Integrated Unit Project

EDEC 437
Professor Cleveland

Stephanie Garcia
Hannah Hoagland
Jessica Sanchez
Brissa Teodoro

Grade: Kindergarten
Theme: Life Cycle of a Butterfly

Part One

The Central Topic:

Our topic will focus on the life cycle of butterflies. The life cycle of butterflies is an
important lesson for children because this will be their first exposure to learning about life cycles
in general. Children can use this butterfly unit to learn about their surroundings and to observe
changes that happen in life. From this topic, students will be able to investigate as well as reflect
on changes in their own lives and understand that it’s common and at times great, beautiful
things come from change.
In kindergarten, the life cycle of butterflies is a great way for students to learn about the
metamorphosis process. It is convenient and practical for children to be exposed to
metamorphosis through this insect because butterflies and caterpillars are creatures known to
most kids. The process of a butterfly is important because there could be students in this class
who are not aware that a butterfly is a caterpillar first, before their transformation. This
intertwines with the idea that children come from their parents. They understand that their
parents have the same physical parts as they do, only bigger. Children see puppies or other
"baby" animals that also reflect this parent-to-offspring similarity.
One of the great aspects of this lesson is that there is a multitude of research material
accessible to families in the form of books, songs, apps and videos. The resources available to
parents/caregivers can help ensure full comprehension of this complex concept outside of the
classroom.
Concepts Web:

Language
Arts
Science

Physical Social
Life Cycle of a Studies
Education Butterfly

Arts

Drama

Inquiry Based Learning:

Living in California provides the students with many opportunities to see butterflies all
around them. In fact, San Francisco has a small butterfly exhibit within The Conservatory of
Flowers that allows the students and their families to gain better understanding of butterflies.
Due to the fact that butterflies are common outdoors in California, the students have many
opportunities to play within the same environment and learn hands-on. The children have grown
curious about butterflies as they all look different. Touching upon their interest, we have created
a whole unit dedicated to the exploration of butterflies. Although all butterflies look different,
they are more the same (they all go through the same kinds of changes - much like humans) than
they are different. This topic provides excellent opportunity to explore all aspects of butterflies
while gaining a better understanding of how we connect to butterflies in our own lives.

Part Two
Curriculum Web:

Critical My Oh
Life My a We’re All
Cycle of Different

Scienc
e Sequenci
Butterfly ng
Yoga Body Butterflies
Motio
Life Cycle
of a
Butterfly

Sortin
Music g
& Count
Motio
n

The
Butterfly Butterfly
Finger Fun

Five Learning Objectives:

1. Students will learn about the process of metamorphosis. They will have a better
understanding how a caterpillar turns into a butterfly.
2. Students will learn about the similarities and differences amongst caterpillars and
butterflies. They will use this knowledge to apply it to their own life - how we experience
change in our environment, physical appearance etc.
3. Children will learn what a sequence is. With this knowledge, students will be able to
sequence the life cycle of a butterfly.
4. Children will practice their dramatic play skills as well as their gross motor skills through
music and movement activities. This is a great time for student exploration in a creative
environment.
5. Students will learn basic vocabulary words to increase their understanding of the
butterfly life cycle.

Four Assessments:
1. KWL Charts: KWL charts are an excellent way to assess the progress that students have
made within this butterfly unit. KWL charts help visual learners as well because they are
able to see what they knew about butterflies prior to the unit, questions that arose about
butterflies throughout the unit, and lastly, new concepts the students have learned about
butterflies. The important part about KWL charts is having the students reflect on what
 they have learned throughout the unit. It is also a great way to document which activities
they learned the most, as a way to keep track of the kinds of learning methods that the
children learn best from.
2. Worksheets: Through the use of worksheets, students are able to complete their work on
their own and turn in a hardcopy. The hardcopy helps us, as teacher keep track of their
progress using documentation. The worksheets can also be used in many different
subjects. For example, we can ask children to write down words they learned from the
lesson, we can have students practice addition, demonstrate their understanding of
sequencing etc.
3. Checklists: Checklists are an easy and efficient way to document a child’s progress in
class. Checklists can also be used in a multitude of ways. In our unit on butterflies,
checklists are a great way to document the child’s learning in the physical education
section. In the checklist, we are able to mark whether the child is correctly performing
different yoga poses, remembering the names and having smooth transitions.
4. Think, Pair, Share - Discussion: A great way to assess students (particular those who are
audio learners) is to conduct a think, pair, share activity with them. This is an excellent
way for students to be able to process their thoughts out loud and share new concepts
they have learned. The thinking is an individual activity that they do themselves, the
pairing up allows students to at least share their thoughts with another student, and
sharing out is a way for the student to explain their thought process on something new.
This kind of activity can also spark a discussion which can be seen more casual in a
classroom and can invoke others to share as well. Through discussion, the children are
able to listen to their peers, react and respond to their thoughts.

Part Three:

Two Week Timeline:

Life Cycle of a Butterfly
Day 1: Introduction
Teacher will introduce the theme of the unit to kindergarten class through a KWL Chart. As a
class we will discuss and create a list of things we already know about butterflies and their life
cycle. Teacher will read “I am a Caterpillar?” by Jean Marzollo. The lesson plans and activities
should be introduced after students have discussed their knowledge of what they understand life
cycles are. On this first day of the unit, we will be introducing live caterpillars (Changing
Caterpillars activity) where the children will be able to see the caterpillars grow and change up
close.

Day 2:
Children will have the opportunity to explore the idea if they were a butterfly what they would
look like with the “If You Were a Butterfly, What Would You Look Like?” activity. To begin
the day, we will begin with music and movement butterfly songs. Children will also learn the
difference between two flying insects: a moth and a butterfly with the lesson: “A Moth is Not a
Butterfly”.

Day 3:
Day three we will learn about sequencing and the life cycle of the the butterfly with the
“Caterpillar Fun, Sequencing the Life Cycle” activity followed by coloring and labeling a
butterfly worksheet. Children will have the opportunity to use and practice their fine motor skills
and math skills throughout the day.

Day 4:
We will be reading “My, Oh My a Butterfly: All About Butterflies” and “Butterflies for Kiri”.
After reading the first story, we will do the “My Oh My a Butterfly” activity. After the second
story, we will be making origami butterflies for the children to take home.

