Biology Thematic UnitBy: Chloe Blake

Function Words Template 1

Use function words below to begin the unpacking process of teaching.

Biology Function Words

About Above Across After Around At All Another Any BothBeside Between By Dow

nExcept Each Either For From Few

In Itself Inside Into Like Little Many Most Much NearNone Nothing On Onto Out of Outsid

eOver One Other Past

Since Several Through That Them These They This Those ToToward

Under Until Up Upon With Within What Which

Topic: What are Butterflies?Sub Question: What are butterflies?Sub Question: Where do butterflies come from?Sub Question: What are caterpillars?Sub Question: What do butterflies look like?

Double Sub: What are moths?Double Sub: Are moths and butterflies the same?Double Sub: How are they different?

Sub Question: How are butterflies born?Sub Question: What is a life cycle?Sub Question: What is the difference between a caterpillar and a butterfly?Sub Question: What is a pupa/chrysalis?

1. Students select from the word list to describe what they discovered about ___Butterflies___. Having students look at the function words will help them understand the language used in science.

a. WHAT are butterflies? Butterflies are a type of _insect_. THEY are also the most recognizable insect. ANOTHER insect LIKE butterflies is _moths_. BOTH butterflies and _moths_ are in the order of _Lepidoptera_. Lepidoptera means _scale_ and _wing_ in Greek. There are ABOUT _160,000_ combined known species of moths and butterflies. MOST butterflies fly by _day_ where MOST moths fly by _night_. MANY butterflies are _brightly colored _, but moths are usually _dull-colored_. There are SEVERAL differences between _butterflies_ and _moths_, but there are SEVERAL _similarities_ BETWEEN the two. Butterflies and moths BOTH go THROUGH _life cycles_, EXCEPT they are a little _different_.

b. Class Discussion:i. Did all of the groups come up with the same words or are there different

patterns? ii. What do these patterns reveal? iii. Record student responses.

2. Introduce a text about ___Butterflies___; include any new vocabulary students need to know to understand what they are reading.

Vocabulary:InsectLepidopteraButterflyMothLife CycleEggLarva/Caterpillar Chrysalis (pupa)Cocoon (pupa)

Bibliography:

Latimer, J., & Nolting, K. S. (2000). Peterson field guides for young naturalists: Butterflies. Boston: Houghton Mifflin Company.

Lerner, C. (2002). Butterflies in the Garden. Hong Kong: Harper Collins Publisher.

Parkes, Dr. B., & Savage, Dr. J. F. (2005). Animal life cycles: Teacher resource book. (pp. 37-48). Northborough, MA: Sundance Publishing.

Strain, A. (1995). How can you tell a butterfly from a moth?. In J. Myers (Ed.), Highlight's Book of Science Questions that Children Ask (p. 17). Honesdale, PA: Bell Books.

Whalley, P. (1988). Eyewitness books: Butterfly and moth. New York: Alfred A. Knopf, Inc.

3. Discuss and choose the appropriate text structure.

Peterson field guides for young naturalists: Butterflies:Peterson field guides for young naturalists: Butterflies by Jonathan Latimer and Karen Nolting is an informational text or field guide on the various types of butterflies. This guide review the various types of butterflies that students may see in North America. It begins with a brief introduction on what butterflies are, then it has lifelike illustrations with great detail so that the students will know what they are looking at. The book teaches students an identification system to help them distinguish one species from another. The text is easy to read, but still gives a clear description of each butterfly. I used this book to gain information on various butterflies, but I would also let my students take it to recess to see if they could spot any of the butterflies from the book.

Butterflies in the Garden:

Butterflies in the Garden by Carol Lerner is an informational narrative picture book about butterflies. The book depicts the flowers that attract butterflies, the plants where they lay their eggs, and what they eat and how they grow from caterpillars to butterflies. The pictures are beautifully illustrated and give students real names of the flowers that butterflies pollinate and lay their eggs on. It teaches students a brief overview of how flowers are pollinated as well. I would read this book to my students almost as a hook or anticipatory set so that the students would understand what butterflies main job is.

