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Kristen Haun Life Cycle Unit Kindergarten

It's a Butterfly's Life

Unit Description In this unit students will demonstrate they can do science by following the life cycle of a butterfly. They will learn about the different stages as well as different skills, such as observation. The students will do activities to understand the life cycle that will increase their knowledge of science, language arts, social studies, and math skills. Enduring Understanding (Central Focus) Students will understand the stages a butterfly goes through to develop. Essential Questions 1. What does a caterpillar need to survive? 2. What do you think is the most important part of the life cycle and why do you think that? 3. Why do butterflies migrate? Declarative Knowledge Why is this important? Students need to learn the life cycle because it is a good beginning to understanding the cycle of life. What are details students will learn? Besides learning the four stages of the life cycle, students will learn what happens during each stage. They will also learn about monarch butterflies traveling to Mexico every year and where that is in correlation to Indiana. What are the vocabulary terms students will need to learn? Egg, Larva, Chrysalis, Adult, Observation Procedural Knowledge What processes will students learn? The beginning step to the scientific method. What are the skills students need to learn? How to observe objects and note changes in them. What are the steps students need to know? The steps of a butterfly's life cycle. Are there any rules they need to learn? Not to touch or shake the chrysalis.

Targeted Academic Standard K.1.2 Begin to demonstrate that everyone can do science. Supporting Indiana Academic Standards K.1.1 Raise questions about the natural world. K.3.2 Identify maps and globes as ways of representing Earth and identify map symbols. K.4.3 Write using pictures letters and words.

Assessment Plan 1. Describe your assessment method(s) (determination of student knowledge and skills prior to instruction). *I will create a KWL Chart that we will fill out together as a class during a discussion about what they know about butterflies, what they would like to know about butterflies, and then throughout the unit; what they learned about butterflies. I will start the discussion by introducing the unit with the story The Very Hungry Caterpillar by Eric Carle. I will use the book to get the students thinking about butterflies and what they might know about them and what interests them. This way we will be able to fill out the chart. I will hang the chart in the room so that students can refer back to it and it will be easy to get to so that we can add what they learn onto it. 2. Describe your post-assessment method(s); i.e., how you determined student knowledge and skills after instruction. *I will create a post-test for the students to take. I will read the questions to the students and have them answer the questions on their own. The test will not be long and will touch on the main points of the unit. The test will show that the students know the stages of the lifecycle as well as understand its importance and how butterflies survive. ­Students will be able to draw on the test, instead of writing. Reading the test will also help the students focus on what they know. 3. Describe what else you did during the course of the unit to informally and formally assess student understanding and progress. *During the unit the students will be observing real butterflies being formed. While doing this they will have journals that they will draw pictures of their observations as well as write the names of the stages that go along with the pictures. ­For students that will have difficulty writing the words I will have dashed letters used and the student will be able to practice by writing over the line. *I will have the students bring in pictures or any other examples of what they would find in a butterflies environment and/or an example of what butterflies need to survive. Students will be able to share what they brought in and explain why to the class. ­Magazines will be provided for students that may not have anything to use at home. I will make sure they know they can bring something from outside, as long as it is in reason. *We will add to the, what we learned, section on the KWL Chart as we learn things about butterflies. I will write on it as well as have students draw pictures and stick on it. ­Students will be able to draw or write. *I will have students work on a WebQuest, that I created, about different types of butterflies learning what they do to survive, if they migrate or not, etc.

4. How do you know that your essential questions (objectives), pre-assessment, instruction, and post-assessment were aligned (consistent with each other)? * The pre-assessment and post-assessment are consistent with each other because the things that they want to learn and we add that they have learned will go along with the post-test. The KWL Chart will be able to be used to review before the post-test. The pre-assessment will tell me what they know about butterflies, including any stories they have about butterflies. The post-assessment will show me what they know about butterflies in a formal assessment. I will be able to see improvement from a few things written on the KWL Chart to all of the questions answered (and hopefully most if not all correctly). Essential Questions Addressed What does a caterpillar need to survive the life cycle? What do you think is the most important part of the life cycle and why do you think that? Pre-Instruction Assessment Descriptors The Hungry Caterpillar touches on caterpillars needing food, which is one thing. Students will tell things they think is important about butterflies while talking about what they know. During Instruction Assessment (Formative) Descriptors When we talk about, read about, bring in example, and observe the life cycle and what a caterpillar's part is. As they make their journals and observe the life cycle they will be able to come to their own conclusions. Post-Instruction Assessment Descriptors Will give an example of what a caterpillar needs to survive. Students will show that they understand the life cycle by drawing it in order. We will talk about the important parts and why when we finish filling out the KWL chart. Students will talk about this adding to the KWL chart. It will also be on the post test.

Why do butterflies migrate?