Day 5:
Halfway through our unit we will take some time to be outside and look for butterflies with a
scavenger hunt activity. After, they will come back to the classroom to make their observations
of the class caterpillars through the lesson : “It’s a Beautiful Time to be a Butterfly!” Children
will record if they see any changes in the caterpillars since day 1.

Day 6:
Today the teacher will give lots of time for dramatic play as there will be butterfly wings, scarves
and other things that will help children dress up and act like butterflies. Followed by the “What
Color Am I?” lesson.

Day 7:
Closing up our unit we will learn about what butterflies and caterpillars eat throughout their lives
with the “Eat Like a Butterfly” lesson. Afterwards, we will be making a butterfly life cycle
diagram that will also include foods butterflies might like to have for lunch.
Day 8:
Day 8 will be dedicated to learning about butterfly wings. The children will have an opportunity
to make their own wings with “My Beautiful Butterfly Wings” activity. Following that activity
will be “Wonderful Wings” where children will have the chance to explore how markers react on
coffee filters or watercolor paper when water is sprayed on top. They will also discover
symmetry on butterfly wings as well as why butterflies are the colors that they are.

Day 9:
The day before our field trip we will be making our own butterfly finger puppets and stories that
go along with them with the “Butterfly Finger Fun” activity. We will also do more dramatic play
when we act out the stages of the life cycle together.
Day 10: Class will go on planned field trip to the butterfly exhibit in San Francisco today.
Parents are encouraged to attend with their child in hopes of continuing this learning experience
about butterflies in the home. Before the trip, students will make butterfly life cycle hats to wear
at the butterfly exhibit.

Lesson Plans:

1.
Hannah’s Lesson Plan #5:
Title: Butterfly Finger Fun
Children: A Kindergarten class of 20 children in a public suburban setting. Different races are
represented including Asian, African American, Caucasian and Hispanic. Three of the students
are English language learners.
Standards:
Performing Arts: Theater
1.0 ARTISTIC PERCEPTION
Development of the Vocabulary of Theatre
· 1.1 Use the vocabulary of theatre, such as actor, character, cooperation, setting, the five
senses, and audience, to describe theatrical experiences.
Comprehension and Analysis of the Elements of Theatre
· 1.2 Identify differences between real people and imaginary characters.
2.0 CREATIVE EXPRESSION
Development of Theatrical Skills
· 2.1 Perform imitative movements, rhythmic activities, and theatre games (freeze, statues,
and mirrors).
Creation/Invention in Theatre
● 2.2 Perform group pantomimes and improvisations to retell familiar stories.
● 2.3 Use costumes and props in role playing.
4.0 AESTHETIC VALUING
Critical Assessment of Theatre
● 4.1 Respond appropriately to a theatrical experience as an audience member.
Derivation of Meaning from Works of Theatre
● 4.2 Compare a real story with a fantasy story.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connections and Applications
● 5.1 Dramatize information from other content areas. Use movement and voice, for
example, to reinforce vocabulary, such as fast, slow, in, on, through, over, under.
Careers and Career-Related Skills
● 5.2 Demonstrate the ability to participate cooperatively in performing a pantomime or
dramatizing a story.
Materials:
Book
Video/song about butterflies
Felt of different colors
Scissors
Fabric glue
Googley eyes
Markers
Summary:
Children will have the opportunity to create their own finger puppets and then tell a short story
with them for the whole class.
Lesson time:
1 Hour
Assessment:
Children will share their creations with the class and will participate in a group discussion
Teacher will walk around asking engaging questions to the children during the construction of
their puppets.
Follow Up Activities:
-Music and movement dance activity with their butterfly puppets
-Children will write down their stories and illustrate them to make a class book for a Language
Arts activity.
Lesson Outline:
Beginning:
Children will be invited to the morning meeting carpet. Teacher will then introduce a short story
about the changing of a butterfly. After the book, the children will answer questions about what
they had just read. Then, teacher will introduce puppet activity.
Middle:
Children will take pieces of felt and fabric glue to make their own butterfly puppets keeping in
mind they are to tell a story with these puppets going through change like in the story. Teacher
will walk around the classroom offering assistance and asking thought provoking questions in
order to assess the children’s understanding. While children are working, teacher will put on
butterfly songs that the children can listen to for inspiration.
End:
Children will present their creations and puppet stories to the class. The children will have the
opportunity to be a part of the audience asking questions after each performance while also get to
have the chance to perform. Teacher will facilitate a discussion at the end to assess children’s
understanding.

