Curriculum Analysis . Katerina Drakaki-Peterson. EDCI 514. . Lesson Plan. PBL /7E. 5E Curriculum Unit: Insects – Butterflies. Extended to 7E model. Special Education Science. Learning:. I will explore the cycle of the caterpillar becoming a butterfly. ID: 599848
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Project Based Learning/7ECurriculum Analysis
Katerina Drakaki-PetersonEDCI 514Slide2
Lesson PlanPBL /7ESlide3
5E Curriculum Unit: Insects – Butterflies
Extended to 7E model
Special Education Science
I will explore the cycle of the caterpillar becoming a butterfly
I will explain the cycle of the caterpillar becoming a butterfly
Teacher Notes: Students keep butterflies safe and away from danger
Advance preparation needed:
The lessons in this unit require teachers to gather cocoons from a local source or order them on line.
Gather as many varieties as possible. Order again when butterflies are out of the cocoon, to compare.
Butterflies are raised in a specific and unique way:
Butterflies are delicate and we need to handle them with care. I will show a difference by bringing an egg and show them with a you tube video the difference of a bird and how is produced, vice an insect such as butterfly and how it is produced. Students need to have the understanding that butterflies are different that other flying insects and birds. The teacher can demonstrate this using videos, power point and you tube videos.
The best demonstration is the one on hand.Slide4
From the Expanded
5E (7E Model)Slide5
Display the cocoons in the provided net: What is a cocoon? Show more pictures and videos of cocoons. Ask the students what they would like to learn about the butterflies. What are butterflies, how are they useful, what is their function. Have you seen any butterflies? Where? What do you know about butterflies. Make a chart and show many different butterflies. Place the name next to each one.
Are there any butterflies in your home, where have you seen butterflies? Make a class KWL record ideas as you discuss.
: Ask students to pick their captains, with your assistance, then the captains will pick the teams, make sure the captains make fair choices.
Make smaller copies of KWL charts for each team to write down their ideas before the lesson.
Now that we’ve been thinking about butterflies explore some from the internet and read about what they do. Show youtube video about the cycle of butterflies. Record your observations on your
Allow students to observe the cocoons and write down the description. Allow students to get with their teams and discuss what to do and how they are going to learn about the cycle and life of the butterfly.
Discuss student observations as recorded on their KWL charts: Did your butterflies have specific places where they lived, what are they good for, what are they alike /different between the butterflies you observed.
Help students toward the research about the butterflies what they will do and how they will recorded. Make sure students record on their KWL chart and place them into their science notebooks.Slide6Slide7
Day2-Explore Discuss /observe: When we did the classroom butterfly research we discovered many different kinds. We discovered that they come from cocoons and we have cocoons in the class, the students are observing the cocoons which they are inside a net for protection. We discovered that cocoons will become butterflies slowly and we discovered that they are many different kinds of them. We discover that they are attracted to flowers, we discovered that some are not as pretty as others, we discovered that some have many colors and some are monochromatic. Were there butterflies you did not like? Tell us what you observed and tell us what did you notice about the youtube video.Tell us what was different about the way butterflies are born.Tell us what you think of the process. Now get with your teams and discuss what you will do as a team to learn about butterflies. Discuss. Record:. Record your observacions on the KWL charts Allow the groups; give each group one of the cocoon nets and all the other information from the internet that we downloaded. Collections that you prepared. Allow students to observe and record allow them to discuss with their groups. Discuss findings: Allow them time to discuss their projects and how they will learn about butterflies. Allow them to change their ideas if they want, allow them to explore in various setting.Slide8
Day 3-ExplainHow do you explain the fact that butterflies come from cocoon? DiscussButterflies are cocoons: How do they become butterfliesButterflies migrate: Discuss which kind migrates and why.Migration: The monarch is famous for its southward migration and northward return in summer from Canada to MexicoThe monarch is famous for its southward migration and northward return in summer from Canada to Mexico and Baja CaliforniaThe monarch is famous for its southward migration and northward return in summer from Canada to Mexico and Baja California which spans the life of three to four generations of the butterfly. The migration route was fully determined by Canadian entomologists Fred and Norah Urquhart after a 38-year search, aided by naturalists Kenneth C. BruggerThe monarch is famous for its southward migration and northward return in summer from Canada to Mexico and Baja California which spans the life of three to four generations of the butterflySlide9Slide10
The migration route was fully determined by Canadian entomologists Fred and Norah Urquhart after a 38-year search, aided by naturalists Kenneth C. Brugger and Catalina Trail who solved the final piece of the puzzle by identifying the butterflies' overwintering sites in Mexico. The discovery has been called "entomological discovery of the 20th century". An IMAX film, Flight of the Butterflies, tells the story of the long search by the Urquharts, Brugger and Trail to unlock the secret of the butterflies' migration.Definition of the word Migration: The definition of the word can be "the movement of people from one place to another". In this case the movement of birds and other insects.Show students some of the film: Flight of the Butterflies (15minutes) Discuss.Students record in their KWL charts …..continues on next slide….Slide11
……..continuedAll students will talk about :LIFE-CYCLE OF A BUTTERFLY Butterflies and moths undergo complete metamorphosis in which they go through four different life stages. Egg - A butterfly starts its life as an egg, often laid on a leaf. Larva - The larva (caterpillar) hatches from an egg and eats leaves or flowers almost constantly. The caterpillar molts (loses its old skin) many times as it grows. The caterpillar will increase up to several thousand times in size before pupating. Pupa - It turns into pupa (chrysalis); this is a resting stage. Adult - A beautiful, flying adult emerges. This adult will continue the cycle.Slide12
Allow each team to elaborate about their findings and how they will present their work to the class
What did you discover about butterflies what kinds, and how many, what is their function?
