1
  Unit
Coherence
Unit Description:
The primary focus of this unit is to increase the understanding of butterflies and the life
cycle that they go through. The activities are designed to enable students to learn about a
butterfly, their habitat,



Focusing Generalizations/Understanding:
The students will understand what a butterfly is and the parts of their bodies using a
labeling activity sheet. The students will understand the different stages of the life cycle
of a butterfly using a sequencing activity sheet. The students will understand symmetry
by relating it the butterfly’s body. The students will understand the habitat that a butterfly
lives in by depicting what their habitat might look like. The student will be able to
identify words/pictures that begin with the letter Bb. The unit will also allow the students
to have a better understanding of all of the concepts that involve butterflies.


Guiding Questions:
   1.   Can students identify the different parts of a butterfly’s body?
   2.   Can students place the stages of the life cycle of a butterfly in order?
   3.   Can students demonstrate symmetry by creating a butterfly?
   4.   Can students identify words/pictures that begin with the letter Bb?
Grade Level Expectations:

Day 1:
        Characteristics of Organisms
Grade K
24. Compare the human body with plants and animals (LS-E-A3)


Day 2:
        Life Cycles of Organisms
Grade K
28. Observe life cycles and describe changes (e.g., humans, dogs, insects) (LS-
    E-B1)

Day 3:
        Geometry
Grade K
28. Determine if a shape has a line of symmetry by folding (G-2-E)

Day 4:
        Organisms and Their Environments
Grade K
32. Describe features of some animals that benefit them in their environments (LS-E-C1)


Day 5:
        Reading and Responding
Grade K
1.   Demonstrate understanding of phonemic awareness by doing the following:

         (ELA-1-E1)
   Section
      2
Informational
  Narratives
Class Profile:

       My kindergarten class at Nelson Elementary consists of twenty-one wonderful

children with unique personalities. There are eleven boys and 10 girls in the class. There

are six African Americans, one Asian, and the other fourteen are Caucasian. The class

ages range from five to six years old with the majority of the students being five years

old. Many of the students are not quite yet ready to read, while some have already started

reading at home. My students range from lower to middle class in their socioeconomic

distribution. There are two students who wear glasses to see. The class also contains one

inclusion student and two students with behavior problems. There is an inclusion teacher

that comes into the classroom each morning to help the inclusion student complete work.

There is also a resource teacher that pulls the inclusion student out of the classroom for

one period a day.

       I will meet the needs of all of my students in many different ways. For the

students with glasses and vision problems I will enlarge text, print, and pictures if

needed, especially in the presentation. I will also allow those students to sit closer if

needed during stories. For the students with behavior problems, I will place them in

positions where they can concentrate and stay on task. I will also repeat the rules and

expectations so that the students are aware of what they should be doing. My inclusion
students needs will be met by modifications to the directions as needed, and repeated

directions to keep them on task.
Assessment:
         Throughout this unit there will be daily evaluations. Each day there will be a

formal and an informal assessment.

Day 1:          Informal: Teacher observation of discussion of the parts of the butterfly
                during power point presentation.
                Formal: Students will complete a worksheet that has them identify the
                different parts of a butterfly.

Day 2:          Informal: Observe the students throughout the class discussion.
                Formal: Students will complete an activity sheet that has them use
                sequencing to place the pictures in order to show the life cycle of a
                butterfly.

Day 3:          Informal: Teacher observation of participation in activity that has the
                students identifying objects that have symmetry.
                Formal: Students will demonstrate symmetry through creating a butterfly
                t-shirt with paint.

Day 4:          Informal: Teacher observation of involvement in class discussion, on
                describe different habitats.
                Formal: Students will draw a picture of a butterfly’s habitat and have a
                sentence to describe their picture.

Day 5:          Informal: The students will create a butterfly using only items that begin
                with the letter Bb.
                Formal: The students will complete an activity sheet that has them circle
                objects that begin with the letter Bb.



         There will also be a pre and post test given with this unit. This is going to tell
what the students knew before the unit and what they learned from the unit. In the pre and
post test the students will identify different aspects that the lessons cover such as: circle
the letter B, circle the butterfly, and circle the number of wings a butterfly has. A unit
evaluation will be taken by using all of the worksheets completed in the lessons to create
a butterfly booklet.
Communication:

        I will be sending home a letter on the Friday before the unit begins. This letter
will explain what will happen during our unit on butterflies. It will also tell the parents
that the students will be allowed to wear their butterfly shirts on the Friday of the unit. I
will also be sending home a certificate of completion following the unit which will allow
the parents to see that their child has successfully completed the lessons.
Dear Parents and students,

      The time has arrived for our class to begin learning about
butterflies. Our class is going to spend a week learning about the
different aspects of butterflies including the life cycle, habitat,
and characteristics of butterflies. We will take a trip through
the butterfly garden at school on Friday.
      Parents I am asking that you allow your child to participate
in our t-shirt creation activity. Each student will need a plain
white t-shirt that can be used for an art activity. If you could
please send $1.50, this will cover the cost of the t-shirt. The
students will be allowed to wear their t-shirts on Friday.
      I am hoping that this learning experience allows students to
understand that butterflies are unique creatures that have
unique characteristics.