2.
Title: Wonderful Wings!
Children: A Kindergarten class of 20 children in a public suburban setting. Different races are
represented including Asian, African American, Caucasian and Hispanic. Three of the students
are English language learners.
Standards:
ELA- K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and
texts with peers and adults in small and larger groups.
ELA- K.2
Confirm understanding of a text read aloud or information presented orally or through other
media by asking and answering questions about key details and requesting clarification if
something is not understood.
ELA- K.3
Ask and answer questions in order to seek help, get information, or clarify something that is not
understood.
ELA- K.6
Speak audibly and express thoughts, feelings, and ideas clearly.
VISUAL ARTS:
1.1 Discuss visual and tactile perceptions of the natural and human-made world: what is seen and
how objects feel.
1.2 Identify colors by name.
1.4 Name and describe objects by color and relative size.
1.4 Demonstrate beginning skill in the use of materials (such as pencils, paints, crayons, clay) to
create works of art.
2.2 Experiment with colors through the use of a variety of drawing materials and paints.
4.4 Discuss what they like about their own works of art.
5.1 Select works of art by others and tell what they like about them.
5.1 Create visual patterns (e.g., line, line, dot; line, line, dot) to match rhythms made by clapping
or drumming the beat found in selected poems or songs.
5.2 Name colors and draw an object, using the colors (e.g., red balloon, green leaf, brown dog,
yellow sun).
ARTISTIC PERCEPTION:
1.1 Recognize and describe simple patterns found in the environment and works of art.
1.2 Name art materials (e.g., clay, paint, crayons) introduced in lessons.
1.3 Identify the elements of art (line, color, shape/form, texture, value, space) in the
environ-ment and in works of art, emphasizing line, color, and shape/form.
CREATIVE EXPRESSION:
2.1 Use lines, shapes/forms, and colors to make patterns.
2.2 Demonstrate beginning skill in the use of tools and processes, such as the use of scissors,
glue, and paper in creating a three-dimensional construction.
Next Generation Science Standards Kindergarten:
K-LS1-1: Use observations to describe patterns of what plants and animals need to survive.
Materials:
Book about butterflies and their patterns/colors
Coffee filters
Watercolor paper
Popsicle sticks
Markers
Spray bottles with water
Black pipe cleaners
Googley eyes
Glitter glue for decoration
Summary:
Children will have the opportunity to learn about the reasons for the colors and shapes of
butterfly’s wings and will also get to create their own using symmetry and water dilution
concepts.
Lesson time:
1 Hour
Assessment:
Students will share what they know about butterflies and their wing patterns/colors in a group
discussion. Children will have the opportunity to share their creations and stories with the class.
Follow Up Activities:
Science based activity about Butterflies
Act out their stories about their butterflies.
Lesson Outline:
Beginning:
Children will come together on the carpet to listen to a story about butterflies and their wing
color and design. Children will then be asked follow-up questions about the story they just heard
to make sure the children are understanding the first part of the lesson. The children will then
have the chance to make their own observations and questions.
Middle:
Teacher will then introduce the project. The students are to take the coffee filters and fold them
in half. They are then instructed to draw their own design on one side of the “wings” with water
soluble markers. The teacher will then come around when each child is finished coloring their
wings with a spray bottle full of water so the children can spray on their wings to see what
happens with the color. Children may then use a piece of watercolor paper to do the same thing
except they now must cut out two symmetrical wings and their designs are instructed to also be
symmetrical. Children will glue popsicle sticks to their wings as the butterfly’s body and will
also attach eyes and antennae. Children will then be instructed to come up with their own story
about their butterfly’s wings.
End:
Teacher will gather the children to discuss what they saw versus what they thought they were
going to see before when the water dispersed the color throughout the paper. Children will then
have the opportunity to share their creations and stories with the class.

3.
Brissa’s Lesson Plan #5:
Title: If you were a butterfly, what would you look like?
Children: A Kindergarten class of 20 children in a public suburban setting. Different races are
represented including Asian, African American, Caucasian and Latino. Three of the students are
English language learners.
Standards:
CCSS.ELA-LITERACY.L.K.1.A
Print many upper- and lowercase letters.
CCSS.ELA-LITERACY.L.K.1.D
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
CCSS.ELA-LITERACY.L.K.1.F
Produce and expand complete sentences in shared language activities.
CCSS.ELA-LITERACY.L.K.2.D
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
CCSS.ELA-LITERACY.L.K.5.A
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the
categories represent.
K.1.4 Students compare and contrast everyday life in different times and places around the world
and recognize that some aspects of people, places, and things change over time while others stay
the same.
K.1.5 Students describe the human characteristics of familiar places and the varied backgrounds
of American citizens and residents in those places
1. Recognize the ways in which they are all part of the same community, sharing principles,
goals, and traditions despite their varied ancestry; the forms of diversity in their school
and community; and the benefits and challenges of a diverse population.
Learning Objectives:
Students will gain a better understanding of the sense of self. Students will understand that much
like butterflies, we may all look different, but at it’s core, we are all the same - we are all human.
Students will have a chance to gain a better understanding of the self while acknowledging that
we do all have our differences that make us unique - just like butterflies and caterpillars.
Materials:
Pencil
Paper
Crayons
Skin tone colored pencils (optional, but encouraged to give students a choice)
Book: The Butterfly Alphabet Book by Jerry Pallotta and Brian Cassie
Summary:
Students will have a collage that will be displayed on the whiteboard of all the different
butterflies that live in California.
Students will have a chance to look at all the images in their seats (or up close if needed, by table
group).
Students will engage in a think, pair, share about their butterfly observations in regards to the
collage observations.
As a class we will identify what we know about butterflies (in regards to the collage) and what
we want to know about butterflies.
We will read the book, The Butterfly Alphabet Book by Jerry Pallotta and Brian Cassie.
We will discuss similarities and differences found among the various butterflies.
Students will return back to their desks and create a butterfly on their own. - One that they think
is a representation of self.
Students will write their name and date on the sheet of paper.
Students will share out their thoughts on the activity, what their butterfly looks like and what
they learned.
Lesson Time:
This lesson will be approximately forty-five minutes to an hour depending on the discussions.
Lesson Outline:
Beginning:
This lesson will begin by observing the collage of butterflies at the front of the classroom.
The students can walk up to the whiteboard by table groups to take a closer look at the different
kinds of butterflies that live in California.
Based on the students observations, they will think/pair/share on their butterfly findings.
Based on the observations made from the collage, we will create a KWL chart. In this chart
students will write down what they know about butterflies (based on previous lessons in this
unit) and what they want to know about butterflies (in regards to the collage).
Students will then gather on the carpet as I read, The Butterfly Alphabet Book written by Jerry
Pallotta and Brian Cassie.
Throughout the book, I will continue to ask students to highlight some similarities and
differences that they see based on the book we are reading.
We will discuss as a class some of the differences all the butterflies had in the book, such as
color, shape and patterns. We will also discuss the similarities that butterflies have, such as
wings, antenna and that all butterflies start out as caterpillars first.
We will pull from this information and connect it to our classroom community. Students will
identify how in our class alone, we have some differences, and many similarities. For example,
we all may be different heights, sizes and skin tone shades, however, we were all babies first, we
are all kindergarteners and we all have head, heart and shoulders.
Middle:
At this point, the students have returned to their desk with the supplies in front of them.
Students will walk to the back table in their table groups and choose a butterfly that they wish to
color in.
Once each student has picked out their own, unique butterfly, I will ask the students to color in
the butterfly as if it was a self portrait - If you were a butterfly, what would you look like?
The students have crayons available to them as well as skin-toned colored pencils.
Students will use the butterfly image as a representation of the self and color in as they see fit.
Students will make sure the name and date is written on their sheet of paper.
End:
When students have completed, they will put away their materials.
Students will gather on the rug and share what they learned from this lesson.
Teacher will display all the butterflies on the board so the students can see the variety of
butterflies that were created by their peers.
Assessment:
The students “exit ticket” for the day will be to be able to identify one similarity and one
difference amongst butterflies. Due to the fact that this is a kindergarten class, students are not
yet proficient in their writing skills, so instead of having them write this activity, they can tell the
teacher before leaving the classroom. The teacher can take notes of grasped the concept of
today’s lesson plan and who needs more support.
Follow Up Activity:
In the future, we can discuss other similarities and differences in our classroom vs. another
kindergarten classroom. Practicing compare and contrast throughout everyday activities with an
emphasis on the fact that we are all still connected in one way or another.

