MADISON PUBLIC SCHOOLS
GRADE 2 SCIENCE
Authored by: Carol Forti , Kathleen Wallace
Reviewed by: Mr. Lee S. Nittel
Director of Curriculum and Instruction
Mr. Tom Paterson
K12 Supervisor of Science and Technology
Approval Date: Fall 2012
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
Kevin Blair
Thomas Haralampoudis
Linda Gilbert
James Novotny
David Arthur
Shade Grahling
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. OVERVIEW
The second grade science program is a full year course taught in heterogeneously mixed elementary school
classes. There is a three-cycle rotation schedule which allows the students to be actively involved in units of
study in Physical Science, Life Science, and Earth Science throughout the school year. The curriculum is
inquiry-based and is taught using science modules which provide enough materials for all students to actively
participate in experiments and activities. This approach maximizes skill and conceptual growth in all
students. The major topics covered during this year include Weather Watching (Fall), Force and Motion
(Winter), and Butterflies and Moths (Spring).
II. RATIONALE
The Madison Public School science curriculum is designed to provide students with experiences in all
aspects of science. Science is best learned through collaboration and problem-solving, in an environment that
leads students to construct their own knowledge of scientific principles. Attitudes such as curiosity, openmindedness, and a thirst for knowledge-all essential to scientific inquiry-will be stressed. Within all fields of
study, activities are provided for students to meet future challenges with an inquiring mind and a foundation
of scientific knowledge. The science curriculum is aligned with the NJ Core Content Curriculum Standards
and is taught with an awareness of its connection to other subjects and the needs of society.
III. STUDENT OUTCOMES (New Jersey Core Curriculum Standards)
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidencebased, model-building enterprise that continually extends, refines, and revises knowledge. The four Science
Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic,
and interconnected systems, and is a part of the all-encompassing system of the universe.
Weather Watching
The student will:
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Determine the reasonableness of estimates, measurements, and computations of quantities when
doing science.
Express quantities using appropriate number formats such as integers and fractions.
Select appropriate measuring instruments based on the degree of precision required.
Use a variety of measuring instruments to record measured quantities using the appropriate units.
Identify patterns when observing the natural and constructed world.
Use tables and graphs to represent and interpret data.
Select and use simple tools to complete a task.
Make a plan in order to design a solution to a problem.
Describe a toy or other familiar object as a system with parts that work together.
Observe that water can be a liquid or a solid and can change from one form to another.
Recognize that water can disappear and collect on cold surfaces.
Describe current weather conditions and recognize how those conditions affect our daily lives.
Describe daily and seasonal changes and patterns in the weather.
Record observations that describe the features of the natural world in the local environment.
Recognize that the sun supplies light and heat to the Earth.
IV.
ESSENTIAL QUESTIONS AND CONTENT
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
What is Weather?
1. Weather is a condition of the atmosphere.
2. Weather affects everyday life.
3. Weather changes from day to day.
4. Weather varies from place to place.
How can we measure temperature?
1. Thermometers measure temperature in units called degrees. There are two scales,
Fahrenheit and Celsius.
2. Changes in air temperature are caused by changes in the amount of sunlight that reaches
the Earth.
What is wind and how is it measured?
1. Wind is the movement of air over the Earth’s surface.
2. Windsocks gauge the direction of the wind.
3. Wind strength is measured using the Beaufort Scale.
What are clouds and how are they classified?
1. Water that has evaporated is called water vapor.
2. Water vapor rises on currents of warm air, and as the air rises it cools. The vapor
condenses around particles of dust, smoke, and pollen, forming tiny drops of water.
Billions of droplets together in the sky form a cloud.
3. Clouds are classified as three main types-cirrus, cumulus, stratus.
What is precipitation and how is it measured?
1. Precipitation is the solid and liquid particles of water that fall from clouds.
2. A rain gauge measures the amount of precipitation.
What causes lightning and thunder?
1. Lightning is the sudden discharge of electricity in the atmosphere.
2. Lightning occurs when positively and negatively charged particles flow toward one
another, creating a spark.
