STEM 434/534 Lesson Planning Template Spring 2021

(Complete answers in purple font)

Topic: Living Systems and Processes
Name: Geralynn Otero Grade: 2nd Grade
Brief Lesson Description:
In this lesson, students will learn and investigate the life cycle of a butterfly. Students will listen to stories
about butterflies and watch videos that share what the butterfly life cycle is and the different processes that
the butterfly goes through. The students will then apply what they have read and learned to create their own
butterfly life cycle. The students will get to observe live caterpillars and observe the growth over the next few
weeks from larvae to the release of the butterflies.
Specific Learning Outcomes:
Students will be able to identify the four life stages of a butterfly.
Students will be able to ask and answer questions to help determine or clarify the meaning of words in
a text.
Students will be able to explain and identify the stages of the life cycle in order and predict that a new
cycle will begin at the end of a completed life cycle.
Students will be able to recognize the life cycle as a repeating pattern.
How did this lesson develop as a result of your examination of research and data about employing culturally
sustaining pedagogical strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
When developing this lesson, I considered many ways that the students may be more hands on and for those
who may need special accommodations. I plan to allow the students to view and observe a vast variety of
videos and images. I plan to allow students to attend a field trip that gives them a live viewing on a butterfly
garden. Students will also get to observe the real-life cycle within the classroom as well. I made the activities
fun and engaging with very straight forward activities in order to ensure that each student can engage and
enjoy the activity.
Narrative / Background Information
Prior Student Knowledge:
Students already know that caterpillars turn into butterflies.
Students show apply what they have learned in first grade to this lesson.
Science VA SOL Health VA SOL NGSS (You may have to look to a different
grade level for the connection)
2.4 The student will investigate Physical Health
and understand that plants and 3-LS1-1 Develop models to describe that
animals undergo a series of a. Encourage classmates to organism have unique and diverse lie
orderly changes as they grow be physically active cycles, but all have in common birth,
and develop. Key ideas include inside and outside of growth, reproduction, and death.
a) animals have life cycles; and school.
b) plants have life cycles. (Nature walk through the
botanical garden)
Science & Engineering Practices: (You must tie engineering practices into your plan)
- The students will observe a butterfly habitat.
- The students will observe and record their data.
- Ask Questions
- Make predictions about the life cycle and what they see in the habitat.
Possible Preconceptions/Misconceptions:

1. Butterfly larvae spin a cocoon.

2. The life cycle of a butterfly begins at the caterpillar stage.
3. The adult butterfly turns back into an egg.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events
are awesome to use here)

Introducing the Life Cycle of a Butterfly Duration: 30-45mins

1. When students come into the classroom, students will sit on the reading carpet in a circle.
2. Teacher will ask if students have ever caught a butterfly or if they’ve ever played with a caterpillar.
This will get their brains going and spark up some thinking and stories.
3. Teacher will pull up an interactive KWL Chart on the whiteboard and allow students to fill out what
they know and what they want to know. The teacher will save the chart for later.
4. Students will also create their own KWL in their science notebook using the attached template.

5. After the students complete their KWL, teacher will introduce the vocabulary words:
- Egg
- Pupa
- Larvae
- Chrysalis
- Adult
- Pattern
- Reproduction
- Growth
- Life Cycle
- Death
 6. The teacher will end Day 1 by reading “The Tale of a Butterfly by. Sharmila Pal”.
- https://www.bookspring.org/wp-content/uploads/2021/03/31510-the-tale-of-a-butterfly.pdf

7. The students will use the remainder of the class period to write and define the vocabulary words with
an image
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:
Exploring The Butterfly Life Cycle Duration: 30-45mins

Materials Needed:
- Life Cycle of a Butterfly Observation Journal
- Markers
- Pencils
- Crayon
- Butterfly Fossils
- Magnifying Glasses

1. Teacher will show a video on YouTube of the chronological events of a Monarch Butterfly’s Life.
- Egg to Monarch Butterfly- https://youtu.be/r3J1SZK06mE
2. As the students are watching the video, the teacher will provide them with the Life Cycle of a Butterfly
Observation Journal.

3. The teacher will discuss and review the stages of the caterpillar life cycle and answer student
questions.
- Do all butterflies go through the same life cycle?
- How long is the butterfly in chrysalis?
- When does the caterpillar spin its cocoon?
4. After the journal is complete, the teacher will provide students with fossils for the students to look at
from each stage of a butterfly’s life cycle. The students will break into groups and identify each stage
in order.
5. Students will rotate each group to view all the fossils that are presented.
6. Continue this activity for the remainder of class.
EXPLAIN: Concepts Explained and Vocabulary Defined:
Butterfly life cycle will be explained through video and reading. Students will define and review the
definitions.
The videos are linked throughout the lesson.
If pre-approved, the students will take a field trip to the Botanical Butterfly Garden.
Teacher will set up for the class to receive two Butterfly habitats to allow the students to observe the butterfly
life cycle for weeks until the butterflies can be released.
Vocabulary:
- Egg: Eggs are laid on plants by the adult female butterfly.
- Pupa: an insect in its inactive immature form between larva and adult, e.g., a chrysalis.
- Larvae: the active immature form of an insect, especially one that differs greatly from the adult
and forms the stage between egg and pupa, e.g., a caterpillar or grub.
- Chrysalis: a hard case that protects a moth or butterfly while it is turning into an adult
- Reproduction: the process of producing offspring that are biologically or genetically like the
parent organism.
- Life Cycle: a series of stages a living thing goes through during its life.
- Death: the end of life
- Caterpillar

ELABORATE: Applications and Extensions:

Mini Lesson Extension/Application: The Butterfly Life Cycle Duration: 30-45min

1. Students will apply what they have learned the day before into creating a life cycle poster.
2. Teacher will provide students with the materials.
3. Students will use their science notebooks to put the life cycle in order.
4. Students will have the teacher check their notebook for accuracy, then students will use the materials
to create a final visual of the life cycle.