This could be a question we put up as what we would like to know. A student may say they what to know what butterflies do in their lives.

Looking at the map, discussing migration, learning about different butterflies through the WebQuest.

Culminating Activity Overview: For my culminating activity I will order butterflies in the caterpillar stage. The students will be given journals that I made up to draw observations of their caterpillar and the changes it goes through. The students will have time in the morning everyday when they first arrive to look at their caterpillars. Every other day they will be given time during the day to draw their caterpillar/ what they see in their journals. They will also right yes or no to the question; "Do you see any changes?" If they do see changes they will need to write what is different or circle the difference that can be seen in the picture. We will start the journals together by talking about and drawing the first stage of the life cycle (the egg) so that they understand that part has already happened. I will have to students draw the life cycle in order on another piece of paper to show that they know the different stages. I will also have them label the diagram. For the students: Yesterday we started our chart about what you know and what you would like to know about butterflies. Today we are going to start observing butterflies in the second stage of the life cycle. Who remembers and can tell me what the life cycle is? The first stage is an egg and the second stage is a caterpillar. We are going to do some observing for the next few weeks. Does anyone know what observe means? If you observe something you watch it over a certain amount of time. I have caterpillars for all of you to observe on your own. You are going to see the caterpillars go through some changes and I want to you draw what you see in these journals that I am going to give to you. You will also circle yes or no to the question "Do you see any changes?" each time you draw in your journal. I will give you time everyday when you come in to look at your caterpillar. Every other day you will draw your caterpillar making sure to show any changes that may happen. Make sure to be very careful with your caterpillar and to not move it much. You also need to make sure that you never take the lid off of it. You need to write your name on your journal then we will draw the first stage of the life cycle. What was the first stage of the life cycle? The egg; now draw a circle and color it green on the first page. I will now pass out your caterpillars which is the next stage in the life cycle. Once you have your caterpillar you can begin to draw your first observation of what your caterpillar looks like. When your journals are finished you will draw each stage of the life cycle in order and write which stage it is.

See next page for rubric

Culminating Activity Rubric Element 0 Unacceptable (Egg) Spelling/printing No writing seen in journal.


Pictures don't seem to go along with the life cycle

Final Diagram

Does not show the stages of the life cycle. Less than half of the journal has a drawing of their observation. No name, observations, or answers to the questions.

1 Developing (Caterpillar) Writing is attempted, but not on each page. There are many spelling errors. Few pictures show that observations of the different stages were made. Shows the stages, but are not in order.

2 Accomplished (Chrysalis) There is writing on each page with a few spelling errors throughout. Drawings show the different stages that they caterpillar went through.

3 Exemplary (Butterfly) Extra writing on each page/ descriptions given. 0-2 spelling errors.



Following Directions

Drawings are detailed and show the changes the caterpillar went through. Shows the Shows the stages of the stages of the life cycle in life cycle in order. order and is properly labeled. Half of the Each page of Each page journal has a the journal has a drawing on has a drawing drawing and each page. of their has a observations. description with it. Name is on Name is on Name is on journal and journal, journal, observations observations observations have been have been have been made. made, and made, questions questions have been have been answered. answered, and extra details have been written or drawn. Total Rubric Score_______________/15

Daily Activities Day 1: · Read The Very Hungry Caterpillar by Eric Carle. · Begin the KWL Chart. · Introduce the stages of the life cycle. Day 2: · Begin journals. · Review stages of the life cycle. Day 3: · Focus on the caterpillar stage. Talk about what caterpillars need to survive and the environment they live in. · Homework- Have students find examples of what is needed to survive and/or the environment they live in. Day 4: · Write observations in journals. · Have students share their examples explaining why they picked what they did. · Introduce the next stage: Chrysalis. Day 5: · Introduce the last stage: Butterfly. Day 6: · Write observations in journals. · Begin centers. o Center 1: Put the stages of the life cycle in order o Center 2: Compare the size of the caterpillar to everyday objects. o Center 3: How to stay safe: Make a butterfly (coffee filters, pipe cleaners, markers) o Center 4: Find the basic parts of the butterfly. Day 7: · Continue centers. Day 8: · Write observations in journals. · Continue centers. Day 9: · Continue centers. Day 10: · Write observations in journals. · Start Web Quest

Day 11: · Work on Web Quest activity Day 12: · Write observations in journals. · Finish Web Quest activity. Day 13: · Present Web Quest projects Day 14: · Write observations in journals. · Finish presenting Web Quest projects. Day 15: · Migration of the Monarch butterfly. · Finish KWL Chart · Release butterflies: Celebrate! Resources Book: Carle, Eric. .The Very Hungry Caterpillar. Philomel. New York. 1987. Enchanted Learning. 1996-2006. 4 December 2006.


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