                                 Thanks,
                                      Mrs. Jill




                                $ 1.50
Unit Timeline:

        This is going to be a five day unit on butterflies. I will be giving a pre test on the
Friday before the unit begins to measure what the students know. I will send the pretest
home to the parents on the Monday that the unit begins. I will then begin the unit with a
forty minute lesson on Monday by teaching the students what a butterfly is. The lesson on
day two will be a forty minute lesson teaching the students the life cycle of a butterfly.
The students will discover stage by stage how a butterfly develops; the students will use
sequencing to show the butterfly’s life cycle. Day three’s forty minute lesson will be
teaching a mathematical lesson on symmetry; the students will create a butterfly t-shirt
using symmetry. Day four’s forty minute lesson will be teaching the letter Bb; the
students will develop a whole list of words that begin with Bb, and create a butterfly
using objects that begin with the letter Bb. The final forty minute lesson will be teaching
about habitats and the habitat that a butterfly lives in; the students will illustrate what a
butterfly’s habitat would look like, and the students will take a trip through the butterfly
garden at school. I will be then post testing the students on Friday following the
completion of the unit. I will send the results of the post test and the unit evaluation
booklet home on the Monday following the completion of the unit.
Primary Learning Outcomes:

                              Objectives                    Assessment
       Day 1          TLW identify what a          Formal: Students will
                      butterfly is and the parts ofcomplete a worksheet that
                      a butterfly.                 has them identify the
                                                   different parts of a butterfly.
                                                   Informal: Teacher
                                                   observation of discussion of
                                                   the parts of the butterfly
                                                   during power point
                                                   presentation.
       Day 2          1. TLW identify the stages   Formal: Students will
                      of the life cycle of a       complete an activity sheet
                      butterfly.                   that has them use
                      2. TLW compile the stages    sequencing to place the
                      to create a sequence of the  pictures in order to show
                      life cycle of a butterfly.   the life cycle of a butterfly.
                                                   Informal: Observe the
                                                   students throughout the
                                                   class discussion.
       Day 3          1. TLW identify objects that Formal: Students will
                      have symmetry.               demonstrate symmetry
                      2. TLW demonstrate           through creating a butterfly
                      symmetry by creating a       t-shirt with paint.
                      butterfly t-shirt.           Informal: Teacher
                                                   observation of participation
                                                   in activity that has the
                                                   students identifying objects
                                                   that have symmetry.
       Day 4          TLW identify what a habitat Formal: Students will draw
                      is and create a depiction of a picture of a butterfly’s
                      a butterfly’s habitat.       habitat and have a sentence
                                                   to describe their picture.
                                                   Informal: Teacher
                                                   observation of involvement
                                                   in class discussion, on
                                                   describe different habitats.
       Day 5          TLW identify objects and     Formal: The students will
                      words that begin with the    complete an activity sheet
                      letter Bb.                   that has them circle objects
                                                   that begin with the letter
                                                   Bb.
                                                   Informal: The students will
                                                   create a butterfly using only
items that begin with the
letter Bb.
Section
    3
  Daily
Planning
Day 1 Lesson Plan

 Title: Parts Of A Butterfly

 Subject: Science

 Grade Level: K

 Overview:

 The students will identify all of the parts of a butterfly.

 Approximate Duration: 40 minutes

 Content Standards:

        Life Science
            The students will become aware of the characteristics and life
         cycles of organisms and understand their relationships to each
         other and to their environment.


 Benchmarks:

        LS-E-A3
            locating and comparing major plant and animal structures and
         their functions;
        LS-E-C2
            describing how the features of some plants and animals
         enable them to live in specific habitats;


 Grade-Level Expectations (GLEs):

        Characteristics of Organisms

         Grade K
          Compare the human body with plants and animals
         (LS-E-A3)

 Interdisciplinary Connections:

        English/Language Arts : Standard 4
             Students demonstrate competence in speaking and listening
         as tools for learning and communicating.
Educational Technology Standards:

        Gather information and communicate with others using
         telecommunications (e.g., email, video conference, internet)
         with support from teachers, family members, or peers.


Objectives:
The learner will identify all of the parts of a butterfly's body.

Lesson Materials and Resources:
Butterfly Activity Sheet (Labeling)
Scissors
Glue
Pencil
Butterfly Video (National Geographic)

Technology Tools and Materials:

Hardware:
Promethean Board
Computer

Software:
National Geographic Video

Websites:
•Label Activity Sheet

http://www.enchantedlearning.com/subjects/insects/label/butterfly.shtml
•Butterfly Video
    http://video.nationalgeographic.com/video/player/kids/animals-pets-
kids/bugs-kids/monarch-butterflies-kids.html
•DLTK's Craft Activity
    http://www.dltk-holidays.com/spring/mcoffeefilter-butterfly.htm
•Butterfly Power Point
    ellerbruch.nmu.edu/classes/cs255w03/cs255students/.../P12.ppt

Other:

Background Information:
The students should have prior knowledge of what a butterfly is and
what they typically look like. The students should be able to follow
multi-step instructions (cutting and glueing labels).

Lesson Procedures:
Gain Attention: One two three eyes on my (students on the floor at this
time.)
(1 min.)

Motivating Introduction: Big over-sized butterfly. Tell the students
that they have a friend coming today and have the butterfly in a large
bag. Allow a student to come up and get the butterfly out of the bag. (2
min.)

Rules: Today we are going to listen carefully and pay attention, we will
not talk while someone else is talking and we will raise our hands.
When I hold my hand up that means no talking. The first time that I
have to call on you is a warning. The second time that I call on you will
go sit at your table. It would be so sad if I have to do that. (2 min.)

State Objective: Today we will identify the parts of a butterfly's body.
We will discuss each part in detail. (1 min.)

State Importance: It is important for us to learn the different parts of a
butterfly's body so that we will know what each part is responsible for
doing. (1min.)
HOTs: Can someone describe what a butterfly looks like to me? (1
min.)

