Submitted By MonicaCamacho,  mac939@umkc.edu

Timestamp: 10/4/2005 8:42:20 PM

 Missouri Grade Level Expectations addressed by Lesson. Strand 3 Living Organisms Strand 3.1 There is a fundamental unity underlying the diversity of all living organisms. 3.1.B Organisms progress through life cycles unique to different types of organisms 3.1.B.a Recognize that animals progress through life cycles of birth, growth and development, reproduction, and death 3.1.B.b Record observations on the life cycle of different animals 3.1.B.c Sequence the stages in the life cycle of animals
Described the concept being  addressed. The knowledge objective being addressed is that students will observe and record the phases that occur in the life cycle of a butterfly. The performance objective being addressed is that students will be able to identify the four stages a caterpillar undergoes in order to become a butterfly.

Described the activities to teach the concept (exploration).                                             The students will each have a glass container of a caterpillar. They will observe and collect data of any changes happening with the caterpillar over the next several weeks until the caterpillar changes to a butterfly.
Described the data which would collected during the activities (exploration).  The students will be handed a chart for them to collect their data. On this chart they may draw a picture and write some descriptive words about what they see over the course of the next several weeks. Students would draw and write about the size of the caterpillar. They would draw and write if there are any changes with the caterpillars skin. Student would draw and write about the texture and look of cocoon phase. Finally, students would draw and write the final stage of the cycle. Butterfly!

Explained how the data could be used to derive the concept (concept introduction)Students will understand that there is change going on with the caterpillar. Students will observe the stages of life with the caterpillar going into a butterfly. Students will recognize the change is called metamorphosis. The caterpillar getting bigger and the skin splitting is molting and then forming a cocoon. Then, breaking out into a butterfly.                            
Described an activity (different than above) which could be used to apply the concept (application). The students will use miscellaneous classroom and household recyclable items to create a three-dimensional model of the caterpillar to butterfly life cycle. They can be creative and discuss their designs. I would have the students read a book From Caterpillar to Butterfly by Deborah Heiligman for further enrichment.
Material List for a class of 24. 24 glass jars 24 caterpillars leaves sticks 24 data charts book: From Caterpillar to Butterfly by Deborah Heiligman
Described the history of the concept (i.e., historical figure, events). Butterfly eggs are normally laid on the underside of a leaf. A larva, called a caterpillar hatches from the egg. It eats leaves and molts. Molting means shedding its skin. The caterpillar molts many times as it grows. Then the caterpillar turns into a pupa. A pupa is also called chrysalis. Its the hard shell that protects the caterpillar. A fully-grown adult called a butterfly emerges from the pupa. It will soon mate and then the female will lay eggs on a leaf.

 
Provide related websites (the entire URL). http://www.pestworldforkids.org http://www.forestry-suppliers.com/s01_pages/lessonplan_htmpages/k4_insect.asp http://pt3.cl.uh.edu/lessonplan/lessonplansee2.cfm?ID=263 http://www.enchantedlearning.com/subjects/butterfly/books/butterflylifecycles/ http://www.reachoutmichigan.org/funexperiments/agesubject/lesson/insect.html

Reference 1 (one reference is required)

  Cox-Petersen, A. M., Olson, J. K , (2001).  Promoting Puzzlement and Inquiry with Pillbugs.  Science Activities,  37, 20-23  

 

Reference 2

 Lawson, D. P., (1997). From Caterpillar to Butterfly. Teaching Children Mathematics, 4, 140-143.