3. Thunder is a by-product of lightning. When lightning flashes, the air around it heats up
and expands rapidly. This expansion of air causes the sound we hear as thunder.
What are tornadoes and how do they form?
1. A tornado is a spinning column of air with wind speeds up to several hundred miles per
hour.
2. Tornadoes can develop during thunderstorms, when warm and cool air masses collide.
What is a hurricane and how does it form?
1. A hurricane is a giant, swirling mass of wind and rain that may measure more than 300
miles in diameter and have wind speeds of over 150 mph.
2. Hurricanes begin as tropical depressions over the ocean. The combination of warm
temperatures, moisture from the ocean, and wind changes the tropical depression to a
hurricane.
Under what conditions will a rainbow appear?
1. Rainbows appear when there are water droplets suspended in the atmosphere and sunlight
shines through them.
What kinds of information do weather maps provide?
1. Weather maps give information about the weather, worldwide.
2. Symbols are used to represent weather conditions.
3. People use weather maps to plan their activities, what they will wear, etc.
V.
STRATEGIES
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
VI.
Before the unit begins, make a science journal for each student. The journal should include all of
the copy masters at the end of the guide, and some blank pages for notes and observations.
There is an enormous amount of new vocabulary. A Science Word Board might be helpful.
Also, creating vocabulary cards, with the word on one side and the meaning on the other, would
help with recall of meanings.
Create a game of Jeopardy! Use the template for the game in the Smartboard software,
Notebook 10. There is a template in the MPS Share folder on the MPS Server. Alternately, one
could put a science question in each pocket, ask students to answer the questions. This is a good
way to review before the unit test.
Use Notebook 10 and the Smartboard to review key concepts.
Have students make up their own Weather Broadcast, based on current weather conditions, or
on weather conditions in other parts of the world. This can be done quite realistically, using the
Smartboard. Further details are in the section on Activity 12.
Watch the weather report via internet; sites are listed in Section VII.
Keep a current weather bulletin board.
Use the internet to check on weather conditions in other parts of the world.
Make your own weather station. (http://www.miamisci.org/hurricane/weatherstation.html)
Use the National Weather Service’s website to obtain information and to do research. Be sure
and look at the satellite loop. (http://www.nws.noaa.gov)
Learn about some of the scientists who contributed to our knowledge of weather todayFahrenheit, Celsius, Luke Howard, Sir Francis Beaufort.
Each student should have a lab partner to work with during the unit. All of the activities are
designed to be done by pairs of students working together.
EVALUATION
A. There are three assessment options in the Delta guide.
B. There is a Unit Test at the end of the guide. There is a lot of vocabulary for the students to
remember. You might want to plan a day or two of review, including the use of definition cards.
The Smartboard is put to good use in this regard.
C. Ongoing assessment includes student performance during activities and an assessment of each
student’s science journal.
D. Use the Home-School Connection to devise homework assignments that can be used as
assessment tools.
VII.
*REQUIRED/SUPPLEMENTAL RESOURCES
A.
B.
C.
D.
E.
F.
G.
H.
Delta Science Module: Weather Watching*
Delta Science Reader: Weather Watching*
Cloud Dance, Thomas Locker, Silver Whistle, 2000.
Cloudy With a Chance of Meatballs, Judi Barrett, Bt Bound, 1999.
A Drop of Water: A Book of Science and Wonder, Walter Wick, Scholastic Trade, 1997
Down Comes the Rain, Franklyn M. Branley, Harper Trophy, 1997.
Flash, Crash, Runble, and Roll, Franklyn M. Branley, HarperCollins Juvenile Books, 1999.
How’s the Weather: A Look at Weather and How it Changes, Melvin and Gilda Berger, Bt
Bound, 1999.
