Butterflies
A Science Unit for Second Grade
By Heidi Lucas
The purpose of this unit is so that
students have an understanding of the life cycle of a butterfly and that living
things have needs that must be met.
Students will perform different
hands-on activities to show their knowledge of the butterfly and the importance
of the life cycle of living things. The
activities will include using a digital camera to take pictures of the stages
of a butterfly and use word processing to describe these stages. They will then put this into a slide show to
share with the class and on the school website. Students will also use a video
camera to display their knowledge of the different parts of a butterfly and
caterpillar and why these parts are essential for the insect’s survival. In addition, they will keep a continuous journal
of the stages describing what they see while drawing detailed pictures of what
they are observing.
Essential
Questions & Activities
Essential
Question: 1. What are the four stages in the
life cycle of a butterfly?
Activities:
1.
Students
identify the sequence of the stages in the development of a butterfly by taking
pictures of each stage of the caterpillar they are observing with a digital
camera, adding text to each stage and then sequencing them into a slide show
using power point. The students will
then share their presentations on the school website.
2.
Students
discover how many days are required for each stage of the butterfly’s
development by printing and filling out a teacher made chart to track their
data.
Essential Question: 2. What are the different parts of a caterpillar and
why are they needed?
Activities:
3.
Students
identify the caterpillar parts and associate parts with names by printing a
worksheet form a teacher directed website, filling it out and checking it with
partner.
4.
Students
learn that each part performs useful and essential functions by reading about
the anatomy of a caterpillar with a partner from a teacher directed
website. One student will then describe
each part from an enlarged caterpillar diagram acting as a “college professor”
while being video taped by the other student.
(Roles will switch when describing the butterfly anatomy). Presentations will be shared with class when
everyone is finished.
Essential Question: 3. What needs must be met for a
butterfly to complete its life cycle process?
Activities:
5.
Students
are assigned a caterpillar and learn the procedures which assure the success of
their animal through day to day operations and observations of their
caterpillar. Students will keep a journal
writing and drawing detailed descriptions and pictures.
6.
Students
learn that all living things have basic needs and that growth is directly
related to eating good foods by providing the caterpillar with food, air (air
holes in container) and a suitable place in the classroom for their caterpillar
(i.e. not on a window sill).
Essential Question: 4. What are the different parts of a
butterfly and why are they needed?
Activities:
7.
Students
identify the butterfly parts and associate parts with names by printing a
worksheet form a teacher directed website and filling it out.
8.
Students
learn that each part performs useful and essential functions by reading about
the anatomy of a butterfly with a partner from a teacher directed website. One student will then describe each part from
an enlarged butterfly diagram acting as a “college professor” while being video
taped by the other student. (Roles will
switch when describing the caterpillar anatomy). ).
Presentations will be shared with class when everyone is finished.
Life Science Standards
1. Recognize that plants and animals
have life cycles, and that life cycles vary for
different living things.
2. Recognize that people and other
animals interact with the environment through their senses of sight, hearing, touch, smell,
and taste.
3. Identify the ways in which an
organism’s habitat provides for its basic needs (plants require air, water,
nutrients, and light; animals require food, water, air, and shelter).
4. Recognize that animals (including
humans) and plants are living things that grow, reproduce, and need food, air,
and water.
Technology Standards
1.
Use
input devices (e.g., mouse, keyboard, remote control) and output devices (e.g.,
monitor, printer) to successfully operate computers, VCRs, audiotapes, and
other technologies.
2.
Demonstrate
positive social and ethical behaviors when using technology.
3.
Practice
responsible use of technology systems and software.
4.
Create
developmentally appropriate multimedia products with support from teachers,
family members, or student partners.
5.
Work
cooperatively and collaboratively with peers, family members, and others when
using technology in the classroom.
6.
Use
technology resources (e.g., puzzles, logical thinking programs, writing tools,
digital cameras, drawing tools) for problem solving, communication, and
illustration of thoughts, ideas, and stories.
Software:
Microsoft Word,
Netscape, Power Point
Hardware:
Computer, keyboard,
monitor, mouse, digital camera, floppy disc, video camera, video tape, T.V.
Teacher Directed Web Sites and Work Sheets:
Caterpillar Anatomy,
http://www.enchantedlearning.com/subjects/butterfly/anatomy/Caterpillar.shtml
Label the
Caterpillar Diagram,
http://www.enchantedlearning.com/subjects/insects/label/caterpillar.shtml
Label the
Butterfly,
http://www.enchantedlearning.com/subjects/insects/label/butterfly.shtml
Chart:
Painted Lady butterfly life cycle,
http://www.enchantedlearning.com/calendar/2002butterfly/may.shtml
Materials:
Journals: Journal cover & journal pages, pencils, colored
pencils, butterfly kit (caterpillars, food, containers, spoon, small soft paint
brush, butterfly net/home)
Enchanted
Learning.com (2002). Available: http://enchantedlearning.com/ [July, 2002].
Frazel, Midge (2001). Monarch Butterfly Thematic
Resource Unit, Available: http://www.midgefrazel.net/monarchtheme.html
[July, 2002].
ISTE, International Society for Technology in Education, National Educational Technology Standards for
Students - Concerning Curriculum and Technology, Available: http://cnets.iste.org/index2.html
(July, 2002)
Massachusetts
Department of Education (May 2001). Massachusetts
Curriculum Frameworks, Available: http://www.doe.mass.edu/frameworks/current.html
[July, 2002].
Heidi
Lucas, Email: heidi_lucas@msn.com
While creating
this unit I have learned to be creative with technology and how to properly
develop a unit and lesson around the standards through the backwards design
model.