Animal life cycles: Teacher resource book:Animal life cycles: Teacher resource book by Dr. Parks and Dr. Savage is exactly what the title says, a resource book for teachers. It is like a cookbook on how to teach life cycles to students. It has a multitude of activities and ways to teach the students about the life cycles of different animals. It contains what lessons correlate to content standards, and objectives for the different lessons. I did not use these resources given in the book, however, I did use some of the vocabulary that the book provided to develop the lesson. It also helped me set a purpose for the readings.

How can you tell a butterfly from a moth?“How can you tell a butterfly from a moth?” is an article by Andy Strain in what is basically a children’s encyclopedia. On pg. 17 it discusses the differences between butterflies and moths. I would use this book with my students solely as a way for them to answer their own question. If a student asked what the difference was, I would send them over to read the article, and then we would discuss it as a class. The information is accurate and easily worded for a child’s understanding. The article is short, but it does show the difference between moths and butterflies.

Eyewitness books: Butterfly and moth:Eyewitness books: Butterfly and moth is an excellent informational text geared for children; however, this is the book that I used to gain the most content knowledge for the lessons. This book begins with the differences between butterflies and moths. Then it separates the two and discusses the life of a butterfly; what a caterpillar is, the pupa stage, and then the different types of butterflies. This book is filled with actual pictures of the species and pictures of what occurs during the life cycle. The book then goes on to describe moths, their life cycle, their cocoons, and the different types of moths. At the end of the text, it talks about their migrations, their camouflage, and mimicry. It also explains how to have butterflies and moths in the classroom. I love this book and I would have it for my students to look at and study whenever there was free time.

4. Apply what we know about the chosen text structure to begin confirming or adjusting student thoughts from the initial activity. (This also helps with prediction skills)

a. Also, remind students to look for the function words provided in the initial activity - these are clues.

5. Class discussion to find out what students discovered.

a. Record student responses.

Begin the: activity - experiment, or class project......

Lepidoptera

Butterflies Moths

At rest, they put their wings on their back.

Clubs at tips of antennae

At rest, they put their wings by their sides

Antennae are feathery or hair-like

Science

Semantic Map:

Use this template to facilitate descriptive comprehension.

Moths and butterflies are very similar insects; in fact, they are in the same scientific order, Lepidoptera which means scaly wings. They are very similar, but they have some differences. Both butterflies and moths have antennae, but the butterfly’s antennae have enlarged clubs at the tip, where the moth’s antennae are feathery and hair-like. When butterflies are at rest, they hold their wings straight above their back, but moths hold their wings flat on the sides. Butterflies fly during the day and moths fly at night.

Strain, A. (1995). How can you tell a butterfly from a moth?. In J. Myers (Ed.), Highlight's Book of Science Questions that Children Ask (p. 17). Honesdale, PA: Bell Books.

Key description words: similar, different, and but

I would use this semantic map to check if students understood that butterflies and moths are in the same scientific order, Lepidoptera, but they do have many differences. This would also help the students organize their thoughts about what the differences are on paper.

Sequence Graphic Organizer:

Use this template to facilitate sequential comprehension:

Butterflies grow through a life cycle, they have stages in their lives and how they grow. Butterflies first start as an egg. Eggs are usually the size of the head of a pin, and they are usually laid on the leaves or stems of a plant that will provide food for the caterpillar after it hatches. When the eggs hatch, a caterpillar emerges, this is the larva stage of the life cycle. Caterpillars eat, and eat and eat, but in order to grow, it must shed its skin. This is called molting, and it usually happens four times during the caterpillar stage. Once the caterpillar is fully grown, it looks for a place to start its next stage. The caterpillar’s skin splits one last time, and the chrysalis begins to form. The chrysalis is sometimes called a pupa; it is a hard shell. This shell is where the caterpillar becomes a butterfly. After several weeks, the butterfly emerges. Its wings, are shriveled to start, but it begins to pump its wings with fluids, and after an hour it flies away.

