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Student: Lauren Sheridan Professor: Moroney

Course EDU 521 Date: June 8, 2014
Grade: 3 Topic: The Butterfly Life Cycle Content Area: Science
Lesson Objectives
After reading From Caterpillar to Butterfly, and singing the Beautiful
Butterfly song, students will research and gather information about the butterfly
life cycle and present their findings using Glogster, appropriately classifying all four
stages in chronological order: egg, caterpillar, chrysalis, and butterfly.

CCLS/ NYS / ISTE Standards & Indicators

English Language Arts, Reading Informational Text, Standard 3.2
Determine the main idea of a text; recount the key details and explain how they
support the main idea.
This will be evident when reviewing the key details and main idea of From
Caterpillar to Butterfly.

English Language Arts, Reading Informational Text, Standard 3.8
Describe the logical connection between particular sentences and paragraphs in a
text (e.g., comparison, cause/effect, first/second/third in a sequence).
This will be evident when students are asked to recall and describe the four
stages of the butterfly life cycle in the appropriate sequence.

English Language Arts, Writing, Standard 3.7
Conduct short research projects that build knowledge about a topic.
This will be evident when the students collaboratively research about their
assigned stage of the life cycle.

English Language Arts-Literacy. Speaking and Listening, Standard 3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 3 topics and texts, building on
others ideas and expressing their own clearly.
This will be evident throughout the lesson, through use of Gardners Multiple
Intelligences. There are a variety of learning techniques and grouping present
within the lesson.

ISTE Standard 1: Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
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This will be evident when the students create the Glogster about the life
cycle of a butterfly, incorporating videos, information, pictures, and
animations.
ISTE Standard 2: Communication and Collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
This will be evident when the students work collaboratively on their
Glgoster and make it creative and resourceful.
ISTE Standard 3: Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
This will be evident when the students create their Glogster based on
the read aloud about the butterfly cycle.
ISTE Standard 4: Critical Thinking, Problem Solving, and Decision
Making
Students use critical thinking skills to plan and conduct research, manage
projects, solve problems, and make informed decisions using appropriate
digital tools and resources.
This will be evident when the students individually create their own KWL
charts using Kidspiration and plan their presentation about the life cycle.
ISTE Standard 6: Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts,
systems, and operations.
Individually, this will be evident when the students create a KWL chart
using Kidspiration. Collaboratively, this will be evident during the creation
of their Glogster using technology.
Engaging the Learners
After a class discussion to fill out a KWL chart, the teacher will then read, From
Caterpillar to Butterfly, to further explain the four stages of the butterfly lifecycle,
followed by introducing the Butterfly song to reinforce this concept.
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Materials
KWL Chart (Attached)
Kidspiration
From Caterpillar to Butterfly book, by Deborah Heiligman
Beautiful Butterfly song
Computers
Glogsters
Folder of Resources/Websites (Attached)
Reference Books (Attached)
Independent practice handout

