Madison Hanson

Lesson Plan

Content Area: Science

Grade Level: 5th Grade

Standards Content:

Standard 5: Students will understand that traits are passed from the parent organisms to their
offspring, and that sometimes the offspring may possess variations of these traits that may help
or hinder survival in a given environment.

Objective 1: Using supporting evidence, show that traits are transferred from a
parent organism to its offspring.
o c. Compare various examples of offspring that do not initially
resemble the parent organism but mature to become similar to the parent organism
(e.g., mealworms and darkling beetles, tadpoles and frogs, seedlings and
vegetables, caterpillars and butterflies).

Objective 2: Describe how some characteristics could give a species a survival

advantage in a particular environment.
o b. Identify that some environments give one species a survival
advantage over another (e.g., warm water favors fish such as carp, cold water
favors fish such as trout, environments that burn regularly favor grasses,
environments that do not often burn favor trees).
o d. Research a specific plant or animal and report how specific
physical attributes provide an advantage for survival in a specific environment.

Standards Language:

ELP Standard 4 The Language of Science

Speaking Level 2: Describe natural phenomena from real life examples using
general vocabulary (e.g., This leaf has five points.) in small groups.
Speaking Level 4: Compare features of natural phenomena from real-life
examples using specific and some technical vocabulary (e.g., This leaf has five veins
while this one has two.) in small groups

Description: Students will learn about the life cycle of a butterfly and how that relates to parent
organisms sometimes having different characteristics than their offspring. Students will learn
how different species live in different habitats, and that there are characteristics that both hinder
and help survival. Students will read books, watch a video, do research through databases,
observe a butterfly habitat, create a field journal, and take notes using graphic organizers.

Materials Needed:
Butterfly Life Cycle Worksheet-Attached
Frayer Model Vocabulary Handout-Attached
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T-Chart Outline-Attached
KWL-Attached
Butterfly Kits
o Ideally, students will go outside and find their own caterpillar,
which is done by knowing their food source. (i.e. monarchs like milkweed). The
alternative is to buy the caterpillars at a local garden store or on websites such as
this: http://www.insectlore.com/live-butterfly-kits.
Habitat/Garden
o Overall, temperature has to be in the mid-50s or above so this
lesson is best suited for spring. There will need to be pre-made mesh habitats, up
to five caterpillars can live in each one and they are reusable each year. Have an
assortment of plants and sugar water for nourishment. The butterfly gardens will
need to have plenty of light, make sure they are placed near windows. Having the
students build their own habitats can help them learn the processes of science,
specifically to how the habitats help facilitate a butterflys life cycle.
The Very Hungry Caterpillar illustrated and written by Eric Carle.
o This is just one of many books you can use to help students
compare how an entertaining story portrays the life cycle of a butterfly with their
own observations. This gives students the chance to communicate the life cycle of
a butterfly as accurately as possible, while also understanding the difference
between nature of science and fiction. Also, this is a way to integrated some
language arts into the lesson.
Watch Butterfly My Animal Friends video on YouTube
o https://www.youtube.com/watch?v=xT6UsQwZyy0
Field Journals. Have students create a 30 page journal in which to record their
daily observations. This also helps teachers monitor students learning throughout the
month. It also another way to tie in language arts into the lesson.
PowerPoint Slides with vocabulary and pictures of vocabulary for ELL support.-
Attached

Content Objectives:
Students will be able to (SWBAT) compare various examples of offspring that do
not initially resemble the parent organism but mature to become similar to the parent
organism (e.g., mealworms and darkling beetles, tadpoles and frogs, seedlings and
vegetables, caterpillars and butterflies).
SWBAT Identify that some environments give one species a survival advantage
over another (e.g., warm water favors fish such as carp, cold water favors fish such as
trout, environments that burn regularly favor grasses, environments that do not often burn
favor trees).
SWBAT Research a specific plant or animal and report how specific physical
attributes provide an advantage for survival in a specific environment.

