Lesson Plan        

Unit Topic or Theme: 
Science 

Grade: 
3 

Lesson Topic or Theme: 
Life Cycle of a Butterfly 

Lesson Objectives: 
At the end of the lesson the student should be able to name the four stages of the life cycle of a butterfly and describe what happens in each stage. They should also be able to define key terms relating to the butterfly life cycle. The students should be able to recognize that caterpillars and butterflies have unique anatomies and discuss the functions of the parts of anatomy.

Instructional Technique:

Instructional Materials:

Theoretical Perspective:
This information is important for the students to learn because it demonstrates the changes that all living creatures must experience as they transform from a baby to an adult. This particular lesson focuses on the life cycle of a butterfly but it can be recognized that all living creatures go through changes, although they may not be as drastic as the butterflies’ changes.

Procedure: 

A. Introductory Activity
Activity One 
The introduction activity is to read The Ugly Caterpillar, which is a book about a caterpillar named Katy, whom most of the other insects made fun of and wouldn’t play with because he was what they considered “ugly”. As the story goes on, his one friend Annie the ant says that it is what is on the inside, not the outside that is beautiful. The story introduces the children to all of the changes that caterpillars experience to become butterflies as Katy goes through change after change. It is not until the end of the story, when Katy emerges from her chrysalis that the other insects want to be her friend, envious of how beautiful she has become. After the teacher reads this story out loud, the students will have a group discussion based on the book. The teacher can ask the students what they liked about it and what they have learned about caterpillars and butterflies after hearing it. 

B. Step-by-step (descriptive outline) 
Activity Two 
The teacher will set up the aquarium with the screened lid, filling it with milkweed. The teacher will also put in the eggs and caterpillars that were previously ordered into this aquarium. The students will be able to see firsthand how the caterpillar processes through the different stage of the life cycle over the next couple of weeks. Every day, the teacher will ask the students to write an entry in their blue book journals about any changes they may have noticed. Changes will not occur every day but the students should still write anything they observe that they find interesting. Once the metamorphosis has occured and the butterflies have emerged from their chrysalises, the teacher and students will being the aquarium outside and allow the butterflies to fly free.
Activity Three
Students are going to review what they learned by using the web quest to help Charlie the Caterpillar discover why his body is changing. Each student will work on  this individually. At the beginning, they have the option to review the life cycle before they begin to help Charlie. The student will fill in on the corresponding worksheet the correct answer and the number of tries that it took them.
Activity Four
The teacher will pass out the Caterpillar and Butterfly Anatomy Worksheet. The children will be asked to work together in groups to fill out this worksheet. On the worksheet, the directions tell the students to use two specific websites to get the information that they need to be able to complete the worksheet. They can go to the website and find labelled diagrams of their anatomy, along with definitions of all of the different parts. While they are using the computers to research this worksheet, they should also fill in the remainder of their Vocabulary Worksheet with this new information. 
Assignment Five
The teacher will break the students up into groups of four. Each group is going to make a visual representative of each of the four stages of the life cycle. Within each group of four, each student will randomly pick a piece of paper, labeled one through four. The person who has paper one is assigned the first stage of the life cycle, the person who has paper two is assigned the second stage of the life cycle, the person who has paper three is assigned the third stage of the life cycle, and the person who has paper four is assigned the fourth stage of the life cycle. Each student will represent their stage of the life cycle through the use of construction paper, crayons, markers, scissors, glue, tape, ends of cutips for eggs, and pipe cleaners for caterpillars. They are encouraged to be creative when making their life cycle stage. Each group is also going to fill out the Interesting Facts worksheet at this time. One sheet is needed per group. In the corresponding boxes, each group is to write one interesting fact about each stage of the life cycle. They can find interesting facts on any of the two websites they have used, the webquest, websites linked from the webquest, or information they have been given in class. After all groups have completed their tasks, each group will present their four stages of the life cycle and one interesting fact about each stage to the class.

C. Closure 
This lesson plan may be done over a period of time, ranging from a couple of days to a couple of weeks. I would recommend spreading the lesson plan out over a matter of weeks so that the children are able to see the butterflies go through the complete life cycle in front of them. After all of the activities are completed, the students will be given an examination on everything they have learned.

D. Adaptations for different learners 
The teacher will verbally recite the instructions of every part of the lesson plan so that anyone who might have trouble reading will not have to read directions. Group work will allow students to ask others if they need help understanding any part of the activitiies. Most of the activities do not have to be adapted, but the teacher is available to help any students who need help. The teacher will adapt the work for any student who is on an IEP. They will be required to memorize less information, have shorter vocabulary lists, and have the tests adapted to deal with their disabilities.

E. Homework 
Homework corresponding with Activity Two:
The same day that the teacher sets up the aquarium, she will pass out the Life Cycle Information Worksheet and the Vocabulary Worksheet. The students are to read the Life Cycle Information Worksheet that night to learn more about the life cycle. After they read the sheet, they are to fill in all of the vocabulary words on the Vocabulary Worksheet that they can find within the Life Cycle Information Worksheet. Any words that they cannot find, they are to leave blank because they will receive more information within the next couple of days. 
Homework corresponding with Activity Four:
Students are to make note cards for the vocabulary words on the worksheet. There will be a test on these words at the end of the unit so it is a good idea to start reviewing them now. Make sure they bring the notecards to school; if they finish their work early they can study during class as well.

Evaluation: 

A. How/ when will you determine if you have met your objectives?

Each activity has a different worksheet that is presented with it that will record the student's learning and progress over time. The worksheets, journal, and visual presentation will help to gauge that each student is understanding the material. These are the methods I will use throughout the lessons to see what the students know. These worksheets are mostly to test their progress; there will be a test given at the end that incorporates all of the information. They should be able to label the parts of the caterpillar and butterfly, recognize the definitions of the vocabulary words, and be able to explain the four stages of the life cycle. The students will have plenty of time to prepare for their exam in class.

B. Concerns or questions you have about teaching this lesson?

One concern that I have is that there may not be enough computers in the classroom to do the work on, since several of the activities involve the use of a computer. Hopefully there will be a computer lab nearby where we can go to work on the websites. Another concern is that in order for the children to be able to watch the life cycle first hand through the eggs and caterpillars in our classroom, the lessons will have to be spread out over a couple of weeks. I think it would be reasonable to do a butterfly activity two or three times a week, allowing the activities to be spread out so the material is not too overwhelming for the students.

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