I. Hurricane, David Siesner, Clarion, 1992.
J. Lightning, Seymour Simon, Harper Trophy, 1999.
K. The Magic School Bus Inside a Hurricane, Joanna Cole, Scholastic Trade, 1996.
L. Snowflake Bentley, Jacquiline Briggs Martin, Houghton Mifflin Company, 1998.l
M. Snowflakes, Kenneth Libbrecht, Voyageur Press, 2003.
N. Tornado Alert, Franklyn M. Branley, Harper Collins Children’s Books, 1988.
O. Tornadoes, Seymour Simon, Harper Collins Juvenile Books, 2001.
P. Water Dance, Thomas Locker, Voyager Books, 2002.
Q.
R.
S.
T.
U.
V.
W.
Weather, Seymour Simon, Harper Collins, 2000.
Thunder and Lightening by Wendy Pfeffer 0-439-26988-1
Weather Words and What They Mean by Gail Gibbons 0-590-44408-5
Hurricanes Have Eyes But Can’t See by Melvin and Gilda Berger 0-439-62534-3
Flash, Crash, Rumble and Roll by Franklyn Branley 0-06-445179-8
Snow Is Falling by Franklyn Branley 0-439-12872-2
Rain by Marion Dane Bauer 0-439-71121-5
The Madison Public Schools purchases a subscription to Learn 360, a service that provides access to
educational videos which are streamed live. After obtaining a user name and PIN from their school’s librarian,
teachers can go to the Learn 360 site, search for material, and then show the video during a lesson. There are
several videos that work well with this unit, including:
Way Cool Science: Storm Chasers
The Power of Hurricanes
Tornadoes
Reading Rainbow: Comes a Tide
Bill Nye: Storms
A search on any of the lesson topics will yield a long list of material. Here is the Learn 360 homepage:
http://www.learn360.com/index.aspx?site
Here is a great website where you cut out a virtual paper snowflake and then see it unfolded.
http://snowflakes.barkleyus.com/
There are so many great websites, but here are the ones that worked really well:
http://www.wildwildweather.com/index.html
A general page for kids – all weather topics
http://www.wcmsolutions.com/products/thestorm/index.html
An interactive thunderstorm
http://www.illiniweather.com/pages/kids_weather_links.htm
A compendium of weather sites for children
http://whyfiles.org/013tornado/3.html
An interactive tornado
http://www.classzone.com/books/earth_science/terc/content/visualizations/es2008/es2008page01.cfm?ch
apter_no=visualization
Satellite photographs of a huge hurricane
http://www.youtube.com/watch?v=4ZR0aiwtA8c
A YouTube animation of the Beaufort Scale
http://www.youtube.com/watch?v=Gf33ueRXMzQ
A YouTube animation to the song “Roy G. Biv” by They Might Be Giants, for learning the colors of the
rainbow.
http://www.accuweather.com/
Video weather forcasts
The “unstarred” books can be easily found in your school library, the public library, or any bookstore.
VIII.
SCOPE AND SEQUENCE
Lesson 1: What is Weather?
2-3 days
Lesson 2: Measuring Temperature
1 day
*There is an interactive Flash thermometer included in the Notebook 10 software.
Lesson 3: Temperature Changes
2 days
*Students will need to record outdoor temperature readings 3 times a day for 5 days. The bars are somewhat difficult
for second graders to fill in. There is a revision of this chart in the MPS Share Folder on the MPS server which makes
the filling in of the bar graph easier. It can also be inserted into a Notebook 10 file and colored in on the Smartboard.
Lesson 4: Wind Direction
days
*Students will need to record wind direction twice a day for 3 days
*Students will be making wind socks with their lab partners. This was difficult for most students. It would be
helpful to have parent volunteers in place, or, alternatively, make fewer windsocks and larger groups.
Lesson 5: Wind Strength
2 days
*Students will need to make wind observations twice a day for 3 days.
Lesson 6: Clouds
2 days
*Students will need to make cloud observations twice a day for 5 days.
Lesson 7: Precipitation
2 days
*Be sure that this is scheduled during a time when there will be rain. Activities 4 through 7 depend on certain
weather conditions. A good strategy would be to teach the introductory lesson so you are ready when the right weather
comes your way.