Power Point Presentation: (5 min. )

Activity: Throughout the power point describe and define each body
part of a butterfly and have students come up and tell about each part as
we learn about them. HOTs: Can someone describe what (antennas are,
wings are, etc. ) (3 min. )

Activity: (Guessing game) The guessing game will consist of the
teacher making statements about each of the body parts and the first
person who figures out the body part that is being discussed they come
up and circle the body part. (Example: These two body parts help the
butterfly move from place to place. /wings) Change the description for
each body part. HOTs: Who thinks that can figure out and compare their
body parts to the butterfly's body parts? (7 min. )

Explain to the students how the activity sheet is to be completed.
Demostrate how to cut the words out and show them where they should
be glued. When you get back to your table the first thing you should do
is write your name at the top of the paper, and then cut out all of the
words. (2 min. )
Transition: Call the students by table colors to quietly walk back to
their seat and get started. Red row, Green row, Blue row, Orange row,
Yellow row, and Purple row. (2 min. )

Activity: Students will cut out the words on their butterfly body parts
activity sheet and as the teacher writes the word on the board, the
students will find that word and glue it in the right blank on the
butterfly's body. Explain to the students that they will only use one dot
of glue. (10 min.)

Closure:
Restate Objective: Today we identified the parts of a butterfly's body.
We discussed each part in detail. (1 min.)
Restate Importance: HOTs: Who thinks they know why it is important
to know the parts of a butterfly's body? It is important for us to learn the
different parts of a butterfly's body so that we will know what each part
is responsible for doing. (2 min. )

Assessment Procedures:
Informal: Teacher observation of discussion of the parts of the butterfly
during power point presentation.

Formal: Students will complete a worksheet that has them cut out the
words that are the parts of the body of a butterfly, and as they are read
aloud the students will find the words and match them up to the lines
pointing to the different parts of the body on the worksheet.

Accommodations/Modifications:
Non-Readers: The text and instructions will be read aloud.

Vision- Students will be allowed to sit close so that they can see, and
the text and images will be enlarged.

Behavior- Students will know what is expected of them, and clear
directions will be given. If students cannot sit in their squares and
participate they will sit at their tables. Students will be engaged in the
lesson to avoid from being distracted.
       ----- written by Jill Elfert


Explorations and Extensions:
The students can go home and either find a picture of a butterfly or
another insect, and bring it to class and discuss the different parts of the
body for their insect.

Supplementary Activity:
Coffee Filter Butterfly Craft

Lesson Development Resources:
Internet

Reflections:
What transitions could have worked better to move from the carpet to
the tables?
Were the students engaged during the motivating introducion?

Contact Information:
Jill Elfert
msu-jducat1@student.mcneese.edu
McNeese State University

Additional Contacts:

MarcoPolo Lesson: No
                    Name_________________




Head          Proboscis         Antenna



Compact Eye   Abdomen           Hind wing


Legs          Thorax            Forewing
DLTK's Holiday Activities for Kids

Coffee Filter Butterfly Craft
Coffee filter coloring is a lot of fun to
do. I find it relaxing to sit and watch the
colors flow together to make unique
patterns.

You can pick any colors you want to
make your butterfly. It's always fun to
explore different color combinations
and patterns.



Materials:
      coffee filter
      washable markers (we used crayola brand)
      squirt bottle or small glass of water

      pipecleaner

Note: You can complete this project using food colouring instead of washable
markers. However! I find this option to be very messy so would not do it with young
children (if they get food colouring on their clothing you won't be able to get it out). I
would only use this option with children over age 10 and even then would want a
good amount of supervision and old clothes to be worn.



Instructions:
      Flatten out a coffee filter on a
       plate.

      Scribble the filter with
       washable markers. (I try to
       just let the kids do what they
       like... younger children will be a
       bit more random and that's ok)


      Use a squirt bottle to spray the coffee filter 2 or 3 times.

      I like to squirt right in the center of the filter and then sit and watch the water
      wick the colours over the filter (this takes 4 or 5 minutes)

     Young children will tend to over wet the filter... the project still works, but it
      won't turn out quite as pretty (the colours tend to blend too much if you soak
      the filter) To help prevent this, encourage them to squirt it just once in the
      middle and watch for a bit for so they can see the process unfold. You can
      always add more water later if it doesn't get wet all the way to the edge after 5
      minutes or so.

     Let dry (this takes about 1/2 an hour, but will take longer if the filter has been
      soaked by an over-zealous crafter!)


     Scrunch the coffee filter so you
      can wrap a pipecleaner around
      the center.

     Twist the pipecleaner to hold
      the coffee filter tightly. Leave
      the ends of the pipecleaner
      about the same length.


     Trim the pipecleaner as you like (we took off about 2 inches) so the antenna
      are the length you like and the pipecleaner ends are matching lengths.

     Curl the pipecleaner (if you like) to make nice antenna

     Fluff the wings a little bit to make a perfectly lovely little butterfly!


Ideas for Displaying Your Butterfly:
     You can hang your creation in the window for the light to shine through or in a
      group from the ceiling.

     You can attach a few together to make a springtime butterfly mobile. I like to
      hang my mobiles from paper towel rolls wrapped in construction paper or
      wrapping paper.

     My daughter wants to hang 12 of them from a long string (along with beads)
      and hang it from her door. She wants to do about 10 of these strings across
      her door to make a 'beads and butterflies curtain' to walk through... I'm pretty
      sure the cat would destroy the curtain in less than a day *chuckle*

     You can also attach them to home made greeting cards or gifts.
Day 2 Lesson Plan

 Title: Life Cycle of A Butterfly

 Subject: Science

 Grade Level: K

 Overview:

 The students will explore and identify each of the stages of the life
 cycle of a butterfly.