Language Objectives:
Level 2
SWBAT arrange pictures or objects per oral information
SWBAT make lists with peers
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SWBAT fill in graphic organizers, charts or tables

SWBAT make comparisons using real-life or visually supported materials
Level 4
SWBAT interpret oral information and apply to new situations
SWBAT take notes using graphic organizers
SWBAT summarize content-based information

Vocabulary Focus:
Butterfly: An insect with two pairs of large wings, typically colored very brightly.
Egg: A butterfly starts its life as an egg. The first stage in the life cycle of a
butterfly.
Larva (ELL-Caterpillar): The second stage of metamorphosis. When the butterfly
hatches from its egg and eats leaves and flowers.
Habitat: An environment where a plant or animal lives or grows.
Metamorphosis (ELL Life Cycle): The series of changes that happen to a
creature over their lifetime.
Chrysalis (ELL- Pupa): The third stage of a butterflys life cycle. Also called the
resting stage.
Molting: When a butterfly sheds skins so the larva can grow.
Inherited (ELL-Receive): To receive from parent or ancestor by genetic
transmission
Environment: Physical surroundings and conditions that influence a plants ability
to survive.
Species: Largest group of organisms in which two individuals are capable of
reproducing.
Offspring: An animals young.
Traits: A distinguishing quality or characteristic.
Survival: Continuing to live or exist.
Parent organism: An organism that has produced one or more organism.

Texts for Instruction:

Butterfly Lifecycle PDF
TChart
KWL Chart
Frayer Model PDF
Butterfly Database(s)
o http://www.nhm.ac.uk/our-science/data/butmoth/
o http://butterfly.ucdavis.edu/query
o http://www.butterfliesandmoths.org/
o http://butterfly.ucdavis.edu/
o http://www.andeanbutterflies.org/database.html
The Very Hungry Caterpillar by Eric Carle
Butterfly My Animal Friends video on YouTube
o https://www.youtube.com/watch?v=xT6UsQwZyy0

Instructional Procedures:
Madison Hanson

A. Pre-Assessment
1. Draw the lifecycle of a butterfly-label as much as possible.

B. Intro Activity: The Very Hungry Caterpillar

1. Fill out a KWL for Lifecycle of a Butterfly
2. Read The Very Hungry Caterpillar
3. Fill out KWL for Lifecycle of a Butterfly
4. Go over vocabulary using Frayer Model
Level 2 Listening: Students will arrange pictures of the lifecycle of a butterfly.
Level 2 Writing: Students will fill in graphic organizer (Frayer Model and KWL)
Level 4Listening: Students will interpret information from The Very Hungry Caterpillar and
apply the information to filling out a Frayer Model
Level 4: Writing: Students will take notes using a graphic organizer (Frayer Model and KWL)

C. Activity Two: Butterfly Lifecycle Worksheet

1. Complete Butterfly Lifecycle Worksheet in small groups
Level 2 Speaking: Students will discuss lifecycle of a butterfly in small groups
Level 4 Listening: Students will interpret information from the Butterfly Lifecycle Worksheet and
discuss information in small groups

D. Activity Three: Butterfly Habitats/Field Journal

1. Introduce Butterfly Habitat
2. Hand-out Field Journals
3. Explain how to use Field Journals
4. Discuss procedures for using Butterfly Habitats and Field Journals
a. (e.g. Do not put hands, feet, or any other object into the Habitat; Be careful
when around the Habitat; etc.)
Level 2 Writing: Students will make comparisons using real-life examples (Butterfly Habitat
Observation)
Level 4 Writing: Students will summarize content-based information about butterflies
Level 4 Writing: Students will compare features using real-life examples (Butterfly Habitat
Observation)

E. Activity Four: Butterfly Habitat

1. Discuss components and elements of Habitat
2. Discuss how elements affect the lifecycle of a Butterfly.
3. Research various Butterflies using the Butterfly Databases
4. Spend the last 10 minutes observing Habitat and writing in Field Journal
Level 2 Writing: Students will make comparisons using real-life examples (Butterfly Habitat
Observation)
Level 4 Writing: Students will summarize content-based information about butterflies
Level 4 Writing: Students will compare features using real-life examples (Butterfly Habitat
Observation)