Lesson 8: Thunder and Lightning
2 days
*The experiment with a balloon must be done on a dry day in a very dark place. Not all students were able to see the
“spark”. This lesson can be supplemented with films on lightening from Learn 360.
Lesson 9: Tornadoes
2 days
*Try making just one model and had each of the groups try it.
Lesson 10: Hurricanes
2 days
*This lesson is difficult for second graders. The internet resources mentioned above can help the students with the
concept that hurricanes track on different courses.
Lesson 11: Rainbows
2 days
*The guide mentions going outside with a hose. This will probably not be feasible. The alternate activity with the
glass jar works well late in the afternoon on a sunny day. Place white paper where the refracted light falls for better
viewing.
Lesson 12: Weather Maps
1 day
*You may want to ask students to collect weather maps throughout this unit. The Notebook 10 software contains all
the graphics needed to create a weather map and present a weather report.
*This unit is scheduled, at this point, to take place in the Fall. It was piloted in the Spring and the students did well
with all activities. There is some concern that second graders in the fall will have difficulty with some of the
experiments. It would be helpful to have parent volunteers in place for these lessons. Another alternative would be for
teachers to do some of the advance preparations.
III. STUDENT OUTCOMES (New Jersey Core Curriculum Standards)
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidencebased, model-building enterprise that continually extends, refines, and revises knowledge. The four Science
Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
5.2 Physical Science: All students will understand that physical science principles, including fundamental
ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
Force and Motion
Students will:
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Raise questions about the world around them and be willing to seek answers through making careful
observations and experimentation.
Keep records that describe observations, carefully distinguish actual observations from ideas and
speculations, are are understandable weeks and months later.
Know that when solving a problem it is important to plan and get ideas and help from other people.
Identify the evidence used in an explanation.
Recognize that conducting science activities requires an awareness of potential hazards and the need
for safe practices.
Understand and practice safety procedures for conducting science investigations.
Hear, read, write, and talk about scientists and inventors in historical context.
Determine the reasonableness of estimates, measurements, and computations of quantities when
doing science.
Select appropriate measuring instruments based on the degree of precision required.
Select and use simple tools and materials to complete a task.
Make a plan in order to design a solution to a problem.
Describe a toy or other familiar object as a system with parts that work together.
Distinguish among the different ways objects can move such as: fast and slow, in a straight line, in a
circular path, back and forth.
Show that the position and motion of an object can be changed by pushing or pulling the object.
Identify various needs of humans that are supplied by the natural or constructed environment.
IV. ESSENTIAL QUESTIONS AND CONTENT
A.
B.
What is force and how can it be measured?
1. A force is a push or pull that moves an object.
2. The stronger the force, the farther and faster an object will move.
3. Force is measured in newtons. Students will use a “push-pull” meter to measure force.
What is work?
1. Work is done when a force is applied to an object and the object moves a measurable
distance.
2. There are three things you need in order to do work. They are: an object, a force applied
to the object, and motion.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
What is a lever and what is the tradeoff between force and distance when using a lever to do
work?
1. A lever is a straight bar that rests on and pivots around a support.
2. The tradeoff is: In order to use less force, that force must be applied over a longer
distance.
What is friction and how can it be reduced?
1. Friction is a force that resists motion. It occurs when two objects rub against each other.
2. Lubricants are used to reduce friction.
What is a wheel and how does it reduce friction?
1. A wheel is any circular object that turns around a center point.
2. A wheel reduces friction by allowing the contacting surfaces to roll rather than drag or
slide over each other.
What is a wheel and axle and how does it make work easier?
1. When you attach an axle to a wheel, it turns into a simple machine.
2. Because they turn together, the force that is applied to the wheel gets transferred to the
axle.
3. The greater the difference in size between the wheel and axle, the greater the
magnification of force as it is transmitted from wheel to axle.
4. The tradeoff: It takes less force to lift an object by turning the wheel, but the force must be
applied over a greater distance.
What are gears and how are they used to transfer force and motion?
1. A gear is a special type of wheel. It has teeth evenly spaced around the outer edge.
2. When two gear wheels are placed next to each other such that their teeth mesh, turning
one gear causes the other gear to turn.