Students draw and tell about their findings on the
and glue chart into their science notebooks.
TEAM 1: Developed a blog in the web with their names and their work about butterflies, with my assistance. They researched in different web sites and showed their findings. Kinds of butterflies with their pictures and the corresponding name of the butterfly next to the picture. They had different tabs in the blog with the different countries and the kind of butterflies that live there. They had a home tab with: the cycle of the butterfly, and how the cocoon starts.
They demonstrate the full cycle of the cocoon becoming a butterfly.
TEAM 2: Made a power point about their findings. They showed the web sites where they got the information in their slides. They elaborated in several kinds of butterflies and how they become butterflies from a cocoon. The stages of the life of a butterfly. Pictures and names of the butterflies.Slide13
We have to demonstrate to all level learners, students will demonstrate knowledge of the way cocoons are becoming butterflies.
Students demonstrate knowledge of cocoons becoming a butterflies
Is this a cocoon
(Students observes )
I ask a student to come forward - - -
Describe what you see
(Student gets closer to the cocoon )
Describes: It is around, white and looks very soft
Tell me how it will get to be a butterfly:
Describes: We will place water in the net inside the little container we will keep the net in a shade and away from cold or heat , in a few days the butterfly will start coming out of the cocoon. We have to place slices of melon so the butterfly will find food, also sugar in the water, they are attracted by sweet food. Butterflies go to flowers to get the nectar so they can survive.
What is a butterfly?
Describes: Butterflies are beautiful, flying insects with large scaly wings. Like all insects, they have six jointed legs, 3 body parts, a pair of antennas, compound eyes, and an exoskeleton. The three body parts are the head, thorax (the chest), and abdomen (the tail end). The butterfly's body is covered by tiny sensory hairs. The four wings and the six legs of the butterfly are attached to the thorax. The thorax contains the muscles that make the legs and wings move.
Tell me what you learned:
Student: We learned about butterflies.
….continues on next slide……
….continuedEach student demonstrates understanding of the cycle of butterflies, by completing their own exercises with examples of their choosing and one exercise I chosen to fit all learning levels. The exercise for all learning levels is in the next slide.Slide15
Class activity on butterfly’s life cycle
Double click on the activity to see it in full.
Write about butterflies, 2 to 5 sentences, tell us what was that you liked about them and what would you like to learn more.Slide16
Elicit(7E)- 1. I can elicit the understanding of what they discovered on their own plus any prior knowledge. Then I would ask the questions such as: What is a butterfly? Do you see butterflies in your yard? (or classroom)? What would you like to learn about butterflies? How do butterflies multiply? We would then complete the KWL chart together as class using the info they discovered during their research. 2. Some students video recorded every day the life of the cocoons, they recorded five minutes a day until they day the butterflies were fully out of their cocoon. They narrated while video taped about the observation. 5 minutes a day enough to show the difference if any in the cocoons. The last 3 days were the most elaborate. A beautiful way to see life changing in front of their eyes and recorded by themselves.
We make this unit better with the 7E ModelSlide17
ENGAGE: The exploration with the order of the cocoons from the internet was a way to see exactly how the cocoon becomes a butterfly, building curiosity and wonder in to their minds. See exactly how it happens, everything was in front of them to explore. Hands on activity, what makes butterflies migrate, what attracts them and how they live and survive by instinct. The students also formed a cyrcle and the nets were in the middle on top of a table for every one to observe. This is a higher order thinking activity, they have to engage, elaborate, observe, describe, write and remember the cycle of life. I will also add a component of looking at the cocoons and later the butterflies under a microscope, doing so they can describe better what they see and have a picture knowledge of the butterfly parts part of PBL and 7E.This is also a higher thinking activity.Slide18
Elaborate: no changes between the models-The students demonstrate their knowledge of butterflies.They have to talk about which butterfly lives in different parts of the world, and the high thinking activities will be to talk about their body parts.
Evaluate: no changes between the models-The students will write in their science log and regroup their learning.Slide19
Extend(7E)-To add the extend component of the 7E model along with the PBL: I would have the students look for butterflies on their own at home or other places in the city. Bring pictures or write a paper about the experience outside the classroom. They would then share their list with the class during group meeting and discuss their findings. I would be looking to see if they were able to identify key elements of butterflies body parts, where various species live, and for vocabulary in their writing and verbal description.I will allow the ones who want to provide a school wide or community wide demonstration to do so.Slide20
The 7E learning model shows how students extend and connect prior knowledge with achieved knowledge. The PBL - project based learning – allows students to seek and learn by research, introducing them to higher order thinking skills. I think the lower thinking skills need addition also to somewhat higher order thinking skills, they can all connect and see the other ones knowledge. I added the home exercise – just looking for butterflies – describe. Another lower thinking will be to see and bring more information from books. Another higher order thinking activity will be the video recording of every day changes and narration of the observation, also the lab exercise to see the cocoons and the butterflies under a microscope and narrate. The PBL is best when is combined with the 7E and technology. Adding the 7E showed students how their knowledge can be expanded and be fun at the same time, they can use these methods in other classes. It is one of the best ways to adopt lesson plans, PBL and 7E is the best combination incorporating of course technological skills.
Now we linked it all together makethe puzzle complete…. connectSlide21
Note paper; for association purposesSlide23
References:Webster dictionaryWikipedia the free encyclopediaInternet research on KWL chart Internet research on note paper to the left.Pearson Educationwww.teacherVision.comwww.zoomschool.comwww.enchandedlearning.comPublic consulting group Inc.Doc Sharing by Dr. Stryker