BUTTERFLIES
EDUC 2520
3 December 2007
Butterflies
Grade Level: 2
Subjects covered: Science, Math, Art, Language Arts
Content Standards:
 Science – Grade 2 - 04 - Investigate and compare plants and animals based on their
characteristics.
 Math – Grade 2 – 05 - Identify characteristics of two-dimensional geometric objects and
analyze using symmetry and congruence.
 Language Arts – Grade 2 – 05 - Read and comprehend fiction and nonfiction texts to
demonstrate understanding.
Rationale: This unit helps students understand how a butterfly develops and are able to look
into their physical makeup. They will also be able to learn more through literature and use their
own creativity to show their knowledge of the creature.
Objectives:
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Using The Very Hungry Caterpillar, the student will correctly identify foods caterpillars
eat and do not eat.
Using their worksheet, the student will complete the symmetry activity and accurately
explain symmetry of a butterfly.
Using life cycle flashcards, the student will be able to identify the stages of a butterfly
with 90% accuracy.
Without help, the students will be able to independently create their own poem about
butterflies.
Materials:
Students:
 Pencil
 Paper
 Crayons
 Life cycle worksheet
 Paint
 Paint brushes
 Paper with two poems on it
Teacher
 Life Cycle of a Butterfly by Bobbie Kalman
 Life cycle worksheet on transparent paper
 The Very Hungry Caterpillar by Eric Carle
 Transparency of different symmetrical shapes or objects
 Butterfly, Butterfly by Sharon Adamson and Butterfly Wings by Valerie Anderson on
transparency paper
Differentiation of Instruction:
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Content: Lessons will include a variety of materials for students to use as a resource,
including books, worksheets, and flashcards.
Process: Each lesson presents the material in a different way, through the use of content
and what is asked of the students to perform or complete.
Product: Students will display their knowledge through a variety of assignments, suitable
for many different learning types.
Teaching strategies:
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Direct instruction – Because this is a new topic for most students, the direct instruction
will help introduce new terms and ideas to them. I will use direction instruction to
prompt discussion, read books and poems, and guide students through activities.
Cooperative learning – In pairs, students can collaborate ideas and thoughts to write their
persuasive paragraph on what caterpillars eat. Small groups also allow students to share
their thoughts and ideas on the poems with each other.
Discovery – Students will learn how symmetry works through the butterfly symmetry art
project.
Formative Assessment: See each individual lesson plan
Summative Assessment: Because this unit gives a good overview of important terms and other
information about butterflies, I would have a checklist to check for student completion of all
projects.
Closure: Each student will be given a folder to decorate the front. Using a magic marker, they
will write one sentence about butterflies on the front, whether being their favorite part or the
most important thing they learned. They must come show me what they wrote and explain why
they chose to write down what they did. I will give back all of their papers and projects and they
can put it in their butterfly folder to take home with them.
Technology:
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Overhead projector
Computer (for extension activity)
Extension Activities:
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Create a word find or crossword puzzle with important terms related to butterflies
Split students into small groups and assign them a different type of butterfly. Have them
look online and find information about them.
Lesson 1: The Life Cycle of a Butterfly
Subject: Science
Time: 40 minutes
Anticipatory Set: Placing a variety of books on butterflies on the front table, I will give student
a chance to walk past the table and look at all the books. While they go back to their seats and
all the students have a chance to look, I will have students think about all the things they know
about butterflies. When everyone has sat down, I will ask the students to tell me what they know
about butterflies and list it on a poster board. I will then explain that we are going to study how
butterflies grow from little caterpillars into beautiful butterflies. (8 minutes)
Lesson objectives:
 Using only their knowledge of butterflies, the student will describe what they know about
butterflies to the best of their ability.
 Using their worksheet, the student will affectively identify the four stages of a butterfly’s
life cycle.
Vocabulary:
 Metamorphosis: The life cycle butterflies go through that is a series of stages. These
stages include: egg, larva, pupa, and adult.
 Cycle: a series of stages the butterfly passes through during its lifetime.
 Larva: Another name for caterpillar. The larva does all its growing during this stage.
 Pupa: Another name for cocoon. This is the 3rd stage of the life cycle and where the
larva changes into a butterfly.
Procedure:
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I will instruct students to get out their crayons and a pencil. (30 seconds)
I will distribute the life cycle worksheets out to the students. (1 minute)
When all students are situated, I will stand at the front of the room and begin reading The
Life Cycle of a Butterfly by Bobbie Kalman.
Once each stage is discussed in the book, we will discuss as a class the important points
of each stage. Students will right those points next to the stage on their worksheet, as
well as defining what each stage is. (20 minutes)
When the book is finished and all the stages of the cycles are identified, students can
color the pictures on their worksheet and turn it in. (10 minutes)
Formative Assessment:
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I will check for understanding throughout the lesson by choral responses, making sure
students understand each stage and are able to identify them. I will also ask open-ended
questions throughout, as well as having the students identify the important characteristics
of each stage to mark on their paper.
