Butterfly Literature Focus Unit EDU 315 By Katelyn

Butterfly Literature Focus Unit EDU 315 By: Katelyn Baumgartner

Fiction Books “The Very Hungry Caterpillar” “Butterfly: A Book of Colors” by: Antoine O’Flatharta “Gotta Go!” by: Alan Madison “Hurry and the Monarch” by: Elly Mac. Kay “Velma Gratch and the Way Cool Butterfly” by: Peter Horacek “Butterfly Park” by: Eric Carle by: Sam Swope “Fancy Nancy: Bonjour, Butterfly” by: Jane O’Connor

Nonfiction Books “The by: Butterfly Counting Book” Jerry Pallotta “National “A by: Laura Marsh Butterfly is Patient” by: Dianna Hutts Aston “Where Butterflies Grow” by: Joanne Ryder “Monarch Geographic: Caterpillar to Butterfly” and Milkweed” by: Helen Frost

Theme Study • • Students will take part in a thematic unit centered on butterflies. This unit will be a culmination of disciplines including: reading, writing, social studies, science, mathematics, art, music, and physical education. Students will develop an understanding of the different types of butterflies, how they live, (which includes: migration patterns, diet, and environment) their size, and their lifecycles.

Language Arts: Reading Activities Guided Students could do regular small group by ability Students could do a butterfly-themed reader’s theater. K. RL. 10 Actively engage in group reading activities with purpose and understanding. Read Alouds Read alouds will include instances of class discussions. “Velma Gratch and the Way Cool Butterfly” by: Alan Madison “Monarch and Milkweed” by: Helen Frost . reading K. RL. 1 With prompting and support, ask and answer questions about key details in a text.

Language Arts: Reading Activities Continued Partner Reading Assign partners to take turns reading a butterfly-themed book of choice. K. RL. 10 Actively engage in group reading activities with purpose and understanding. If you have an older class, team up with younger grades and have the older students read butterfly books to their book buddies. Independent Reading The class library will give students the opportunity to further their knowledge with butterfly themed books. 2. RF. 4 Read with sufficient accuracy and fluency to support comprehension. Independent searching for poems online and in books will give students an opportunity to read independently

Language Arts: Writing Activities Assign types of butterflies to each student—write acrostic poem based on information gathered about the butterfly using the common name for that butterfly 3. RL. 4 Describe how words and phrases (e. g. , regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. 1. RL. 10 With prompting and support, read prose and poetry of appropriate complexity* for grade 1. K-5. L. 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Keep Learning Log journals to document changes as they raise their own butterflies in cages K-5. L. 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 3. W. 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Language Arts: Writing Activities Continued Write fictional narratives about the adventures of a butterfly while maintaining the true facts about the lifecycle. K-5. L. 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 3 -5. W. 3 Write narratives* to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Assign groups to write summaries of the lifecycles of certain animals or plants. 1. W. 2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 3. W. 7 Conduct short research projects that build knowledge about a topic. K-5. L. 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Write 1 page papers about assigned type of butterfly 2. 1. 3 Use a resource (e. g. , books, picture, graph, chart, video, Internet, guest speaker, TV) to gather information 3. W. 7 Conduct short research projects that build knowledge about a topic. K-5. L. 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Language Arts: Speaking Activities Students will read aloud their acrostic poems to the class. K-5. L. 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Groups of students will present their lifecycle posters in front of the class. K-5. L. 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. K. SL. 6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Students will participate in small group conversations about what they would like to learn about butterflies at the very beginning of the unit. K-5. L. 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. K-5. SL. 1 Participate in collaborative conversations with diverse partners about grade appropriate topics

Language Arts: Speaking Activities Continued Students will present their favorite poem found online from a preselected list of websites and give a synopsis of what made them choose it. K. RL. 5 Recognize common types of texts (e. g. , storybooks, poems). K-5. L. 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Do a lesson on and have a grand conversation about idioms beginning with “social butterfly” 2 -5. L. 5 Demonstrate understanding of word relationships and nuances in word meanings.

