Insect Day 2 of 5

07/11/2013 15:39

Content Objective(s): Students will learn about insects through lecture, observation and activities.

Literacy Performance Objective(s): Students will discuss what a butterfly is. Students will identify and name the parts of a butterfly.

Standards:

1.1.1 The student identifies properties of objects.

3.1.4 Students will examine the structure/ parts of living things.

Target Grade: 2nd

 

Printed materials: Activity sheet- Materials:

Computer stations- slides of images of different parts of  butterfly

 

Lesson 1 Review

  1. Class discussion on different types of insects.
  2. Have students name some insects they’ve seen up close or touch before.
  3. Ask students to show their hands if they’ve ever seen or caught a butterfly?
  4. (T)Introduce students to a butterfly using the overhead projector.
  5. What are some things you notice about this image? Can you describe it? (Ask for volunteers to simply say what they see)

 

During Reading: 30 minutes

What is a butterfly?

Examine the structure of a Butterfly

Prior to activity create 5 computer/technology stations.

 

  1. Give students a copy of the slide of a butterfly with labels, and place it on the projector. Examine the structure of the butterfly as a class and highlight key parts, such as the head, thorax and abdomen.
  2. Ask for volunteers to read aloud the paragraph below the image. Highlight key parts of the butterfly.

 

  1. (T)Now divide students into groups of four at each station. As a group students will go to the following website:

           www.foremostbutterflies.com and read               

more about butterflies. (*students have prior knowledge of accessing the website-teacher will provide assistance)

 

  1. (S) Ask students to each create a chart with a column for each heading (what is a butterfly, butterfly or moth, butterfly anatomy). Write down at least three facts about a butterfly from your reading. This will be graded.

 

Closing

 

Identify the parts of a Butterfly

 

 

1. Have the students sign off their computers and return to their individual seats.

 

2. As a class label the butterfly on worksheet1.

 

 

Effective questions to ask using different levels of Blooms Taxonomy.

What facts can you select to show that you understand the 3 main parts of the butterfly?

Can you identify the different parts of the butterfly?

What can you say about the butterfly?

Evidence of the content and literacy performance objectives being met looks like…

The students can actively participate in the class discussion about butterflies. Students can research and chart information to expand and/or confirm their knowledge on butterflies. Students can show their comprehension of this lesson by naming and labeling the parts of a butterfly.

Reflective Questions:

  1. What Learning Styles did I use? Auditory, Visual and Tactile
  2. What Multiple Intelligences did I use? Kinesthetic, auditory, visual, naturalistic, interpersonal and intrapersonal.
  3. How did I differentiate learning to meet the needs of all my students?

For students with special needs, I provided printed materials as well as large (overhead projectors). Students were also able to see the diagrams and information on a computer screen. Students were challenged to use their research and communication skills to find more information on butterflies.

Notes:

Students were formally assessed on the chart they created using the information learned on the website: www.foremostbutterflies.com.  Students were informally assessed during the lesson closure as they identified and label the parts of a butterfly.

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