Learning Strategies
Group discussion; Literature; Listening for Information; Musical Incorporation;
Computer Skills; Research; Technology; Glogster; Collaborative Learning; Research
and References; Art Incorporation; Presentation and Oral Skills; Independent
Practice
Exceptionality
For students who receive special education services, the teacher will provide
all IEP mandates; depending on the IEP mandates and severity of the
disability, students will be provided with appropriate assistive technology,
such as voice-to-text application or alternative keyboards. In addition to
assistive technology, there will be visual aids and a variety of teaching
strategies, accommodating different learning styles. For students with
hyperactivity, they will be given an opportunity to get out of their seats with
a purpose and maintain focus on the task
For students who are ELL learners, the teacher will supply related
vocabulary words prior to the lesson and provide additional one-on-one
attention when needed. There will be many visual aids and pictures utilized
to assist in understanding. When divided into pre-determined
heterogeneous groups, the ELL students will be paired with affluent English
students who will help understand key concepts; in addition, the art
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component of the lesson allows for students to draw, label, and describe their
stage of the life cycle.
Differentiation of Instruction
Gardners Multiple Intelligences: The teacher understands that all students
learn differently, possessing a variety of strengths and weaknesses.
Therefore, the teacher utilizes Gardners Multiple Intelligences to reach
several different learning styles during this lesson, specifically musical
intelligence, spatial intelligence, bodily-kinesthetic intelligence, and
naturalist intelligence.
Blooms Taxonomy: The teacher understands all students learn at a different
pace and will differentiate lesson instruction, expectations, and content. For
example, the lower tier of students must remember the four stages of the
butterfly lifecycle, the middle tier must understand this concept, and the
highest tier must create and display the four stages of the life cycle.
o The pre-assigned heterogeneous groups will enhance collaborative
learning between all tiers of students.
o Some students will be provided with adaptions for the independent
practice handout; they will be offered cut/paste options and modified
and simplified tasks. Other students will be given more challenging
and extensive assignments to label, draw pictures, and complete full
sentences about the life cycle.
Developmental Procedures
1. KWL Chart: The class will participate in group discussion about previous
knowledge of butterflies and their life cycle, as well as share what
information they would like to learn about them. The class will individually
fill out a KWL handout, using Kidspiration programming. (completing the K
and W section during discussion); the teacher will also have a larger KWL
chart on the board.
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What do you already know about butterflies? Do you know the stages of
the butterfly life cycle? Have you ever seen a caterpillar/cocoon? What
do you want to learn during the butterfly unit?

2. Literature: The teacher will read aloud, From Caterpillar to Butterfly, to
further exemplify the four stages of the butterfly life cycle and engage the
students into the lesson.
How did the butterfly transform throughout the story? How did the
story start/end? How long did this life cycle take? How many stages
can you identify from this book? Would you want to witness this in our
classroom?

3. Musical Component: The teacher will distribute individual handouts of The
Beautiful Butterfly song lyrics and teach the class the song. The class will
then sing this song several times, to reinforce the butterfly life cycle.
Can you create dance moves to this song to help memorize the words?
What concept will this song help us remember? What are the four
stages of the life cycle/What is the chronological order?

4. Collaborative Learning: The students will break into heterogeneous, pre-
assigned groups; each group will choose an index card, portraying which
stage of the butterfly life cycle they will be focusing on. The group must
utilize the reference books and websites given by the teacher to research and
gather information on their particular life cycle stage (see attached).
What does this stage look like? What are some key vocabulary words
that correspond to that particular stage? How long does this stage last
for? What happens during this stage of the life cycle/ what is the
purpose of this stage?

5. Art and Technology Component: After accumulating research, the groups
must create a poster about their given stage of the life cycle, using Glogster;
this poster must include a picture, key vocabulary, and a description.
What picture corresponds to this stage? What are some key vocabulary
words that can be associated with this stage? What picture can you
draw that will appropriately depict this stage of the cycle? How would
you describe this life cycle stage to your peers?

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6. Presentation and Oral Skills: Each group must give a brief presentation,
showcasing their Glogster. Every member of the group must participate in
orally presenting their findings. They will present their Glogster to the class,
displaying the different hyperlinks, videos, and clipart used.
Stage, Picture, Description, Vocabulary

7. Collaborative Learning: The class must work together to chronologically
arrange their posters into the appropriate order: egg, caterpillar, chrysalis,
butterfly. These posters will be used for the students reference throughout
the unit.
What comes first/next/then/last? Are they in chronological order?

8. Independent Practice: After the completion of collaborative group work and
presentations, the students will then be responsible to individually complete
a handout, reinforcing and reviewing the four stages of the butterfly life cycle
in chronological order.
What can you recall from your peers presentations? What order do the
stages belong? What pictures can I draw to describe each stage? What
sentences can I use to describe the stages of the life cycle?