F. Activity Five: Survival Traits

1. Research survival traits of Butterflies using the Butterfly Databases
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2. Fill out T-Chart explaining traits of Butterflies and Caterpillars in small groups (Which
traits help survival, which traits hinder survival).
3. Spend the last 10 minutes observing Habitat and writing in Field Journal
Level 2 Writing: Students will make comparisons using real-life examples (Butterfly Habitat
Observation)
Level 2 Writing: Students will fill in graphic organizer (Frayer Model and KWL)
Level 4 Writing: Students will summarize content-based information about butterflies
Level 4 Writing: Students will compare features using real-life examples (Butterfly Habitat
Observation)
Level 4: Writing: Students will take notes using a graphic organizer (Frayer Model and KWL)

G. Activity 6. Art Project

Art Lesson: Watercolor Butterfly's
(Lavely, 2016)
1. Goal: To create/design a butterfly based off the information they have learned about the life
cycle of the butterfly and their environments.
UEN:
Visual Art : 5th grade
Standard 2- (Perceiving): The student will analyze, reflect on, and apply the structures of art.
Objective 2 - Create works of art using the elements and principles.
Use contour lines to indicate the form of objects.
Create a work of art with symmetry.
Create the illusion of common patterns and textures by the repetition of dots, lines, shapes,
tones, colors, and value contrasts.
Improve accuracy in proportion in works of art.
2. Objectives:
TLW learn watercolor techniques.
TLW gain knowledge about complementary, cool and warm colors.
TLW experiment with creating shapes and textures.
TLW connect ideas of art making to their science subject: life cycle of a butterfly.
3. Concepts: Symmetry, Line, repetition, color: complimentary, cool, warm , shape,
Metamorphosis/life cycle, butterfly, Habitat, Environment
4. Visuals:
Madison Hanson

a. Examples of different watercolor techniques

b. Examples of butterflies from different environments.
c. Examples of various shapes.
5. Supplies & equipment: Water, cups, paint brushes, watercolor paint and paper, butcher
paper, reference images of butterflies, paper towels/rags.
6. Teaching Procedure: One 50 minute session
a. Introduction: 120:00-125:00 Start session off by asking students what they have learned
about the life cycle of a butterfly, have a mini discussion and tell students that they will be
creating their own butterflies.
b. Instruction/Demo: 125:00-130:00 Show students a few watercolor techniques- wet on wet,
dry on dry, dropping in, blending.
c. Work period: 130:00-145:00 Students will begin working on their butterflies.
d. Clean up: 145:00-150:00
e. Closure: next day 170:00-180:00 Butterflies will be displayed and students will be given the
opportunity to talk about their butterfly and where it would live.
7. Evaluation:
a. Was the teaching procedure and demonstrations successful in leading students to fulfil
objectives?
b. Were students able to create butterflies that corresponded with a particular environment?
c. Did students final works show knowledge of watercolor techniques?
d. How did the work period go? Were students engaged?

H. Activity Seven: Release of Butterflies

1. Discuss where their Art Project Butterfly would live according to its needs.
2. Watch Butterfly My Animal Friends Video
3. Release Butterflies from Butterfly Habitat
Level 2 Writing: Students will make comparisons using real-life examples (Butterfly Habitat
Observation)
Level 4 Writing: Students will summarize content-based information about butterflies
Level 4 Writing: Students will compare features using real-life examples (Butterfly Habitat
Observation)
 Madison Hanson

I. Post-Assessment
1. Draw the lifecycle of a Butterfly labeling each phase with specific vocabulary
Summative Assessment
2. Use Field Journal for Assessment
3. Use T-Chart for Assessment
Level 2 Writing: Students may use ELL specific words
Level 4 Writing: Students may use ELL specific words

Time Brief Task Description

0:00-5:00 -Read The Very Hungry Caterpillar to the class

5:00-30:00 - Introduce vocabulary

End Day 1 - Include ELL specific words

30:00- -Complete Butterfly Life Cycle worksheet

45:00

45:00- -Introduce butterfly habitat

60:00 -Hand out field journals and explain how they will be used
End Day 2
*ELL accommodation: either orally report to teacher what is happening
within the habitat or draw pictures.