4.
Title: Caterpillar Fun, Sequencing the Life Cycle
Children: A Kindergarten class of 20 children in a public suburban setting. Different races are
represented including Asian, African American, Caucasian and Latino. Three of the students are
English language learners.
Standards:
CCSS.ELA-LITERACY.L.K.1.A
Print many upper- and lowercase letters.
CCSS.ELA-LITERACY.L.K.1.D
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
CCSS.ELA-LITERACY.L.K.1.F
Produce and expand complete sentences in shared language activities.
CCSS.ELA-LITERACY.L.K.2.D
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
CCSS.ELA-LITERACY.L.K.5.A
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the
categories represent.
3.1 Students describe the physical and human geography and use maps, tables, graphs, and
photographs, and charts to organize information about people, places, and environments in a
spatial context.
Learning Objectives:
Students will be able to put the life cycle of a butterfly in sequential order. The students will be
able to take the images on the sheet of paper, cut them out, and place them in the right order
according to the findings from the book - the life cycle of a butterfly. The students will apply the
knowledge learned from the book and describe what is happening in each snapshot after sorting
them in order.
Materials:
Paper
Pencil
Crayons
Scissors
Glue
Book: From Caterpillar to Butterfly by Deborah Heiligman
Summary:
Students will listen to the book titled, From Caterpillar to Butterfly by Deborah Heiligman.
Students will share new ideas and concepts that they learned from the book.
Students will review the steps of the butterfly life cycle as described in the book.
Students will return to their seats while the teacher passes out paper and materials.
Students will use the scissors to cut out the boxed images that represent the different butterfly
life cycle events.
Students will sort the images according to their understanding of the life cycle.
Students will put the images in sequential order and paste them on a sheet of blank paper.
Students will label the steps accordingly: 1, 2, 3, 4…
Students can use the crayons to color in the different images.
Students will have their name and date on the paper to be turned in.
Lesson Time:
This lesson will be approximately forty-five minutes.
Lesson Outline:
Beginning:
This lesson will begin by reading, From Caterpillar to Butterfly by Deborah Heiligman.
We will identify the front cover, title page, illustrator and back cover of the book.
We will read the book and ask questions along the way that relate to the topic.
We will clarify vocabulary words such as, chrysalis, antenna, thorax and abdomen.
When we are finished reading the book, I will ask the students to share an interesting fact they
learned about butterflies. This is also a chance to ask clarifying questions.
Middle:
At this point, the students have returned to their assigned table groups with most supplies ready
for them. I will pass out the worksheets to each table group.
The students will practice their fine motor skills by using the scissors to cut out the boxed images
of each step of the butterfly life cycle.
Once the students have completed cutting the images, they will put the images in the correct
order according to what they learned from our reading of the book.
Once the students have sorted through the image, they will paste the order onto a blank piece of
paper.
The students will label each image accordingly: 1, 2, 3, 4…
The students will have time to color in each image using the crayons.
End:
When students have completed, they will toss the scratch paper into the recycling.
Students will put away their materials.
Students will gather on the rug and review what they discovered or re-learned through the
activity.
Assessment:
Students will participate in a think/pair/share activity to compare if they had similar results with
their peers. Students will have the opportunity to share with the class what they learned from this
lesson. The students will turn in their work to be graded. The graded work will be documented to
see the progress made. This will also be used as an assessment to see if the students got the life
cycle sequence correct.
Follow Up Activity:
A great follow up activity is to visit The Conservatory of Flowers in San Francisco. At The
Conservatory of Flowers, there is a small exhibit dedicated to butterflies where individuals can
interact in the butterfly environment and watch caterpillars turn into butterflies. This field trip
would make a great extension to this project after reading a book about students witnessing a
caterpillar turn into a butterfly.

5.
Title: My Oh My a Butterfly!
Children:
A Kindergarten class of 20 children in a public suburban setting. Different races are represented
including Asian, African American, Caucasian and Hispanic. Three of the students are English
language learners.
Standards:
RL 1. With prompting and support, ask and answer questions about key details in a text.
RL 2. With prompting and support, retell familiar stories, including key details.
RL 3. With prompting and support, identify characters, settings, and major events in a story.
RL 4. Ask and answer questions about unknown words in a text.
RL 5. Recognize common types of texts (e.g., storybooks, poems, fantasy, realistic text)
RL 6. With prompting and support, name the author and illustrator of a story and de ne the role
of each in telling the story.
RL 7. With prompting and support, describe
the relationship between illustrations and the story in which they appear (e.g., what moment in a
story an illustration depicts)
RL 9. With prompting and support, compare and contrast the adventures and experiences of
characters in familiar stories.
RL 10. Actively engage in group reading activities with purpose and understanding.
1. Activate prior knowledge related to the information and events in texts. CA
2. Use illustrations and context to make predictions about text. CA
Materials:
-Rabe, T., Ruiz, A., & Mathieu, J. (2007). My, oh my-- a butterfly!: All About Butterflies. New
York: Random House.
-White construction paper
-Pencils
-Markers
-Colored pencils
-Crayons
Summary:
Children will listen to the story all about butterflies and then will compose their own stories and
illustrate them about butterflies to add to a classroom book.
Lesson time:
30 Minutes
Assessment:
Children will participate in emergent literacy answering questions about the story as it is read.
Children will share their creations with the class.
Follow Up Activities:
Acting out their stories in dramatic play
Wonderful Wings
Lesson Outline:
Beginning:
Children will listen to the story “My, oh my-- a Butterfly!: All About Butterflies” on the carpet.
Children will identify the front cover, back cover, writer and illustrator. Teacher will ask follow-
up questions reflecting on the book. Teacher will then introduce lesson.
Middle:
Children will go back to their desks and will brainstorm a story about butterflies incorporating at
least one new piece of information that they learned in the story. Children will then write their
own stories on a piece of white paper and illustrate them however they please.
End:
We will then put every story together to create a class book that will be read aloud and shown to
the whole class. Teacher will hold a group discussion about their work and knowledge during
this sharing time.