 Approximate Duration: 40 minutes

 Content Standards:

       Science as Inquiry
            The students will do science by engaging in partial and full
        inquiries that are within their developmental capabilities.
       Life Science
            The students will become aware of the characteristics and
        life cycles of organisms and understand their relationships to
        each other and to their environment.


 Benchmarks:

       SI-E-A1
           asking appropriate questions about organisms and events in
        the environment;
       LS-E-B1
           observing and describing the life cycles of some plants and
        animals;


 Grade-Level Expectations (GLEs):

       Life Cycles of Organisms

        Grade K
         Observe life cycles and describe changes (e.g., humans,
            dogs, insects)
        (LS-E-B1)

 Interdisciplinary Connections:
        English/Language Arts : Standard 4
             Students demonstrate competence in speaking and listening
         as tools for learning and communicating.


Educational Technology Standards:

        Use technology tools (e.g., publishing, multimedia tools, and
         word processing software) for individual and for simple
         collaborative writing, communication, and publishing activities
         for a variety of audiences.


Objectives:
The students will identify the stages of the life cycle of a butterfly and
use sequencing to put them in order.

Lesson Materials and Resources:
Bucket
Clue cards
Big Book- "A Butterfly Is Born"
Colors
Glue
Siccors
Butterfly Power Point
Butterfly Flash Cards
Sequencing Activity Sheet
Butterfly Color Sheet
Flash Cards- Butterfly Life Cycle

Technology Tools and Materials:

Hardware:
Promethean Board
Computer

Software:
Micrsoft Power Point

Websites:
•Butterfly Power Point
   edweb.fdu.edu/anyfile/DustmanL/TheLifeCycleofaButterfly.ppt

Other:
Background Information:
The students should be familiar with butterflies.

Lesson Procedures:
Gain Attention: Stand up and get your wiggles out. Criss-cross
applesauce hands in your cookie jar.
(1 min.)

State Rules: Today I am going to be teaching a lesson, and we are
going to follow the same rules just as if Mrs. Walker is teaching.
Show me what you do if you have a question or if you want to answer
a question. (Hands on shoulders)
(2 min.)

Motivating Introduction: Have the students pull paper flower out of a
bucket that has clues on them. The students will have to use the clues
to figure out who are secret friend is for the day.
"Butterfly" (3 min.)

State Objective: Today we are going to learn about the life cycle of a
butterfly, and put the stages in order from first to last.
"Egg,Catarpiller,Chrysalis,and Butterfly"
(1 min.)

State Importance: HOTs: Why do you think it is important to know
about the different stages of the life cycle of a butterfly?
(1 min.)
Teach:
-HOTs: Who can tell me where you can see butterflies? (1 min.)
-Go through the slides on the power point while asking the following
questions. (2 min. )
-HOTs: Who can tell me what they think the first stage of the life
cycle of a butterfly is? (Egg)
-HOTs: Who can tell me what they think the second stage of the life
cycle of a butterfly is? (Catarpiller)
-HOTs: Who can tell what they think is the third stage of the life cycle
of a butterfly is? (Chrysalis)
-HOTs: Who can tell what they think is the fourth and last stage of the
life cycle of a butterfly is? (Butterfly)
(4 min.)
Model
Activity:
-Use flash cards to show the students the different stages of the life
cycle.
-HOTs: Is there only one kind of butterfly? (No there are many
different butterflies, and all of them have different characteristics) (1
min. )
-Use flash cards to show the students different butterflies.
(3 min.)
Practice
Activity:
-Have the students follow along in the book and see if they can say
what comes next.
(3 min.)
Music and Movement
-Sing the song "The Life of a Butterfly"
(Have the students move with the song.)
( 2 min. )
The Life of a Butterfly
(Tune: Skip to My Lou)

I'm a caterpillar, wiggle with me,
I'm a caterpillar, wiggle with me,
I'm a caterpillar, wiggle with me,
What'll I be my darlin'?

A chrysalis, now sleep like me,
A chrysalis, now sleep like me,
A chrysalis, now sleep like me,
What'll I be my darlin'?

A butterfly, come fly with me,
A butterfly, come fly with me,
A butterfly, come fly with me,
What'll I be my darlin'?

Now all together, let's do all three!
A caterpillar, a chrysalis, a butterfly, three!
Move your body like this with me,
The life of a butterfly, darlin'!

Assessment Activity:
-Model how the activity sheet should be done.
-Review each of the pictures on the activity sheet with the students.
(1 min.)
-Have the students review the stages of the life cycle before moving to
their tables.
(1 min. )
-Transition to the tables by calling individual tables to quietly walk to
their tables. (1 min.)
Activity:
The students will complete their activity sheet that has them color and
cutout the stages of the life cycle of a butterfly. The students will then
glue their pictures in order from the first stage to the last stage.
(20 min.)

Closure:
Re-State Objective and Importance:
-Today we learned about the butterfly's life cycle and all of the stages
that they go through to become a butterfly.
-HOTs: Before we begin our activity who can tell me why it is
important to know about the life cycle of a butterfly?
(3 min. )


-Monitor the students as they complete their sequence activity.



Assessment Procedures:
Informal- Observe the students participating and answering questions
throughout the lesson.

Formal- The students will complete an activity sheet that will have
them place in order the stages of the life cycle of a butterfly.
(Checklist for completion)

Accommodations/Modifications:
Non-Readers: The text and instructions will be read aloud.

Vision- Students will be allowed to sit close so that they can see, and
the text and images will be enlarged.

Behavior- Students will know what is expected of them, and clear
directions will be given. If students cannot sit in their squares and
participate they will sit at their tables. Students will be engaged in the
lesson to avoid from being distracted.