Language Arts: Listening Activities Listen to Read Alouds K. RL. 1 With prompting and support, ask and answer questions about key details in a text. Listen to various presentations by classmates (lifecycles/butterfly reports/poems) Listen to informative lessons from the teacher on lifecycles/other butterfly related topics Listen to butterfly songs Listen to a presentation at the Zoo from a worker involved with the insect exhibit. 3. SL. 3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Language Arts: Viewing Activities Watch a time-lapse video of the metamorphosis of a butterfly https: //www. youtube. com/watch? v=7 AUe. M 8 Mba. Ik Take a virtual tour of the butterfly exhibit for the Natural History Museum https: //www. youtube. com/watch? v=Cu 4 QJ 0 Pg. U 3 s K-3 SL. 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. Explore the insect exhibit at the zoo. View posters, art projects and represented poetry made by classmates

Language Arts: Visually Representing Activities Make posters of various life cycles Compare/Contrast Visually represent their poems about their individual butterflies to be posted in the classroom Students may make models of their butterflies in addition to their poem, may write their poem on paper with colors characteristic of their butterflies, or may draw pictures of their butterflies. K. W. 2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic 4. 1. 5 Know how different visual art media*, techniques*, and processes* are used to communicate ideas, experience, and stories.

Science Activities Lifecycle of a butterfly Raise butterflies in a cage watch lifecycle 3 -LS 1 -1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. 2. 1. 4 Identify events on a simple time line Relate to the lifecycle of a frog/ other life cycles humans/plants (Use “Monarch and Milkweed”) Make lifecycle posters to relate to other lifecycles 3 -LS 1 -1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. 2. RI. 3 Describe the connection between a series of scientific ideas in a text. K-5. IAI. 10 Collaborate with others to exchange ideas. 1. RI. 7 Use the illustrations and details in a text to describe its key ideas

Science Activities Continued Colors of a butterfly why they are certain colors adaptations to environments K-LS 1 -1. Use observations to describe patterns of what plants and animals (including humans) need to survive. 3 -LS 3 -2. Use evidence to support the explanation that traits can be influenced by the environment. Learn about species different types of butterflies K-ESS 3 -1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. Ecosystems/Communities 2 -LS 2 -2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. * 3 -LS 2 -1. Construct an argument that some animals form groups that help members survive.

Science Activities Continued Migration K-ESS 2 -2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. Compare/Contrast characteristics of butterflies/moths Venn Diagrams/ T-Charts 2 -LS 4 -1. Make observations of plants and animals to compare the diversity of life in different habitats. 1. RI. 3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Fieldtrip to the Zoo insect exhibit SL. 3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Mathematics Activities Symmetry lesson 4. G. 3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify linesymmetric figures and draw lines of symmetry. Compare sizes of different types of butterflies Younger students will use laminated life-size pictures to compare (1 atlas butterfly = 2 monarch butterflies) Older students will use standard measurements K. MD. 1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K. MD. 2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. 2. MD. 4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Mathematics Activities Continued Word problems flying away active board activity click to fly away K. OA. 2 Solve addition and subtraction word problems, and add and subtract within 10, e. g. , by using objects or drawings to represent the problem. 1. OA. 1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e. g. , by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Counting activity containers of butterfly toys skip counting (use w/ Butterfly Counting Book) K. CC. 1 Count to 100 by ones and by tens. K. CC. 4 Understand the relationship between numbers and quantities; connect counting to cardinality. K. CC. 5 Count to answer “how many? ” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1– 20, count out that many objects. (Older students) Rates butterflies fly when migrating distance/time

Social Studies Activities Geography where different butterflies live 3 -LS 4 -3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. (science connection) 2. 5. 1 Identify North America, South America, the United States, Mexico, Canada, Atlantic Ocean and Pacific Ocean on a map or globe Teach about building community Use the book “Butterfly Park” 3. 2. 2 Describe how community life has changed from past to the present K. 3. 1 Identify community workers 3. 3. 1 Identify ways families and communities cooperate and compromise (e. g. , fundraisers, food pantries, living within your means) to meet needs and wants K. 4. 3 Identify examples of good citizenship (e. g. , honesty, cooperation, respect, responsibility

Social Studies Activities Continued Teach about being your own person/self-esteem/ individuality Use “Velma Gratch and the Way Cool Butterfly” K. 6. 3 Identify ways people are alike and different 1. 6. 1 Identify the similarities and differences (e. g. , family members, clothes, food, style of homes, jobs, celebrations) among families around the world Map migration patterns of butterflies 4. 1. 2 Use map scales to locate physical features and estimate distance on a map 2. 5. 1 Identify North America, South America, the United States, Mexico, Canada, Atlantic Ocean and Pacific Ocean on a map or globe

Music & Art Activities Paint and folded paper symmetry Make folded paper butterflies magazine pages/ scrapbook paper 4. 1. 6 Use visual art materials and tools* in a safe and responsible manner. Listen to butterfly songs. 4. 1. 2 Know the different techniques* used to create* visual art. Glue tissue paper on butterfly templates Make flying butterfly mobiles. 4. 6. 2 Know connections between the visual arts* and other disciplines in the curriculum. 4. 6. 1 Know simple music forms when presented aurally. Use instruments to help illustrate the lifecycle of a butterfly (bells, maracas, chimes, etc. ) 4. 2. 1 Perform independently on an instrument.