6.
Jessica’s Lesson Plan #5:
Title: It’s a Beautiful time to be a Butterfly!
Children:
A Kindergarten class of 20 children in a public suburban setting. Different races are represented
including Asian, African American, Caucasian and Hispanic. Three of the students are English
language learners.
Standards:
K-LS1-1: Use observations (firsthand or from media) to describe patterns in the natural world in
order to answer scientific questions.
K-S: Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content
in the other three strands, students should develop their own questions and perform
Investigations.
Students know the sequential stages of life cycles are different for different animals,
such as butterflies, frogs, and mice.
Learning Objectives
Students will:
Observe the life cycle of a butterfly using their five senses
Describe the relative position of objects by using one reference (e.g., above or
below).
Compare and sort common objects by one physical attribute (e.g., color, shape,
texture, size, weight).
Communicate observations orally and through drawings.
Materials
The Earth's Birthday Butterfly Activity Kit
Journal
Pencils
Crayons
Book “The Very Hungry Caterpillar” by Eric Carle
Caterpillar image from the Life Cycle of a Butterfly
Summary:
Inform kindergarten class that they will learn about how the butterfly changes throughout its life.
Students will observe an organism over time and compare its development from caterpillar to
butterfly. A fundamental skill in science is to compare and contrast. Students will be able to
describe the characteristics of a butterfly's life cycle by illustrating and describing what they will
observe.
Beginning:
Time of activity (15 minutes)
We will begin this lesson by looking and describing a caterpillar using the caterpillar image from
the Life Cycle of a Butterfly. Place image where it is visible to all students. This activity will be
a discussion/brainstorm with you recording student’s responses on the board.
Middle:
Time of activity (20 minutes)
Read out loud The Very Hungry Caterpillar, by Eric Carle using the CROWD strategy. Once the
story is finished, together look back through the book and have children discuss how the
caterpillar changed throughout the story. Explain to children after discussion that caterpillars as
they grow and develop drastically change in appearance. Then ask students, in their journal to
illustrate the way the caterpillar in The Very Hungry Caterpillar. Encourage and write on a
visible area terms discussed and seen:

egg
larva or caterpillar
pupa, chrysalis, or cocoon
adult butterfly
End:
Tell students that they will observe the development of a butterfly first-hand. Following the
directions included in the butterfly kit, students will make daily observations of the development
of the butterflies in their journal paying careful attention to the butterfly's:
size
color
shape
Activity
Assessment:
For this lesson plan, given that the follow up lesson plan will be a connection to this one and
relate to their journals, assessment will include the product of their journal. Discussion and their
understanding of what is occurring during the cycle.
Alternative Activities
Act out Life cycle of a butterfly
Create a song about the Life Cycle
Extensions
Discuss and learn about the environment butterflies live in
Magic School Bus “Life Cycle of a Butterfly”

7.
Title: What Color am I?
Children: A Kindergarten class of 20 children in a public suburban setting. Different races are
represented including Asian, African American, Caucasian and Hispanic. Three of the students
are English language learners.
Standards:
Visual Arts:
1.1 Discuss visual and tactile perceptions of the natural and human-made world: what is seen and
how objects feel.
1.2 Identify colors by name.
1.4 Name and describe objects by color and relative size.
1.4 Demonstrate beginning skill in the use of materials (such as pencils, paints, crayons, clay) to
create works of art.
2.2 Experiment with colors through the use of a variety of drawing materials and paints.
4.4 Discuss what they like about their own works of art.
5.1 Select works of art by others and tell what they like about them.
5.1 Create visual patterns (e.g., line, line, dot; line, line, dot) to match rhythms made by clapping
or drumming the beat found in selected poems or songs.
5.2 Name colors and draw an object, using the colors (e.g., red balloon, green leaf, brown dog,
yellow sun).
ARTISTIC PERCEPTION:
1.1 Recognize and describe simple patterns found in the environment and works of art.
1.2 Name art materials (e.g., clay, paint, crayons) introduced in lessons.
1.3 Identify the elements of art (line, color, shape/form, texture, value, space) in the
environ-ment and in works of art, emphasizing line, color, and shape/form.
CREATIVE EXPRESSION:
2.1 Use lines, shapes/forms, and colors to make patterns.
2.2 Demonstrate beginning skill in the use of tools and processes, such as the use of scissors,
glue, and paper in creating a three-dimensional construction.
Materials:
Overhead projector for video
Colored pencils
Crayons
Markers
Worksheets with printed butterflies
Summary:
Children previously have learned about the life cycle, and now the children will watch a video on
different colored butterflies and color their own butterflies.
Lesson time:
30 minutes
Assessment:
Students will share what colors they saw in the video before coloring their own butterfly.
Children will gather together in the end and talk about what color or colors they chose the color
their butterfly.
Lesson Outline:
Beginning:
The children are to create a circle on the carpet and sit down criss cross applesauce with their
hand up, stating they are quiet and ready for you to start the activity. You will use the overhead
projector and use youtube, do demonstrate the video. The video is called The Butterfly Colors
Song and just incase you can’t find it here is a link of the video.
(www.youtube.com/watch?v=hm0vgzu15EY). You can only start the video once everyone is
quiet.
Middle:
Once the video is over you will ask the children what colors they saw in the video. You will ask
if they saw multiple colors on one butterfly. Each child will say something about the video, then
be dismissed back to their tables to work on the worksheets provided on your desk. There are
multiple sizes and patterns of butterflies to choose from. You will call each table group to your
liking to choose a worksheet and they will take it back to their desks and color them with the
materials given.
End:
Once the children finish coloring their worksheet, children will share from their tables and
explain why they chose that certain worksheet and why they chose the color they used. You will
then help assist them to post them on the classroom wall.