Materials:
- Brown Paper
- Construction Paper
- White paper
- Teaspoon
- Yellow Rice
- Fusilli Pasta
- Shell Pasta
- Bow Tie Pasta
- Leaf Cut Outs
- Glue
- Black Markers
- Pencils
- Scissors
- Markers, Colored Pencils, Crayons
Steps:
1. Student will gather materials
- White Paper
- Leaf cut outs (2)
- Pasta (2 of each)
- Rice (1 tsp)
- Glue
- Black Marker
 - Coloring material of choice
- Scissors
2. Students will begin by labeling their life cycle with a title.
3. Student will divide the white paper into five and cutting into five and labeling
- Eggs
- Caterpillar (Larvae)
- Chrysalis
- Adult Butterfly
4. Students will draw and color an image of each label
5. Students will choose a colored paper of choice and create what they draw on the opposite side
using
- 2 leaf cut outs
- Rice
- Pasta
- Brown construction paper
- Glue
6. Students will finish their visual and present it to the teacher for grade.
7. Teacher will post the visuals on class bulletin outside the classroom.

Mini Extension #2

Butterfly Habitat

Materials Needed:

1. Butterfly Habitat
2. Caterpillar Observation Sheet
3. Pencils

1. Teacher will present real larvae to the students.

- Teacher will explain that the larvae has hatched out of their eggs before they were shown to the
class so that step has happened prior.
2. Teacher will present the Caterpillar observation #1 sheets to the students (print as needed until they
form their chrysalis)
3. Teacher will display the containers for the students to view and start day 1.
4. Teacher will notify the students that over the next few weeks they will be observing the stages of the
butterfly and at the end they will release them.
5. Students will begin to observe and fill out the sheet.
6. Once the students have finished day one, they will place the sheet back into their science notebooks
and continue over the next few weeks.
7. Once the observation sheet is complete and the butterflies have been released
8. Teacher will pull up the saved KWL chart and have students fill in what they’ve learned.
 -
EVALUATE:

Formative Monitoring (Questioning / Discussion):

1. Students will be observed during the KWL process
 2. Students will be assessed during the life cycle activity through observation.

Summative Assessment (Quiz / Project / Report) (Include a rubric):

1. Students will review their notes, KWL, and vocabulary words for their mini quiz.
2. Teacher will handout mini quiz for students to take.
3. Once students are finished, students will pass their quiz to another student and teacher will go over
answers.
4. Students will grade each other’s quiz and highlight the correct answers.
5. Once all papers are graded, papers will be returned to the student to view and then turned into the
teacher for further grading.
Plan for differentiation: (Be sure to specifically address the following learners)
1. Gifted:
- Encouraged to write more complex sentences on their butterfly life cycle diagram describing what
occurs during each stage.
- Encourage the students to compare each stage to another organism’s life cycle.

2. EL:
- Use clear and simple directions and repeat myself, speak slowly, avoid idioms, and use synonyms or
images to explain vocabulary. I will also paraphrase and use gestures and realia throughout the
lecture portion encouraged to write at least one complete sentence for each stage during the diagram
activity (using proper English grammar). They are allowed to use their English dictionaries
throughout the lesson.

3. LD:
- Students with IEPS will be supported in this lesson through written repetition of new vocabulary
words and multiple representation of vocabulary words through printed images. Students will be able
to use their vocabulary cheat sheets during the butterfly diagram activity. I will increase wait-time to
give LD students a chance to recall information so that they are able to participate.

Elaborate Further / Reflect: Enrichment:

How will you evaluate your practice?
Students will keep logs inside of their science notebooks. Students will create a KWL that will share
what they’ve learned and observations to show how much they’ve learned. Images will be taken
during this learning process to show the different steps taken in the lesson.
Where might/did learners struggle in the lesson?
The students get a little excited learning that they will get to go on a field trip to an actual butterfly
garden. This may cause the children to become distracted because they are focusing on their field trip.
Students may also forget to check on their live insects in the habitat after the lesson.
How can the lesson be strengthened for improved student learning?
The lesson will be strengthened by providing the students with the live butterfly habitat. This will
allow the students to get a real live view on the different stages that the butterflies go through.
Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
This lesson did not, this could be enhanced by allowing the students to learn about butterflies around
the world. Students could research and present on a butterfly from a different state or country to
share.
 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price
2 packs Brown Construction Paper Free Teacher Closet
2 Packs White Printer Paper Free Teacher Closet
1 Pack Teaspoon Walmart 3.97
1 Pack Yellow Rice Walmart 0.98
1 Pack Fusilli Pasta Walmart 0.98
1 Pack Shell Pasta Walmart 0.98
1 Pack Bow Tie Pasta Walmart 0.98
Glue Free Teacher Closet
Black Markers Free Teacher Closet
Scissors Free Teacher Closet
2 Habitat Butterfly Habitat Geyer Instructional Products 32.15