What is the pulley and how does it make work easier?
1. A pulley consists of a grooved wheel that spins around a stationary axle. A rope or chain
rests in the groove of the wheel. Pulling on one end of the rope causes it to move over the
wheel.
2. Pulleys reduce the amount of force it takes to move a heavy object.
3. The tradeoff: It takes less force, but it must be applied over a longer distance.
What is the inclined plane and how does it make work easier?
1. The inclined plane is actually a ramp.
2. It is the only simple machine that does not move.
3. Inclined planes are used to help us lift heavy things using less effort.
4. The tradeoff: You use less force, but the force must be applied over a longer distance.
What is the wedge and how does it make work easier?
1. The wedge is similar to the inclined plane in that it is thick at one end and tapers to a very
thin edge at the other end.
2. Wedges are most commonly used to push things apart.
3. Force is applied to the wide end of the wedge.
4. The tradeoff: The wedge must be moved a long distance in order to lift something a short
distance.
What is a screw, how does it change the direction of the force, and what is the tradeoff?
1. A screw is an inclined plane wrapped around a cylinder.
2. When a screw is driven into wood, the screw move perpendicular to the direction in
which it is turned.
3. The tradeoff: The screw takes less force to drive, but the force must be applied over a
longer distance (the length of the threads wrapped around the screw).
What features make common household items simple?
V. STRATEGIES
A. Before the unit begins, make a science journal for each student. The journal should include all of the
copy masters at the end of the guide, and some blank pages for notes and observations.
B. There is an enormous amount of new vocabulary. A Science Word Board might be helpful. Also,
creating vocabulary cards, with the word on one side and the meaning on the other, would help with
recall of meanings.
C. Create a game of jeopardy. Use the template for the game in the Smartboard software, Notebook 10.
There is a template in the MPS Share folder on the MPS Server. Alternately, put a science question in
each pocket, ask students to answer the questions. This is a good way to review before the unit test.
D. Use the Smartboard to review key concepts.
E. Check these websites:
http://www.learner.org/channel/workshops/force/workshop6/
http://wwwkidskonnect.com/SimpleMachines/SimpleMachinesHome.html
http://professorbeaker.com/simple.html
F. As the unit progresses, ask students to bring items from home that represent the 6 machines. Create a
Simple Machines Museum in the classroom.
G. Ask students to bring in KNEX from home. They can be used to construct objects using simple
machines. (Especially good for gears!)
H. Keep an ongoing Science Bulletin Board where key concepts, pictures, and vocabulary can be
displayed.
I. All students should be assigned a lab partner to work with during the unit. It is probably a good idea
to change lab partners with each new unit.
VI. EVALUATION
A. There are three assessment options in the Delta guide.
B. There is a Unit Test at the end of the guide. There is a lot of vocabulary for the students to
remember. You might want to plan a day or two of review, including the use of definition cards.
I made a matching game for the students with the word on one card and the definition on another.
C. Ongoing assessment includes student performance during activities and an assessment of each
student’s science journal.
D. Use Home-School Connection to create homework assignments that can be used as assessment
tools.
VII.
*REQUIRED/SUPPLEMENTAL RESOURCES
A.
B.
C.
D.
E.
F.
Delta Science Module: Force and Motion*
Delta Science Reader: Force and Motion*
Mechanical Harry, Bob Kerr, Gareth Stevens, 1999.
The New Way Things Work, David Macaulay, Houghton Mifflin Co., 1998
Simple Machines, Allan Fowler, Children’s Pressw, 2001.
Wheels Around, Shelley Rotner, Houghton Mifflin Co. 1995.
The “unstarred” books can be found in your school library, the public library, or any bookstore.
The Madison Public Schools purchases a subscription to Learn 360, a service that provides access to
educational videos which are streamed live. After obtaining a user name and PIN from their school’s
librarian, teachers can go to the Learn 360 site, search for material, and then show the video during a lesson.