Assessment
Individually, the students will successfully complete their independent
practice worksheet at their seat, correctly labeling the four stages of the
butterfly life cycle in chronological order.
Independent Practice
After the completion of collaborative group work and presentations, the students
will then be responsible to individually complete a handout, reinforcing and
reviewing the four stages of the butterfly life cycle in chronological order.
General Education students are required to label the appropriate stages of
the life cycle and draw a corresponding picture. Then, they must write a
sentence about each stage, using first, then, next, and last.
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There are adaptations and modifications for the independent practice
handout, where students must cut and paste the words and pictures into
each life cycle stage. Then, these students must order the given sentences
about the life cycle, using first, then, next, and last.

After about 10-12 minutes, the teacher will review the answers with the class, giving
the students an opportunity to check their answers and fix any errors. After
discussing the answers, the teacher will collect these handouts for further review
and return them the following daythat way students can use these sheets for their
reference throughout the unit.

Follow-Up: Direct Teacher Intervention and Academic Enrichment
Academic Intervention: For students who have difficulty understanding the
stages of the butterfly life cycle, the teacher will provide more one-on-one
attention. In addition, the teacher will provide them with a study guide
and/or reference sheet with visual aids, corresponding vocabulary words,
and definitions. The teacher will consistently review the prior days content
throughout the unit plan and reassess each students progress throughout
the unit activities.
Academic Enrichment: For the students who complete this assignment with
ease, they will have the opportunity to do an extra credit assignment in
which they research a particular butterfly species and write two paragraphs.
This writing sample can be presented to the class to inform other students
about butterfly species, as well. In addition to the extra credit assignment,
there will be a bin of butterfly activities, assignments, and tasks. These
students can grab work from the bin and challenge themselves by completing
these tasks. The students can also create their own assignment or task that
they would like other students to attemptthey can add this into the
butterfly bin, too.

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Teacher References
AAAS. (2014). Butterfly 1: Observing the Life Cycle of a Butterfly. Science Netlinks.
Retrieved from
http://sciencenetlinks.com/lessons/butterfly-1-observing-the-life-cycle-of-a-
butterfly/


Earths Birthday Project. (2013). Butterfly Observation Journals. Earths Birthday
Project. Retrieved from
http://earthsbirthday.org/butterflies/butterfly-observation-journals


Gordon, B. (2012). Hatching Butterflies with printable. Teaching Printable. Retrieved
from http://www.123homeschool4me.com/2012/08/hatching-butterflies-with-
free-printable.html


Life Cycles. (n.d). Butterfly Life Cycle Review. Retrieved from
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/science/hamshall/lif
e_cycles/images/lifecycleflash.swf

(n.d), Caterpillars to Butterflies. Retrieved February 16, 2014, from
http://iitc.tamu.edu/lessons/caterpillars.html
(n.d). Butterfly Lesson Ideas. Pinterest. Retrieved February 18, 2014 from
http://www.pinterest.com/kathym4868/butterfly-lesson-ideas/





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In regards to the collaborative learning component from the lesson, students are
required to work in a group to gather information and research on a particular stage
in the butterfly life cycle. These websites will be compiled, within a folder, available
on the desktop of all computers in the classroom. The books will be in a designated
bin and/or shelf available for student reference.

References to find Research and Information:

Websites:

http://enchantedlearning.com/subjects/butterfly/

http://www.butterfliesandmoths.org/

http://www.kidsbutterfly.org/life-cycle

http://www.learner.org/jnorth/tm/monarch/jr/KidsJourneyNorth.html

http://www.sciencekids.co.nz/sciencefacts/animals/butterfly.html

http://www.thebutterflysite.com/facts.shtml

https://www.scholastic.com/teachers/article/answers-kids-questions-about-
butterflies



Books:

Butterfly House by Eve Bunting

From Caterpillar to Butterfly by Deborah Heiligman

Insect Metamorphosis from Egg to Adult by Ron and Nancy Goor

Monarch Butterfly by Gail Gibbons

The Life of a Butterfly by Robin Bernard
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The Very Hungry Caterpillar by Eric Carle