      ----- written by Jill Elfert


Explorations and Extensions:
Students may be assigned to go home and find a picture of a butterfly
to share with the rest of the class.

Supplementary Activities:
After the students have completed their sequencing activity sheet they
can color and create their own butterfly.

Lesson Development Resources:
Internet

Reflections:
What transitions would have worked better to move to different
activities?
Was the motivating introduction interesting to the students?

Contact Information:
Jill Elfert
msu-jducat1@student.mcneese.edu
McNeese State University

Additional Contacts:

MarcoPolo Lesson: No
Name ________________
Day 3 Lesson Plan

 Title: Butterfly Symmetry

 Subject: Mathematics

 Grade Level: K

 Overview:

 The students will identify objects that are symmetrical, and
 demonstrate symmetry through a butterfly art activity.

 Approximate Duration: 40 minutes

 Content Standards:

       Geometry
           In problem-solving investigations, students demonstrate an
        understanding of geometric concepts and applications
        involving one-, two-, and three-dimensional geometry, and
        justify their findings.


 Benchmarks:

       G-2-E
            identifying, describing, comparing, constructing, and
        classifying two-dimensional and three-dimensional geometric
        shapes using a variety of materials;
       G-6-E
            demonstrating the connection of geometry to the other
        strands and to real-life situations.


 Grade-Level Expectations (GLEs):

       Geometry

        Grade K
         Compare, contrast, and sort objects or shapes according
            to two attributes (e.g., shape and size, shape and color,
            thickness and color)
        (G-2-E)

 Interdisciplinary Connections:
      Arts : Creative Expression
          Students develop creative expression through the
       application of knowledge, ideas, communication skills,
       organization abilities and imagination.


Educational Technology Standards:

      Use a variety of developmentally appropriate resources and
       productivity tools (e.g., logical thinking programs, writing and
       graphic tools,digital cameras,graphing software) for
       communication,presentation,and illustration of thoughts,
       ideas,and stories.


Objectives:
The learner will identify objects that are symmetrical, and create a
symmetrical butterfly.

Lesson Materials and Resources:
Symmetrical Objects Activity Sheet
T-Shirt
Paint (squeeze shirt paint)
Markers
Pencil
Power Point Presentation (Symmetry)
Symmetrical and Non-Symmetrical Objects
Construction paper with shapes on it

Technology Tools and Materials:

Hardware:
Promethean Board
Computer
CD Player

Software:
Microsoft Power Point

TUX Paint

Websites:
•Symmetry Power Point
   http://www.slideshare.net/smerris/power-point-for-butterfly-
symmetry-1279545
•symmetry supplementary Activity
   http://www.kindergarten-lessons.com/teaching_symmetry.html

Other:
Internet

Background Information:
The students should be familar with the fact that a butterfly's wings
are identical. The students should be able to follow step by step
directions.

Lesson Procedures:
Gain Attention: Criss cross apple sauce hands in the cookie jar.
(Students on the floor at this time.)
(1 min.)
Motivating Introduction: Have a large feel bag with a variety of
objects in it. Have several students come up and reach in the bag and
pull out an item. HOTs: Is the item you pulled out of the bag the same
on both sides?
HOTs: Who thinks they know what it is called when something is the
exact same on both sides? (symmetrical) (5 min.)

Rules: Today we are going to listen carefully and pay attention, we
will not talk while someone else is talking and we will raise our hands.
When I hold my hand up that means no talking. The first time that I
have to call on you is a warning. The second time that I call on you
will go sit at your table. It would be so sad if I have to do that. (2 min.)

State Objective: Today we are going to identify objects that have
symmetry. We will discuss how butterflies are symmetrical. (1 min.)
State Importance: It is important for us to be able to identify things
that are symmetrical because it is an important characteristic of many
things.
HOTs: Who thinks they can tell us something that is symmetrical? (2
min.)

Power Point Presentation: Part of activity one
Activity: Introduce the power point and have the student’s answer the
questions throughout the power point which have them identify
whether or not something is symmetrical. The power point slides show
a variety of things that are and are not symmetrical. When the students
answer the questions, have them explain why they think what they do.
(6 min.)

HOTs: Do you think that we are symmetrical? (people) (1 min.)
Explain to the students that we are going to make our own
symmetrical butterfly t-shirts. Model for the students how to use the
pain and draw one half of your butterfly. Demonstrate how to fold
your shirt in half down the middle like a hot dog; which represents our
line of symmetry on the t-shirt.
HOTs: How do you think by folding our t-shirt after we paint one side
of the butterfly will create a symmetrical butterfly?
Open the t-shirt up and show the students how the butterfly now has to
identical half’s. Explain to the students how to use the paint. (3 min.)

Transition: Transition to their tables by calling the students by their
shirt color to quietly stand up and walk back to their table. ( White
shirts, Blue shirts, Green Shirts, and School shirts) (2 min.)

Activity: The students should pick the color paint they want to use and
squeeze it onto their shirt creating one half of their butterfly like
demonstrated. The students will then fold their t-shirt in half like a hot
dog to create the other half of their butterfly symmetrically. The t-
shirts will be set out to dry for Friday, so that they can wear them. (15
min.)

Activity: The students will use a computer program called TUX Paint.
The students will use the Kaleidoscope tool to draw any picture to
demonstrate symmetry. The students will then be given the
assignment to color their picture to demonstrate symmetry. The
students will be graded by a checklist. The checklist will consist of
each student’s name with two columns, and they will get either a
check in the “Able to demonstrate symmetry”, or “Unable to
demonstrate symmetry.”