60:00- -Explain parts of habitat and how they affect the life cycle of the butterfly
80:00

80:00- -Spend last 10 minutes of day 3 observing habitat and writing in field journal
90:00
End Day 3

90:00- -T-chart explaining traits of butterflies and caterpillars (which traits help
110:00 survival, which traits hinder survival, etc)

110:00- -Spend last 10 minutes of day 4 observing habitat and writing in field journal
120:00
End Day 4

120:00- -Introduction to art lesson (Creating butterflies with watercolor and oil
125:00 pastels)

125:00- -Demo of art project by art specialist

130:00

130:00- -Student work time

145:00
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145:00- -Clean up
150:00
End Day 5

150:00- -Students work on art project

165:00

165:00- -Clean up
170:00
End Day 6

170:00- -Talk about project (explain their butterfly and where it would live)
180:00

180:00- - Watch Butterfly - My Animal Friends video on YouTube

200:00

200:00- -Release butterflies from habitat

210:00
End Day 7

Student Activity/Differentiation:
The differentiation for Level 2 and Level 4 are highlighted throughout the Lesson
Procedure.
Students will participate in drawing, group work, and supported note taking
(graphic organizers).
o WIDA was used to differentiate tasks at a Level 2 and a Level 4

Assessment:

I. Planning: The Parameters for Assessment

A. Content Objectives
1. SWBAT compare various examples of offspring that do not initially resemble the parent
organism but mature to become similar to the parent organism (e.g., mealworms and darkling
beetles, tadpoles and frogs, seedlings and vegetables, caterpillars and butterflies).
2. SWBAT Identify that some environments give one species a survival advantage over another
(e.g., warm water favors fish such as carp, cold water favors fish such as trout, environments that
burn regularly favor grasses, environments that do not often burn favor trees).
3. SWBAT Research a specific plant or animal and report how specific physical attributes
provide an advantage for survival in a specific environment.

B. Language Objectives
Level 2
Madison Hanson

1. SWBAT arrange pictures of the lifecycle of a butterfly per oral information (Listening)
2. SWBAT make lists with peers about what they see in the butterfly Habitats (Writing)
3. SWBAT fill in graphic organizers, charts or tables to organize information about butterfly
habitats and characteristics. (Writing)
4. SWBAT make comparisons between a caterpillar and a butterfly using real-life or visually
supported materials (Speaking/Writing)
5. SWBAT describe natural phenomena from real life examples using general vocabulary (e.g.,
This butterfly has orange spots.) in small groups. (Speaking)
Level 4
1. SWBAT interpret oral information about the lifecycle of a butterfly, characteristics of a
butterfly, and characteristics of a butterflies habitat and apply to new situations (Listening)
2. SWBAT take notes about the lifecycle of a butterfly, characteristics of a butterfly, and
characteristics of a butterflies habitat using graphic organizers (Writing)
3. SWBAT summarize content-based information about butterflies (Writing/Speaking)
4. SWBAT compare features of natural phenomena from real-life examples using specific and
some technical vocabulary (e.g., This butterfly is in the Chrysalis Phase, and this butterfly is in
the Egg Phase.) in small groups (Speaking)

II. Delivery: The Instructional Assessment Sequence for a Project

A. Type of Language Assessment: Written and Drawn (Labeled) Lifecycle
B. Content Products: Field Journal, T-Chart
C. Documentation: Rubric for Lifecycle
D. Materials: Butterfly Life Cycle Worksheet, Frayer Model Vocabulary Handout, T-
Chart, KWL, Butterfly Kits, Field Journals, Video, Databases

III. Interpreting Results

A. Peer and Student Self-Assessment
1. Incorporate peer review in group work
B. Teacher Assessment
1. Rubric
2. Monitor using Field Journals

IV. Feedback and Use of Information

Students will be able to give each other feedback while working in small groups
Teacher will give feedback daily on Field Journal
The rubric for the summative assessment will be discussed with students prior to
assessment