8.
Title: Eat Like a Butterfly!
Children:
A Kindergarten class of 20 children in a public suburban setting. Different races are represented
including Asian, African American, Caucasian and Hispanic. Three of the students are English
language learners.
Standards:
Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in the other
three strands, students should develop their own questions and perform investigations
Learning Objectives:
Students in this lesson will learn about living things
Characteristics of how and what butterflies eat
Observe and learn using their five senses
Materials:
Plastic drinking cups
Straws
construction paper for flowers
Scissors
Tape
Water (or Apple Juice)
Crayons
Pencils
“If I were a Butterfly,” by Bree Pavone
Journal
Summary
This lesson plan is created to introduce the category of foods a caterpillar and then a butterfly
eats. This lesson plan will presented to them through a read out loud, a creative arts activity and
then an experiment. They will learn how butterflies eat (anatomy) and what they eat. Students
can reflect on what they eat and how their intake of what they eat changes as they develop
Beginning:
Time of activity (15 minutes) Begin the Lesson plan by asking the students the types of
foods they enjoy eating, drinks? Have a brief discussion of the different types of food categories
they have observed or know about. Then remind them about how they are learning about
butterflies and their life cycle. Say, “in order for things, people and butterflies to grow they have
to eat various food to become strong and remain strong.” Then read out loud “If I were a
Butterfly,” by Bree Pavone.
Middle:
Provide for them a diagram of a butterfly with the labels on them and briefly explain that
what butterflies use to eat is called a proboscis. Then explain that students will eat like a
butterfly, using their very own proboscis! The children will make the flowers and drink through
the flowers to get a sense of how butterflies drink nectar. With plastic cups as the “flower” attach
a straw through a paper made flower. They will tape the flower over the top. The straw
represents the long proboscis that butterflies have in their mouths and use to drink the nectar of
flowers. (Apple Juice, Water, or alternative)
End:
Discuss and have students share what they have learned through this experiment. Then have
students open their journals and illustrate the proboscis and what they learned about what/how
butterflies eat.
Assessment:
Informal assessment through share out and discussion. Students will also be assessed by the
product of their journal.

9.
Stephanie’s Lesson Plan #5
Title: My Beautiful Butterfly Wings
Children:
A Kindergarten class of 20 children in a public suburban setting. Different races are represented
including Asian, African American, Caucasian and Hispanic. Three of the students are English
language learners.
Standards:
2.0 CREATIVE EXPRESSION
Development of Theatrical Skills
· 2.1 Perform imitative movements, rhythmic activities, and theatre games (freeze, statues,
and mirrors).
Creation/Invention in Theatre
● 2.2 Perform group pantomimes and improvisations to retell familiar stories.
 ● 2.3 Use costumes and props in role playing.
4.0 AESTHETIC VALUING
Critical Assessment of Theatre
● 4.1 Respond appropriately to a theatrical experience as an audience member.
Derivation of Meaning from Works of Theatre
● 4.2 Compare a real story with a fantasy story.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connections and Applications
● 5.1 Dramatize information from other content areas. Use movement and voice, for
example, to reinforce vocabulary, such as fast, slow, in, on, through, over, under.
Careers and Career-Related Skills
● 5.2 Demonstrate the ability to participate cooperatively in performing a pantomime or
dramatizing a story.
ARTISTIC PERCEPTION:
1.1 Recognize and describe simple patterns found in the environment and works of art.
1.2 Name art materials (e.g., clay, paint, crayons) introduced in lessons.
1.3 Identify the elements of art (line, color, shape/form, texture, value, space) in the
environ-ment and in works of art, emphasizing line, color, and shape/form.
CREATIVE EXPRESSION:
2.1 Use lines, shapes/forms, and colors to make patterns.
2.2 Demonstrate beginning skill in the use of tools and processes, such as the use of scissors,
glue, and paper in creating a three-dimensional construction.
Materials:
White table cloths cut into pieces already for the children
Do - a - dot - art markers
Summary: Students will be asked to create their own butterfly wings. Children are able to
express their own form of art, and what they want their wings to be represented as. Children for
the past few days have learned the colors, and different patterns the butterflies have and will
create what they visually want theirs to look like.
Lesson Time:
30 Minutes
Assessment:
Before starting the assignment the children will be asked what they have learned about patterns
and colors of butterflies. In the end children will be able to put their wings on and fly like a
butterfly.
Outline
Beginning:
Students will raise their hands and answer what they learned about butterflies so far. After
discussion, each student will go grab a piece of cloth one by one and take it back to their desk.
Materials will be handed out by you. Material is located in the back of the room near the sink in
the cabinet to the right.
Middle:
Students will finish up their wings in a timely manner in order for any heavy marker seeping
through needing to dry. Children will hang it outside to let it dry, so they are able to use their
wings by the end of the day, as their extended activity.
End:
The last 30 minutes of class children will be able to grab their wings and bring them into the
class. Children will drape them over their shoulders and you will demonstrate the movements of
flying. The children have done previous activities acting out the stages of the life and will start
with that, and in the end you and the children will transform into a butterfly and fly away with
the personalized wings.

10.
Title: A Moth is not a Butterfly!
Children:
A Kindergarten class of 20 children in a public suburban setting. Different races are represented
including Asian, African American, Caucasian and Hispanic. Three of the students are English
language learners.
Standards:
K.P.2.1 Classify objects by observable physical properties (including size, color, shape, texture,
weight and flexibility).
K.L.1.1 Compare characteristics of animals that make them alike and different from other
animals and nonliving things.
Learning objective:
Kindergarteners will be able to compare and contrast the differences and similarities between a
moth and a butterfly
Cooperative learning
Students will describe at least three characteristics that makes moths and butterflies different
Materials:
Crayons
Colored Pencils
Book “Butterfly or Moth?” by Melissa Stewart
Markers
Coloring Pages
Journal
Lesson Plan Outline:
Beginning:
Gather students in circle time area and on a sheet of large paper or on the board discuss with
students what they have learned about butterflies.Make sure to emphasize on the words
“Compare and Contrast” aka “Similarities and Differences.” Provide examples and definitions.
Ask them questions about their features, life cycle, how they eat etc. Once everyone has shared
and you have written what they have learned on the board read “Butterfly Or Moth?: How Do
You Know?” by Melissa Stewart. Using the CROWD strategy, make sure to pause and have
children reflect or ask questions.
Middle:
Distribute two coloring pages of a butterfly and a moth-keep the book at bay for references-
children are to color the images and the background with another feature. For example, moths
are more active at night, you can suggest children color the moth page in the dark. Students can
discuss with their neighbors and reflect on the board of notes and the book.
End:
When each page is colored have each child share out something they learned, ask them to
compare and contrast. Then ask students to take out their journals and illustrate the difference of
a moth.
Assessment:
Evaluate the coloring page and their oral understanding. The product of their journal will also be
evaluated.