Closure:
Restate Objective: Today we identified objects that have symmetry.
We will discuss how butterflies are symmetrical. (1 min.)

Restate Importance: It is important for us to be able to identify things
that are symmetrical because it is an important characteristic of many
things. (1 min.)



Assessment Procedures:
Informal: Teacher observation of participation in activity that has the
students identifying objects that have symmetry?

Formal: Students will demonstrate symmetry by creating their own
butterfly t-shirt. The students will complete one side of their butterfly
with paint and then fold the shirt in half like a hot dog. The students
will have a butterfly that is symmetrical on their t-shirt.

Accommodations/Modifications:
Non-Readers: The text and instructions will be read aloud.

Vision- Students will be allowed to sit close so that they can see, and
the text and images will be enlarged.

Behavior- Students will know what is expected of them, and clear
directions will be given. If students cannot sit in their squares and
participate they will sit at their tables. Students will be engaged in the
lesson to avoid from being distracted.

      ----- written by Jill Elfert


Explorations and Extensions:
The students may be asked to go home and find several items that are
symmetrical to come back and share with the class.

Supplementary Activity:

Lesson Development Resources:
Internet

Reflections:
Could a song have made the lesson more exciting?
What changes could be made to improve the lesson?

Contact Information:
Jill Elfert
msu-jducat1@student.mcneese.edu
McNeese State University

Additional Contacts:

MarcoPolo Lesson: No
             TUX Paint Symmetry Student Checklist




Student’s Name      Able To Demonstrate   Unable To
                    Symmetry              Demonstrate
                                          Symmetry
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
After the activity - Give the students another paper with a line drawn down
 the middle. Then provide another paper such as the sample here. Have the
   children cut the shapes out and create their own symmetrical designs.
Day 4 Lesson Plan

 Title: Where Do Butterfly's Live?

 Subject: Social Studies

 Grade Level: K

 Overview:

 The students will identify the habitat in which a butterfly may live,
 along with characteristics of the habitat.

 Approximate Duration: 40 minutes

 Content Standards:

       Life Science
            The students will become aware of the characteristics and
        life cycles of organisms and understand their relationships to
        each other and to their environment.


 Benchmarks:

       LS-E-A1
           identifying the needs of plants and animals, based on age-
        appropriate recorded observations;
       LS-E-C1
           examining the habitats of plants and animals and
        determining how basic needs are met within each habitat;


 Grade-Level Expectations (GLEs):

       Characteristics of Organisms

        Grade K
         Record observations on the growth of plant seeds
        (LS-E-A1)

 Interdisciplinary Connections:

       English/Language Arts : Standard 1
          Students read, comprehend, and respond to a range of
        materials, using a variety of strategies for different purposes.
        English/Language Arts : Standard 4
             Students demonstrate competence in speaking and listening
         as tools for learning and communicating.
        Arts : Creative Expression
             Students develop creative expression through the
         application of knowledge, ideas, communication skills,
         organization abilities and imagination.


Objectives:
The learner will identify the characteristics of a butterfly's habitat.

Lesson Materials and Resources:
-Book-A Place for Butterflies
-by Melissa Stewart, Higgins Bond
-Butterfly Garden at School
-Butterfly Habitat Depiction Sheet
-Pencils
-Colors

Technology Tools and Materials:

Hardware:

Software:

Websites:
•Butterfly Habitat Book
    http://search.barnesandnoble.com/A-Place-for-Butterflies/Melissa-
Stewart/e/9781561453573
•Supplementary Activity
    http://www.dltk-
kids.com/CRAFTS/insects/mhandprintbutterfly.htm

Other:

Background Information:
The students should be familiar with butterflies and a general areas
where they can be found.

Lesson Procedures:
Gain Attention: Everyone stand up and get the wiggles out. Criss cross
apple sauce hands in the cookie jar. (Students on the floor at this
time.) (1 min.)

Motivating Introduction: Tell the students that you brought a special
book today that will give us clues about the place we will be making a
trip to. Show the students the cover of the book and have them try and
figure out what the story is about.
HOTs: Who thinks that they can tell what the story is going to be
about by looking at the cover.(2 min.)

Rules: Today we are going to listen carefully and pay attention, we
will not talk while someone else is talking and we will raise our hands.
When I hold my hand up that means no talking. The first time that I
have to call on you is a warning. The second time that I call on you
will go sit at your table. It would be so sad if I have to do that. (2 min.)

State Objective: Today we are going to identify a variety of habitats
including the habitat of a butterfly. (1 min.)
HOTs: Does anyone think that they know what the word habitat
means? (1 min.)

State Importance: It is important for us to learn about different habitats
that plants and animals live in because it allows us to have a better
understanding of their characteristics.
HOTs: Can someone tell me what type of habit they think a butterfly
lives in? (1 min.)

Activity: Read the book A Place for Butterflies
-by Melissa Stewart, Higgins Bond to the students. Have the students
identify and discuss different elements that are in the story. Have the
student think of some different plants and animals and describe what
their habitat may look like.(6 min.)

Activity: Take the students for a walk through the butterfly garden at
school and have them discuss what they see. HOTs: Who can tell me
about something that they saw in the butterfly garden?
(10 min.)

Explain to the students that they are going to complete an activity
sheet that is going to have them draw a picture that represents a habitat
that a butterfly could live in. Model for the students where they are
suppose to write their name and where they are suppose to draw their
picture. Tell the students that you will be coming around to help them
write a sentence under their picture telling about the habitat they drew.
(2 min.)

Transition: Butterfly transition; put your wings behind your back and
quietly fly to your table. Call each table individually. (1 min.)
Activity: have the students complete the activity sheet that has them
depict a butterfly habitat, and develop a sentence that describes their
picture.
(11 min.)