There are several videos that work well with this unit, including:
Zog the Caveman series
Bill Nye: Motion
Bill Nye: Friction
A search on any of the lesson topics will yield a long list of material. Here is the Learn 360 homepage:
http://www.learn360.com/index.aspx?site
The Morris Museum has an excellent permanent exhibit titled Musical Machines & Living Dolls:
Mechanical Musical Instruments and Automata from the Murtogh D. Guinness Collection. This exhibit
ties in very well with this unit. Here is the link to the museum’s webpage:
http://www.morrismuseum.org/
VIII. SCOPE AND SEQUENCE
*There is a lot of teacher preparation in this unit. Please read each lesson several days before you begin so that you are prepared with materials.
Lesson 1: Measuring Force
1 day
*Keep the Push-Pull meters, they are used often throughout the unit.
Lesson 2: Work in Motion
1 day
*Several times, in this unit, you will be asked to tie string around an object, so that it can be lifted with
the push-pull meter. This cannot be done effectively by the students, so leave time to do it beforehand yourself.
Lesson 3: Levers For Lifting
1 day
Lesson 4: Friction Stops Motion
1 day
*There was a lot of opportunity, in this activity, for students to do further experimentation. They can test
the amount of friction on various surfaces in the classroom.
Lesson 5: Wheels Overcome Friction
1 day
Lesson 6: The Wheel and Axle
1 day
Lesson 7: Gears: Wheels With Teeth
1 day
Lesson 8: Pulleys: Groovy Wheels
1 day
The bakery string provided with the kit is difficult for the children to handle. Thicker yarn would make it easier.
Lesson 9: Inclined Planes
1 day
Lesson 10: Wedges
1 day
Lesson 11: Screws
1 day
Try and obtain a screw that is a bit longer and thicker than the one in the kit so the children can better see the
threads and their length.
*The concept that comes up again and again in this unit is the idea of the “tradeoff”. Yes, the simple machine makes work easier, but
there’s always a tradeoff! You may do less work, but the work is done over a longer distance! This is a difficult concept for children, so
it bears frequent repetition and review.
III. STUDENT OUTCOMES (New Jersey Core Curriculum Standards)
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidencebased, model-building enterprise that continually extends, refines, and revises knowledge. The four Science
Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for
making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems
arises in accordance with rules that govern the physical world, and the order of natural systems can be
modeled and predicted through the use of mathematics.
Butterflies and Moths
Students will:
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▫
▫
▫
▫
▫
▫
▫
▫
▫
▫
▫
▫
Raise questions about the world around them and be willing to seek answers through making
careful observations and experimentation.
Keep records that describe observations, carefully distinguish actual observations from ideas and
speculations, and are understandable weeks and months later.
Recognize that when a science investigation is replicated, very similar results are expected.
Know that when solving a problem it is important to plan and get ideas and help from other
people.
Develop strategies and skills for information-gathering and problem-solving, using appropriate tols
and technologies.
Identify the evidence used in an explanation.
Recognize that conducting science activities requires an awareness of potential hazards and the
need for safe practices.
Understand and practice safety procedures for conducting science investigations.
Determine the reasonableness of estimates, measurements, and computations of quantities when
doing science.
Identify patterns when observing the natural and constructed world.
Select and use simple tools and materials to complete a task.
Recognize that humans and other organisms resemble their parents.
Associate organisms’ basic needs with how they meet those needs within their surroundings.
IV. ESSENTIAL QUESTIONS AND CONTENT
A.
B.
C.
D.
E.
What are larvae and how do we treat them?
1. Butterflies and moths begin life as eggs, than hatch into larvae.
2. Larvae are fragile and must be handled carefully.
What body parts do larvae have and how do they behave?
1. All larvae have mandibles (biting mouth parts) and segmented bodies, and most have 6
true legs.
2. In addition, butterfly and moth larvae usually have 4-10 sucker feet, or false legs.
What is camouflage and how do larvae use camouflage to protect themselves?
1. Many larvae are colored in such a way as to blend in or camouflage with their
surroundings.
2. Some larvae are bad tasting or poisonous because of chemicals they ingest in their own
food.