Lesson 2: What Caterpillars Eat
Subject: Science, Language Arts
Anticipatory Set: The same books from the previous day will be set on the table again. I will
pull out the poster board and have students expand on the list of what they know about
butterflies. Ask questions like, “What do you remember about the life cycle of a butterfly?
What is your favorite stage? Why? What were some of the vocabulary words we learned
yesterday?” Allow time for discussion. Then explain to the students that you are going to learn
more about what a caterpillar eats.
Lesson objectives:
 Using knowledge from the story and discussion, the student will correctly distinguish
what a caterpillar does and does not eat.
Vocabulary:
 Larva: Another name for caterpillar. The larva does all its growing during this stage.
 Merges: To rise or come out from.
 Chrysalis: A protective covering of the pupa, or cocoon.
 Beautiful: Pleasing or enjoyable to look at.
Procedure:
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With all the students at their seats, I will begin reading The Very Hungry Caterpillar by
Eric Carle.
When I have read the whole story, I will ask the students to list all the foods the
caterpillar ate in the story. I will make a list on the board. I will then prompt discussion
over which foods the students think the caterpillar really eats and which ones it doesn’t.
How do they know?
Students will be given a piece a paper and instructed to pull out their pencil. I will then
divide them into partners. In their pairs, they will choose a food that was discussed in the
book. Then will then write one paragraph together as to why they think the caterpillar
does or not eat this certain food. They will each turn in a paragraph but their paragraph
can be the same as their partners.
When they are finished writing their paragraph, they can draw a picture at the bottom of
the page if they would like and color it.
Formative Assessment:
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I will make sure students were listening by having students list all the foods eaten in the
story. When the foods are listed, I will use thumbs up/thumbs down to see which foods
they think caterpillars really do eat.
Lesson 3: Butterfly Symmetry
Subject: Math, Art
Anticipatory Set: I will put a transparency on the overhead of different shapes and objects. I
will ask students to raise their hand and tell me which ones they think are symmetrical. Why?
Does anyone know what symmetry means?
Lesson Objectives:
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Independently, the student will accurately portray symmetry by creating an butterfly
with their paintbrushes.
Vocabulary:
 Symmetry: balanced proportions
Procedure:
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I will introduce the term symmetry and explain what makes objects symmetrical to each
other. I will discuss each object or shape on the overhead to show its symmetry.
Students will be given a sheet of paper that they will fold in half hamburger style.
Modeling to the students, I will draw on my own piece of paper half of a butterfly on half
of the sheet and decorate the butterfly as I liked. Students can decorate the butterfly
however they wish, but they can only draw on one half of the paper.
When students have finished drawing their butterflies, I will distribute paint and brushes
to them. I will show them how I would paint my half of the butterfly, being a bit
generous on the paint. I will then fold my sheet in half and show how the half is
imprinted onto the other half of my paper.
Allow students enough time to complete their butterflies.
When students are finished, discuss why the butterfly turned out like it did. How is this
connected to symmetry? What does it tell you about symmetry? What other things can
you think of that are symmetrical?
Hang the butterfly pictures throughout the room.
Formative Assessment:
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Once symmetry will be discussed, I will check for understanding by having students
raise their hand when I ask if an object or shape is symmetrical. I will then pick a couple
of the students and have them explain why they feel it is symmetrical.
Lesson 4: Butterfly Poems
Subject: Language Arts
Anticipatory Set: Do a brief recap of the past few days what we have learned about butterflies.
Now that we know so much about butterflies, we are going to write about them ourselves. First,
I want to share some beautiful poems with you that describe butterflies wonderfully.
Lesson objectives:
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Using the example poems, the student show understanding of butterflies by creating their
own poem, using at least three vocabulary words learned throughout the unit.
Vocabulary:
 Gracefully: pleasing or attractive in proportion or movement
 Mums: short for chrysanthemum – flowers of many bright colors
 Northern lights: Different bright lights that can be seen in the sky in the northern
hemisphere
 Periwinkle: a light purplish blue color
 Vibrant: full of life or color
 Crimson: a deep red color
Procedure:
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I will give each student a paper with the poems Butterfly, Butterfly by Sharon Adamson
and Butterfly Wings by Valerie Anderson on it.
As a whole class, I will have students compare and contrast the poems.
After discussion, I will have them turn to their neighbor and share what they like and do
not like about the poems. What’s their favorite part. When they’ve discussed for a few
minute we will come back together as a group and share some of the good thoughts we
came up with and discuss them.
I will distribute a sheet of paper to each student and instruct that they will be writing a
poem about a butterfly. On the board will be a list of the important vocabulary words we
had discussed the past few days. Students are to use at least 3 of their vocabulary words
in the poem.
When they finish writing their poem, they can color a picture next to it.
I will place students in small groups and their will read their poem to their group and say
anything they’d like about their poem.
Students will turn in their poems to me, where I put a butterfly book together and keep in
the classroom for the students to look at.
Formative Assessment:
 Students will show their understanding of the topic by comparing and contrasting the
poems, showing they are aware of why they are different. They will also be able to share
with their partner their understanding by explaining their opinion on the poem.