Closure:
Restate Objective: Today we identified a variety of habitats including
the habitat of a butterfly.(1 min.)
Restate Importance: It is important for us to learn about different
habitats that plants and animals live in because it allows us to have a
better understanding of their characteristics. (1 min.)




Assessment Procedures:
Informal: Teacher observation of involvement in class discussion, on
describing different habitats.

Formal: Students will draw a picture of a butterfly's habitat and have a
sentence to describe their picture.

Accommodations/Modifications:
Non-Readers: The text and instructions will be read aloud.

Vision- Students will be allowed to sit close so that they can see, and
the text and images will be enlarged.

Behavior- Students will know what is expected of them, and clear
directions will be given. If students cannot sit in their squares and
participate they will sit at their tables. Students will be engaged in the
lesson to avoid from being distracted.

      ----- written by Jill Elfert


Explorations and Extensions:
You may have the students be on the lookout outside of the classroom;
at home, outside, at the park, etc. for butterfly's. The students could
come back to class and describe the habitat's that they observed
butterflies living in.

Supplementary Activity: Hand Print Butterfly Craft for students who
finish early.

Lesson Development Resources:
Internet

Reflections:
What could I have changed about this lesson to make it better?
Is there another activity that could support the students'
comprehension?

Contact Information:
Jill Elfert
msu-jducat1@student.mcneese.edu
McNeese State University

Additional Contacts:

MarcoPolo Lesson: No
                    Name_________________

         Where do butterflies live?
       Draw a picture of their habitat.




______________________________________
Handprint Butterfly Craft
Yet another craft that uses handprints (I love 'em!!). This one
takes a bit more work than a normal one because you need to
assemble the wings (5 handprints each).

Check out the Handprint Poems on the site if you would like
to include one with the craft.

Materials:
      paper (for handprints) - 3 different colors of construction paper work
       well.
      pencil or marker

      scissors
      glue
      printer and paper

Instructions:
      Print out the template of choice (you can print the B&W version on
       yellow paper if you want less coloring)

      Color the template pieces (if using the B&W version)

      Cut out the template pieces (young children may need help with this
       step)

      Trace the child's hands on another piece of paper and cut out
          o four handprints in color one (pink)
          o two handprints in color two (yellow)
          o four handprints in color three (purple)


      Assemble the wings:
STEP1: Glue handprints in three different
colors along the left side of the body (pink,
yellow and purple)




STEP 2: Glue a second pink handprint with
the thumb facing up to the first pink
handprint.

Glue a second purple handprint with the thumb
facing down to the first purple handprint.




STEP 3: Repeat step 1 on the right side




STEP 4: Repeat step 2 on the right side




You'll end up with something that looks like
the image to the left.
     Finish the rest of the butterfly
         o Glue the circle (head) to the body
         o Glue the face and antennas onto the head
         o Glue the flower in the "hair", on a wing or beside the neck
         o OPTIONAL: Print a Handprint Poem on the back


Printing the Template:
     Close the template window after printing to return to this screen.


     Set page margins to zero if you have trouble fitting the template on
      one page (FILE, PAGE SETUP or FILE, PRINTER SETUP in most
      browsers).
                     Name__________________
Identify the pictures that begin with the letter Bb
by circling them.
1.




2.




3.




4.




5.
     Lesson Plan
Title: Letter B As In Butterfly

Subject: English/Language Arts

Grade Level: K

Overview:

The students will Identify the letter Bb and the sound that it makes.

Approximate Duration: 40 minutes

Content Standards:

      Standard 1
           Students read, comprehend, and respond to a range of
       materials, using a variety of strategies for different purposes.
      Standard 3
           Students communicate using standard English grammar,
       usage, sentence structure, punctuation, capitalization, spelling,
       and handwriting.
      Standard 4
           Students demonstrate competence in speaking and listening
       as tools for learning and communicating.


Benchmarks:

      ELA-1-E1
          gaining meaning from print and building vocabulary using a
       full range of strategies (e.g., self-monitoring and correcting,
       searching, cross-checking), evidenced by reading behaviors
       while using the cuing systems (e.g, phonics, sentence structure,
       meaning);
      ELA-4-E1
          speaking intelligibly, using standard English pronunciation;
      ELA-4-E2
          giving and following directions/procedures;


Grade-Level Expectations (GLEs):

      Reading and Responding

       Grade K
        Demonstrate understanding of phonemic awareness by
           doing the following:
         (ELA-1-E1)

Interdisciplinary Connections:

        Arts : Creative Expression
            Students develop creative expression through the
         application of knowledge, ideas, communication skills,
         organization abilities and imagination.


Educational Technology Standards:

        Use a variety of developmentally appropriate resources and
         productivity tools (e.g., logical thinking programs, writing and
         graphic tools,digital cameras,graphing software) for
         communication,presentation,and illustration of thoughts,
         ideas,and stories.


Objectives:
The learn will identify the letter Bb and the sounds that it makes.

Lesson Materials and Resources:
Letter Bb power point
Butterfly activity sheet
Variety of dried beans
Buttons
Glue
DLTK's growing together website ( Butterfly Activity Sheet)
Ball or Block

Technology Tools and Materials:

Hardware:
Promethian Board
Computer

Software:

Websites:
•Butterfly Activity Sheet DLTK
    http://www.dltk-teach.com/t.asp?b=m&t=http://www.dltk-
teach.com/alphabuddies/image/bbutterfly.gif

Other:
Background Information:
The student should have some background knowledge about letter and
the sounds that they make. Students should be able to follow step by
step instructions.