How and where can you find larvae outside?
1. Some kinds of larvae live in the leaf litter on the ground and can be found by carefully
moving leaves aside.
2. Some larvae can be found on the undersides of leaves.
What happens during the pupal stage?
1. As insects grow and develop they go through distinct life stages. (metamorphosis)
2. The pupal stage is sometimes called the “resting stage”, but it is really a time of great
change.
3. Complex physical and chemical changes occur and the entire body structure of the
larvae is changed. The entire body dissolves inside the pupal case and is rearranged,
molecule by molecule, into the new adult form.
F.
How do moths use their sense of smell to attract mates?
1. In butterflies, the males give off scents to attract females.
2. In moths, the females give off most of the odors and the males are known to travel great
distances in search of males.
3. The antennae are sensitive to odors.
G. How do butterflies and moths use mimicry to hide themselves from predators?
1. Butterflies and moths may use mimicry to pretend they are other inedible or dangerous
animals.
2. Some try to “look” like other animals.
3. Some try to fool predators by showing the flashy colors of poisonous animals.
H. How do butterflies look and act when they hatch from the chrysalis?
1. The adult butterfly emerges from the chrysalis with crumpled soft and wet wings.
2. The insect pumps blood into its wings, gradually expanding them to their full extension,
where they harden into usable wings.
I. What is the mating behavior of butterflies?
1. Male butterflies find mates by perching in sunny spots. They smell any approaching insects
with their antennae to determine whether they are females of the correct species.
2. Different species of butterflies have flying patterns or dances that they perform as part of
mating.
3. Moths rely on their sense of smell to find mates.
4. They put their abdomens together and they fly to a sheltered location. They may remain in
this position for 2-3 hours.
5. Several hours or days later, the female lays her eggs.
J. What is the life cycle?
1. The life cycle of an animal consists of the stages it goes through from its formation as a fertilized
egg, to being born or hatched, maturing over time, and then reproducing itself, thus beginning the
next cycle.
K. What are the differences between butterflies and moths?
1. Butterflies have slender, smooth bodies. The antennae of butterflies end in distinct knobs.
Butterflies fly during the day.
2. Moths have fat and furry bodies. Moths have antennae that are feathered or plain, without knobs.
Most moths fly at night.
V. STRATEGIES
A. Before the unit begins, make a science journal for each student. The journal should include all of the
copy masters at the end of the guide and some blank pages for notes and observations.
B. Create a Science Word Board to reinforce new vocabulary.
C. Create a game of butterfly/moth Jeopardy! on the Smartboard. Use the template for the game in the
Smartboard software, Notebook 10. There is a template in the MPS Share folder on the MPS Server.
D. Use the Smartboard to review key concepts.
E. Practice map skills by locating butterfly species
(www.mpwrc.usgs.gov/resource/distr/lepid/bflyusa.htm)
F. Assign each student a lab partner. It is probably a good idea to change partners with each new unit.
VI. EVALUATION
A. There are three assessment options in the Delta guide.
B. There is a Unit Test at the end of the guide. There is a lot of vocabulary for the students to remember.
You might want to plan a day or two of review, including the use of definition cards. I made a
matching game for the students with the word on one card and the definition on another.
C. Ongoing assessment includes student performance during activities and assessment of each student’s
science journal.
VII. *REQUIRED/SUPPLEMENTAL RESOURCES
A. Delta Science Module: Butterflies and Moths*
B. Delta Science Reader: Butterflies and Moths*
C. Butterflies and Moths, Larry Dane Brimner, Bt Bound, 2001
D. The Butterfly Alphabet, Kjell B. Sandved, Scholastic Trade, 1999.
E. TheFrom Caterpillar to Butterfly, Deborah, Heligman, Bt Bound, 1999.
F. The Journey of a Butterfly, Carolyn Scrace, Franklin Watts, 2000.
H. Waiting for Wings, Lois Ehlert, Harcourt, 2001.
The “unstarred” books may be found in your school library, the public library, or any bookstore.