Latimer, J., & Nolting, K. S. (2000). Peterson field guides for young naturalists: Butterflies. Boston: Houghton Mifflin Company.

Life cycle of butterfly

Key sequence words: first, next, then

I would use this sequence graphic organizer to check for understanding on whether the students understood the passage, and could find the life cycle amid the text. If the students could fill out this chart with the given information, I would know that they understand that there are 4 stages in the life cycle of a butterfly.

Egg

Larvae or Caterpillar

Pupa or Chrysalis

Adult or Butterfly

Compare and Contrast Venn Diagram:

Use this template to facilitate comprehension of compare and contrast:

Butterflies and moths both lay large numbers of eggs; the eggs are usually a flattened oval shape with a smooth surface. Moths and butterflies both have the larvae stage of caterpillars. Butterflies life cycle goes: egg, a larva called a caterpillar, a pupa called a chrysalis, and then the adult called a butterfly. Moths’ life cycle goes: egg, larvae called a caterpillar, a pupa called a cocoon made of silk, and then the adult called a moth. When they are adults, butterflies are usually very colorful, but moths tend to have earth tones.

Whalley, P. (1988). Eyewitness books: Butterfly and moth. New York: Alfred A. Knopf, Inc.

Key compare & contrast words: different, similar

I would use this Venn diagram with younger grades to review what the differences between the life cycles of butterflies and moths. I would like the students to realize that how they form is very similar, but one of the biggest differences are chrysalis vs. cocoons. I believe the students would enjoy if we could make life cycles of each and compare and contrast them like in this Venn diagram.

Moths The pupa is called a

cocoon, and it is mad of silk.

Moths are usually dull in color.

Butterflies The pupa is called a

Chrysalis, and it is formedwhen the skin is shed

Butterflies are Colorful

SIMILARITIES: They go through life

cycles with 4 separate stages.

They lay large numbers of eggs

Egg, larvae, pupa

Cause/Effect and Problem/Solution Graphic Organizer:

Use this template to facilitate comprehension of cause/effect and problem/solution relationships:

All creatures need a way to protect themselves so that they do not become extinct. Butterflies and moths have many enemies especially birds. To avoid getting eaten by birds, many moths and butterflies disappear! They do this by camouflaging themselves as another object; they may take on the patterns of trees, rocks, or leaves. The Indian leaf butterfly looks exactly like a leaf on a twig! The peppered moth look just like the bark of a tree in England. Mimicry is another way butterflies and moths keep themselves safe. They copy the markings of another species of Lepidoptera, that are poisonous to eat, so predators will recognize these patterns as warning signs and leave them alone. Some species have eye spots on their wings to scare away different predators.

Whalley, P. (1988). Eyewitness books: Butterfly and moth. New York: Alfred A. Knopf, Inc.

Camouflage and mimicry

Key cause and effect words: so

I would use this graphic organizer to assist in comprehension of cause/effect relationships with how butterflies and moths keep themselves from extinction. I would like the students to understand that their camouflage and mimicry keep them safe.

Butterflies and moths need to protect themselves,

Birds are the main predators for butterflies and moths,

Some species of butterflies and moths have adapted

so they have adapted.

so they camouflage themselves to look like leaves, bark, or other things

in nature.

so that they mimic different species that are poisonous.

Some species of butterflies and moths have eye spots on their wings,

so it scares the predators away.

Literature Evaluation:

Use this template to evaluate literature you may use in your classroom:

Peterson field guides for young naturalists: ButterfliesQuestions about

the literatureScience Topic: __Butterflies___

Yes No CommentsIs the literature age appropriate?

Yes, the book is made to be a field guide for students.

What is the publication date? Is the book outdated?

No, 2000, and information about butterflies has not changed.

Is the Science material presented accurately?

Yes, the book shows pictures and examples of butterflies and their life

cycle.Is the Science material presented clearly?