Lesson Procedures:
Gain Attention: "Criss cross apple sauce hands in the cookie jar."(1
min.)


Motivation Introduction: Music and Movement
Dr. Jean's song: "Alphabet in my mouth"
(3 min.) Letter bag with objects that begin with the letter Bb. Have the
students come up and reach in the bag and show the rest of the class
what they have and say the word. (2 min.)

Rules: Today we are going to listen carefully and pay attention, we
will not talk while someone else is talking and we will raise our hands.
When I hold my hand up that means no talking. The first time that I
have to call on you is a warning. The second time that I call on you
will go sit at your table. It would be so sad if I have to do that. (2 min.)

State Objective: "Today we are going to talk about the letter Bb and
the sounds that it makes." (1 min.)

State Importance: "It is important to know our letters and the sounds
that they make because we use them to talk, make words, and write."
HOTs: Who can tell me the sound that the letter Bb makes? (2 min.)

Activity:
Show the students the power point and have them identify the
words/objects that begin with Bb.
- HOTS ? : Where have you seen the letter Bb?
Have the students identify the capital B and the lowercase b. Have the
students make the sound that Bb makes. "Buh, Buh, B."
-TWL have the students raise their hands and share words that they
know that start with the letter Bb.
-HOTS ? : Who can tell me what letter comes before Bb in the
alphabet?
-HOTS ? : Who can tell me what letter comes after Bb in the
alphabet? (4 min.)

Activity
- Have the students interact with the promethian board and circle the
words that begin with the letter B.
(2 min.)
Activity:
The students will use a pencil to circle the pictures that begin with Bb
on their activity sheet. Model for the students that you are only
circling the pictures that begin with Bb out of each box. (6 min. )

Explain to the students that they are going to complete an activity that
has them glueing objects that begin with the letter Bb (beans, buttons,
etc) to their butterfly. Remind them about how butterflies are
symmetrical. Demonstrate how to glue the objects onto the butterfly.
(2 min.)

Transition:
Have the students put their wings on and quietly fly back to their
tables as they are called. (1 min.)

Activity: The students will glue a variety of Bb objects onto their
butterfly with glue. (12 min.)

Closure:
Restate Objective:"Today we are going to talk about the letter Bb and
the sounds that it makes." (1 min.)

Restate Importance: "It is important to know our letters and the sounds
that they make because we use them to talk, make words, and write."
(1 min.)

Assessment Procedures:
Informal: Observe the students participating in the lesson activities
identifying the letter Bb and objects that begin with the letter Bb.

Formal: The students will use a variety of objects that begin with the
letter Bb to decorate their butterflies.

Accommodations/Modifications:
Non-Readers: The text and instructions will be read aloud.

Vision- Students will be allowed to sit close so that they can see, and
the text and images will be enlarged.

Behavior- Students will know what is expected of them, and clear
directions will be given. If students cannot sit in their squares and
participate they will sit at their tables. Students will be engaged in the
lesson to avoid from being distracted.
       ----- written by Jill Elfert


Reproducible Materials:

       Butterfly


Explorations and Extensions:
Have the students look for things at home that start with the letter Bb,
and they can bring several to share with the class.

Supplementary Activity: Paper Chain Activity

Lesson Development Resources:
Internet

Reflections:
What type of transition may have helped during the lesson?

What could I have changed to make the introduction more engaging?

Contact Information:
Jill Elfert
msu-jducat1@student.mcneese.edu
McNeese State University

Additional Contacts:

MarcoPolo Lesson: No
Name_________________
Butterfly
Paper
Chain
Butterfly
This is a fun, simple
craft for all ages. It's
also a good project for
practicing making
patterns.

Materials
       2 pieces of
       white paper or
       construction
       paper
       paint in
       various colors

       construction
       paper (2 or 3
       colors)
       scissors
       scotch tape or
       glue
       wiggly eyes
       (optional)
       black marker



Instructions:
Wings:


       Set one piece of white paper
       out on the table.

       Squeeze splotches of different
       paint colors onto the white
paper in a few different spots



Place the second sheet of white
paper over top of the first so all
the edges line up

Smoosh your hands over the
paper to spread out the paint
that's sandwiched between the
pieces. You might want a piece
of newspaper underneath in
case any paint oozes out the
sides

Peel the pieces of paper apart
and set aside to dry (you should
have two pieces that are mirror
images of each other



Once the paint is dry, put them
back together face to face
(paint side to paint side) again.

Cut a rough wing shape out of
the pages.

Take them apart again and tape
the pages together so you have
wings for your butterfly

You can paint around the
outside edge of the wings with
glitter glue or one of the paint
colors you used for the wings.




Cut about 8 strips of construction paper 2 inches wide and 10 inches long
Decide what type of pattern you want to make. We made a pink, purple,
pink, purple... pattern for ours.

Make your first strip of construction paper into a ring and tape or glue it
together

Slide your next strip of construction paper through the ring and tape or
glue it into a ring

Repeat the process until you have a chain of construction paper rings just
a little bit longer than your wings.

Lay your chain onto your wings

Every spot the chain lies flat on the wings, use tape or glue to attach them.

Antennas:
      Cut two 1/4 inch by 5 inch pieces of construction paper.
      Wrap each around a pencil to make it curly
      Fold a tab at the bottom of each piece
      Glue the tabs onto the top of the head to make two antennas

Eyes:
        glue wiggly eyes onto the front of the head
        OR
        draw two eyes onto the front of the head with a marker

Mouth:
      draw a mouth onto the front of the head with a marker
Ancillary
Materials
My Butterfly
 Booklet
   Student’s Name

				
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