The Madison Public Schools purchases a subscription to Learn 360, a service that provides access to
educational videos which are streamed live. After obtaining a user name and PIN from their school’s
librarian, teachers can go to the Learn 360 site, search for material, and then show the video during a lesson.
There are several videos that work well with this unit, including:
The Story of the Butterfly
Butterflies: The Life Cycle
Butterfly Basics
Reading Rainbow: Bugs
A search on any of the lesson topics will yield a long list of material. Here is the Learn 360 homepage:
http://www.learn360.com/index.aspx?site
VIII. SCOPE AND SEQUENCE
Lesson 1: Meet the Larvae
1 day
*If you use the order card, there is generally a 3-4 week wait for the larvae. You will receive them faster if you call.
The instructions call for a lamp to warm the larvae; there is really no need for it as this is taught in the spring.
Ordering the larvae to arrive shortly after the spring break will allow for plenty of time to complete the life cycle.
Lesson 2: Body Parts and Products
2 days
*The second day must be 3-4 days after the first day, with continuing observations.
Lesson 3: Colorful Camouflage
1 day
*This game should be modified. Despite your best attempts to camouflage the pipe cleaners, they are easy for the
children to see. Try scattering torn paper in many colors on the floor. Have the children try to place the pipe cleaners
twice; where they would be easiest to see and where they would be most difficult to see.
Lesson 4: Farther Afield
2 days
*This is best done in the spring. It is sometimes difficult for the children to find larvae, so giving them the
opportunity to look at recess might be helpful. Be very careful rummaging through the underbrush due to the presence
of ticks and poison ivy.
Lesson 5: Wild Larvae
1 day
*This lesson is dependent on the larvae your students found the previous day!
Lesson 6: The Big Change
2 days
*This lesson must be timed according to when the larvae have pupated. You may have to rearrange lessons at this
point!
Lesson 7: Making Scents
1 day
*The distances shown on Activity Sheet 7 do not seem to work. None of the students could smell anything at 6 feet,
3 feet or 1 foot!
*This lesson takes quite a bit of preparation.
Lesson 8: Camouflage and Mimicry
1 day
Lesson 9: Emerging Adults
2 days
*You need to be ready to do the first day when at least 8 butterflies have emerged from their chrysalises.
*You need to be ready to do the second day when at least 8 moths have emerged.
Lesson 10: Butterfly Behavior
1 day
*If you allow the butterflies to mate and reproduce, you will have potentially thousands of eggs in your butterfly
garden. The butterflies tend to lay them on the netting, even if you have flowers in the garden for them. As they hatch,
the tiny larvae fall to the floor, making it difficult to care for them. Teachers may want to reserve a bit of the food from
the laboratory (sealed under refrigeration) for the second generation of larvae.
Lesson 11: The Life Cycle
1 day
*This unit is scheduled, at this point, to take place in the spring. The teacher must be ready, on the day the larvae
arrive, to set up the larvae with their food. Feel free to rearrange some of the activities as you are waiting for the larvae
to pupate and the butterflies/moths to hatch.
*The moth larvae do not make cocoons that look like the pictures in the teacher’s guide. Instead, they look brown,
dried up, and dead. If this happens to you, do not throw them away. They will most likely emerge for you!
*Obtain several of the Brock student microscopes for this unit. Each elementary building has a set. Students are
fascinated by seeing the various butterfly and moth stages and parts under greater magnification.
*The guide suggests taking the live butterflies out of the garden for the students to observe. This can be done, but it is
difficult! You might want to use clips along the open edge of the garden, leaving enough room just to get your hand in.
Otherwise you might end up with butterflies all over the classroom, and they are not easy to catch! Inevitably,
butterflies will escape the net and fly around the room.
*While releasing the butterflies into the environment at the end of the unit may be tempting, this should not be done, as
stated in the packing materials from the Delta Lab. According to biologists at Rutgers University, laboratory specimens
can carry disease that could be spread to our local Painted Lady population. An easy way of disposing of the butterflies
is to put them in one of the plastic lidded containers that come with the kit and to place them in the freezer.