Extra Activities:
1. Music and Movement with the Butterfly, Butterfly song
→ This activity is a great way to get the kindergarteners singing and moving in the
classroom, while also practicing their gross motor skills. While learning about butterflies,
the students will also learn vocabulary such as “flutter” through the butterfly song. The
song goes, “Butterfly, butterfly, flutter around. Butterfly, butterfly, touch the ground.
Butterfly, butterfly, fly so free. Butterfly, butterfly, land on me! Butterfly, butterfly, reach
the sky. Butterfly, butterfly, say goodbye.” This activity can be done inside or outside of
the classroom (depending on weather) and can be done in a circle or all spread apart. This
activity also teaches the students about spatial awareness because we will be moving
around and we don’t want to hurt our friend. This activity will also allow the students to
practice listening, singing and following directions. The students will do the movements
as follows, like fluttering around, touching the ground, reaching high up to the sky, and
waving to say goodbye. This activity will take a short fifteen minutes.

2. Coloring and Labeling Butterfly Worksheet

→ This activity incorporates fine motor skills by utilizing crayons to color in the
butterfly, using scissors to cut out the labels, and using glue to label the body parts on the
butterfly. In this activity, the students will be seated at their assigned table and will be
completing this on their own. They will have pencils, crayons, glue and scissors available
to them. The students are expected to write their name and the date at the top of the sheet.
The students will cut out the boxed words that are at the bottom of the page. These words
will act as labels for the butterflies body part. The vocabulary will consist of words such
as wing, antenna, head, thorax and abdomen. Once the students have cut out the boxed
vocabulary words, they will use the glue to paste the words in the correct empty box that
will act as the label. When the students are done with this, they can use the crayons to
 color in the butterfly as their imagination sees fit. This activity is not only fun, but can
also be used as an assessment to observe how well the students remember the different
body parts a butterfly has, such as the antenna and the wings. This activity will be
approximately thirty minutes.

3. Butterflies for Kiri

→ This activity will take place during circle time. We will be reading the book,
“Butterflies for Kiri” written by Cathryn Falwell. This book describes the obstacles that
Kiri endures trying to create origami butterflies just like her auntie Lu used to. In this
book we will define key vocabulary words such as origami. We will learn the meaning
and cultural significance behind origami. This book is also a great lesson to all children to
never give up - to persevere to get the end result that is desired. A bonus is that this book
comes with age appropriate instructions on how to make origami butterflies. After
reading the book, the students will go back to their seats and will try to create an origami
butterfly using the instructions provided in the book. The students can use crayons to
color their butterfly to make it their own. In this activity, the students will be using their
critical thinking skills to dissect new ideas they learned from the book as well as
highlighting the moral of the story: never give up. Additionally, the students will be
practicing their fine motor skills by using the crayons to color and using their fingers to
fold the origami paper, creating their butterflies. This activity will be approximately thirty
to forty-five minutes.

4. Counting Butterflies Scavenger Hunt

→ Children will have the opportunity to leave the classroom and go on a butterfly
scavenger hunt. Children will be provided with a backpack filled with a manual of
different kinds of local butterflies, binoculars, butterfly nets, and a specimen jar. Children
will then search the school gardens and campus for butterflies. Students will work in
teams to support the development of collaboration. This activity encourages children to
explore and ask questions about the environment around them and also will provide them
with the opportunity to recognize numbers and sequencing in nature. This lesson will take
up to one hour but could run longer.

5. Changing Caterpillars
→ This lesson is designed to take place throughout the whole unit. Teacher will purchase
caterpillars for the class to watch as they go through change. The students will have the
opportunity to draw what the caterpillar looks like every day in a journal so they can look
back and see the gradual changes the caterpillar went through. The objectives of this
activity are to help the children visually understand the lifecycle of a butterfly in a hands-
on way.

6. Butterfly Dress Up and Role Play

 → This activity will take between 30 minutes to an hour depending on how much the
children enjoy role playing. Children will have the opportunity to dress up in butterfly
wings and role play what it might be like to be a butterfly. The objectives of this activity
include fostering the idea of different perspectives, allowing children to safely act out real
world situations and practice self-expression.

7. Acting Out the Stages of a Butterfly

→ This activity is to engage the children motor development while learning about the life
cycle of butterflies. The children will gather on the carpet in a circle or in their given spots and
will act out the stages of a butterfly. Children will first start in cradle position and and curl up
into a ball to represent the egg. Before the next stage children have to describe the next step
before acting it out. Children will then start to crawl around a depict the caterpillar stage. After
describing the third stage children will then curl up halfway and be still as possible to be the
chrysalis form. The last is to spread their arms like the wings of the butterfly and fly away to a
butterfly garden. This activity should take about 10- 20 minutes.

8. Counting Butterfly-Book Butterfly Colors and Counting

→ This activity consists of reading a book about butterflies and what color is represented
in each page. The children will be asked to identify what color the butterfly is on the page and
how many butterflies there are. With each color presented children have to name another item
they know of that color. For example, if they see 5 red butterflies, they state the color of the
butterfly first and then count one by one how many there are and state again home many
butterflies they see. They will then give an example of something they know that is represented
in red, like, strawberries. At the end of this activity children will tell the teacher what color was
their favorite and why. This activity will take 30 -45 minutes.