Physical Education Activities Act out lifecycle of butterfly Relay Race one stage per student Outside Have students identify and demonstrate locomotor and nonlocomotor movements they associate with butterflies S 1. E 5. K Performs locomotor skills in response to teacher-led creative rhythms Bees and Butterflies (Adaptation of Sharks and Minnows) S 1. E 7. K a & b Balance --Maintains momentary stillness on different bases of support. Forms wide, narrow, curled and twisted body shape S 1. E 10. K Curling & stretching; twisting & bending S 1. E 1. K Performs locomotor skills (walking, hopping, galloping, running, sliding, skipping) while maintaining balance. Butterfly Stretches!!

Technology Time-lapse video of the metamorphosis of a butterfly https: //www. youtube. com/watch? v=7 AUe. M 8 Mba Submit butterfly poems to http: //www. ofbooksandbutterflies. com/? page_id=199 K-3. W. 6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Students will do an audio recording of the fictional stories they wrote and use online tools to create a virtual book to share with parents and classmates. 2. SL. 5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. 3. SL. 5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. K-5. MTL. 7 Create original products using teacher-selected digital resources, tools and formats

Technology Continued Create QR codes that will direct students to these sites where they will be asked to choose their favorite poems to present to the class. http: //www. canteach. ca/elementary/songspoems 26. html http: //www. ofbooksandbutterflies. com/? page_id=199 http: //www. tooter 4 kids. com/Life. Cycle/poems. htm Create QR codes for research projects. http: //butterflygardens. com/butterfly_catalogue. php RL. 5 Recognize common types of texts (e. g. , storybooks, poems). 2. 1. 3 Use a resource (e. g. , books, picture, graph, chart, video, Internet, guest speaker, TV) to gather information K-5. IAI. 4 Use basic search strategies to locate resources K-5. IAI. 8 Apply new knowledge to curricular areas or real world situations Take a virtual tour of the butterfly exhibit at the Natural History Museum. https: //www. youtube. com/watch? v=Cu 4 QJ 0 Pg. U 3 s

Language Arts Strategies Activating Background Knowledge: Students will relate personal experiences to the experiences of the characters in the Read Aloud books. Students will continuously build on previously learned knowledge throughout the unit. Connect: Many of the activities will be cross-curricular and give students the opportunity to see how different content areas relate to one another. Determine Importance: Students will chose the facts they find important to include in their individual butterfly poems. Students will also choose poems and information for their final presentations by determining the importance of details found online and in books. Format: Students will learn about how to organize timelines and series of events by doing multiple projects that follow the chronological steps of the butterfly’s lifecycle. They will also format individual projects to present information about their butterfly of choice.

Language Arts Strategies Continued Generate: Students will brainstorm about the many questions they have about butterflies when they work as a class to create a KWL Chart. Integrate Multimedia: Students will create representations of their fictional narratives by combining audio recordings and digital or drawn images. Monitor: Students will need to self-monitor as they put together their final butterfly research projects. Narrow: Students will decide which important details to elaborate on when they present their butterfly research projects. Observe: Students will watch videos, take virtual and actual field trips and act as an audience for multiple class presentations. Play with Language: Students will be expected to use creativity and colorful vocabulary when writing their butterfly poems.

Grouping Patterns Group Work Individual Work Large Group Read alouds Minilessons Fieldtrip Video Gym activities Music activities Small Group Lifecycle projects Partner reading Guided reading Poems Independent reading Counting activity Art projects Butterfly research projects

Kindergarten Schedule

Assessment Butterfly research project presentation of written paper and poem Information covered in project Where your butterfly lives What your butterfly looks like Color Size Include photo/drawing What your butterfly eats Fun Facts about your butterfly 2. W. 7 Participate in shared research and writing projects (e. g. , read a number of books on a single topic to produce a report; record science observations). 3. W. 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Assessment Lifecycle Posters Written summary Pictures Oral Presentation 2. W. 7 Participate in shared research and writing projects (e. g. , read a number of books on a single topic to produce a report; record science observations) W. 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Resources http: //www. canteach. ca/elementary/songspoems 26. htm l http: //www. ofbooksandbutterflies. com/? page_id=199 http: //www. poemhunter. com/poems/butterfly/ http: //www. tooter 4 kids. com/Life. Cycle/poems. htm Butterfly poems https: //www. youtube. com/watch? v=7 AUe. M 8 Mba. Ik Metamorphosis video http: //www. enchantedlearning. com/crafts/butterfly/ Crafts