9. Butterfly Life Cycle Diagram, Circular.

→ Teacher will prepare the template and label the stages of the life cycle. Students will
use white rice for the eggs, chenille pom poms for the caterpillar, a twig and a square
brown lunch bag for the chrysalis, and colored paper for the butterfly. This activity will
allow students to create a visual of the life cycle, they will see that there are four stages
they need to fill in and will use creative measures to finish the diagram

10. Butterfly Life Cycle hats

→ Here you will need life cycle coloring sheet, crayons, scissors, glue sticks, stapler,
and 3 inches wide x 24 inches long strip of green construction paper. Once you have your
materials have students color the coloring sheet. Once students are done coloring, have them
each cut each picture and its correspondence label. Students, given past lesson plans should be
able to organize the order of life cycle. Once in correct order, student can glue their images onto
the construction paper. Then staple edges and wallah! Students can wear their Butterfly Life
Cycle hats.
Children’s Books:

1. Godwin, S., & Abel, S. (2005). The case of the missing caterpillar: a first look at the life
cycle of a butterfly. Minneapolis, MN: Picture Window Books.
In this story, we join a group of inquisitive animals as they discover the secrets of a
caterpillar and the changes they go through throughout their lives. This book is great for
introducing metamorphosis to a young reader in a way that is developmentally appropriate
enough for the child to comprehend. This story helps answer many questions children might
have about the butterfly life cycle and will also foster new questions to ponder. This story will be
used within the lesson Butterfly Finger Fun as an introduction story to the finger puppet activity.

2. Rabe, T., Ruiz, A., & Mathieu, J. (2007). My, oh my-- a butterfly!: All About Butterflies. New
York: Random House.
This is a story is an easy to read and understand story that illustrates and tells the full
story of the butterfly life cycle in a way that young children can understand easily. This book
will also help with language development as it consists of a lot of rhyming words and new words
that will expand a child’s vocabulary. This book will be used to introduce the Language arts
lesson in which children will be creating their own stories about butterflies.

3. Falwell, Cathryn. (2003). Butterflies for Kiri. Lee & Low Books.
This book, “Butterflies for Kiri” illustrated by Cathryn Falwell follows a little girl named
Kiri and her determination to create an origami butterfly just like her auntie Lu would make.
This story follows Kiri as she adventures to create origami. At first, Kiri is not successful. The
origami paper makes her nervous as it is very delicate to the touch, however, with
determination, creativity and perseverance, Kiri discovers that she can create origami butterflies
using the instructions she was given. This story is an excellent reminder to all children to never
give up. Even if a task may seem difficult or daunting at first, there are many ways to approach a
challenge and be successful. This story is used in the extra activity, Butterflies for Kiri.

4. Heiligman, Deborah. (2015). From caterpillar to butterfly. HarperCollins Publishers.

This book, “From Caterpillar to Butterfly” illustrated by Bari Weissman is a story about
a classroom of students who experience the life cycle of a butterfly. The story begins with
students observing the caterpillar in a jar that stays in the student’s classroom. The students
discuss their excitement as they watch this caterpillar grow and change. Anticipating the change
from caterpillar to butterfly, the students wait patiently, until one day, it begins. The students
watch as the caterpillar sheds its protective layer and turns into a butterfly. The students grow
both sad and happy to release the butterfly from the jar and out into the world. The book’s last
pages list the steps of the life cycle along with pictures to illustrate the events. This is an
excellent book for children to learn the vocabulary and to learn the life cycle of a butterfly. This
book will be used for the math lesson plan, “Caterpillar Fun, Sequencing the Life Cycle” where
students will sort and sequence the life cycle of a butterfly.

5. Allen, J., & Humphries, T. (2003). Are you a butterfly? New York: Kingfisher.
This is another great book that describes the life cycle of a butterfly. The author gives
great detail about the process and what to do in each step of the cycle. The book is
visually appealing to the kids, as it is colorful and and gives great pictures of the subject
the author is describing.
6. Pallotta, J., & Bersani, S. (2013). Butterfly colors and counting. Watertown, MA:
Charlesbridge Pub.
This book is an easy book for children of the kindergarten age to follow along and get the
concept. Each page depicts a color of a butterfly and or butterflies. There is a number on the page
of how many butterflies are shown with the number also being written out. Children are able to
visually see the color and the number of butterflies. The teacher can go over the written name of
the color presented on the page.

7. Carle, E. (1969, June 3). The Very Hungry Caterpillar. Penguin Young Readers Group
This book is not only a classic, but an easy educational read that illustrates the changes
the caterpillar is going through. The book takes the concept of metamorphosis and presents it in a
way that can be easily understood by children.

8. Marzollo, J. (1997). I am a Caterpillar. Cartwheel

This story follows a caterpillar as it changes into a butterfly. This book with simple
pictures and uses developmentally age appropriate, vocabulary. It has great repetition of words
for students to practice and follow the storyline.

Involving Family & Community Members:

To involve family/community, the teacher could ask the families/caregivers/community

members to watch for butterflies in their neighborhood and community. While observing
butterflies during day to day activities, write down some notes and observations like where you
saw the butterfly, at what time of day, what did it look like, etc. An alternative to this would be
to watch some caterpillar/butterfly videos at home and make some notes of observations. The
teacher can send home an informational book/pamphlet to read and become more informed on
butterflies at home. We will ask the parents/caregivers to join us on a field trip to learn about
butterflies together in order to foster a deeper understanding at home.

Dear Parents and Guardians,

For the next two weeks, our kindergarten class will be exploring the life cycle of butterflies. We
are excited to begin this unit as all students have increased interest in this topic ever since we
began spotting butterflies outside in our garden.
Due to their excitement, we will be exploring butterflies in many different forms such as learning
about their life cycle, the various appearances butterflies obtain and how to incorporate butterfly
poses during our yoga unit.
I ask of you to join us in the fun as we all explore the beauty and curiosity that butterflies hold.
There is an exhibit in San Francisco that has a small section dedicated to butterflies. We are
asking that all parents and guardians who are able to attend join us on this field trip so we can
collectively learn more about butterflies by going into their environment and interacting with
them.
Transportation for everyone will be provided. This is an excellent way to get you, as the
caregivers involved in this unit.
We hope you can join us and look forward to learning more about butterflies together.

Best,

Your Kindergarten Teacher