Yes, the book is fairly easy to read, no long sentences, and the new

vocabulary is reviewed.Does the literature add to the understanding of Science?

Yes, the book will help students understand how the life cycle of

butterflies occurs

Will this literature promote interest in Science?

Yes, if student likes to explore, it has a guide to classify different

species of butterflies. Is the literature sensitive to your minority students?

N/A

Is the literature sensitive to your low socioeconomic students?

N/A

Is the minority or low socioeconomic student presented negatively?

N/A

Does the literature leave students ready to participate in the science lesson?

Yes, I would use this book to interest the students in classifying

butterflies.

Butterflies in the GardenQuestions about

the literatureScience Topic__Butterflies___

Yes No CommentsIs the literature age appropriate?

Yes, this book is a picture storybook.

What is the publication date? Is the book outdated?

No, it was published in 2002

Is the Science material presented accurately?

Yes, the information is accurate.

Is the Science material presented clearly?

Yes, the story shows the science behind butterflies in a way children

can understandDoes the literature add to the understanding of Science?

Yes, the students will know more about butterflies after they read the

book.

Will this literature promote interest in Science?

Yes, there are many great pictures in the book and it should spark an

interest.Is the literature sensitive to your minority students?

N/A

Is the literature sensitive to your low socioeconomic students?

N/A

Is the minority or low socioeconomic student presented negatively?

N/A

Does the literature leave students ready to participate in the science lesson?

Yes, I am thinking of using this book as part of my anticipatory set

Animal life cycles: Teacher resource bookQuestions about

the literatureScience Topic: __Butterflies___

Yes No CommentsIs the literature age appropriate?

No, this is a teachers resource book.

What is the publication date? Is the book outdated?

No, it was published in 2005

Is the Science material presented accurately?

Yes, I gained some content knowledge to teach the lesson from

this book.Is the Science material presented clearly?

Yes, the page is organized in different sections and bullet points.

Does the literature add to the understanding of Science?

Yes, this pages give an abundance of information on butterflies.

Will this literature promote interest in Science?

N/A I will not be using this with students.

Is the literature sensitive to your minority students?

N/A

Is the literature sensitive to your low socioeconomic students?

N/A

Is the minority or low socioeconomic student presented negatively?

N/A

Does the literature leave students ready to participate in the science lesson?

No, I would not use this text with the students.

“How can you tell a butterfly from a moth?”Questions about

the literatureScience Topic: __Butterflies___

Yes No CommentsIs the literature age appropriate?

Yes, this is basically an encyclopedia for children to use.

What is the publication date? Is the book outdated?

No, it was published in 1995, information on butterflies has not

changed.

Is the Science material presented accurately?

Yes, this book presents correct information on the differences between moths and butterflies.

Is the Science material presented clearly?

Yes, it is only a few paragraphs long.

Does the literature add to the understanding of Science?

Yes, it gave me the content knowledge to make one of the

semantic maps.

Will this literature promote interest in Science?

Yes, I could let the students use the book to answer their own

questions.Is the literature sensitive to your minority students?

N/A

Is the literature sensitive to your low socioeconomic students?

N/A

Is the minority or low socioeconomic student presented negatively?

N/A

Does the literature leave students ready to participate in the science lesson?

Yes, the students would easily be able to complete the semantic map

after reading this text.

Eyewitness books: Butterfly and mothQuestions about

the literatureScience Topic: __Butterflies___

Yes No CommentsIs the literature age appropriate?

Yes, this book has an abundance of easy to read information about

butterflies and mothsWhat is the publication date? Is the book outdated?

No, it was published in 1988.

Is the Science material presented accurately?

Yes, the information is accurate and presented in an exciting way.

Is the Science material presented clearly?

Yes, there is a index, each page has a different topic, and there are

many pictures for illustrations.Does the literature add to the understanding of Science?

Yes, the literature is presented clearly and accurately, and would

be easy for students to comprehend.

Will this literature promote interest in Science?

Yes, the book is interesting and will hook student’s attention.

Is the literature sensitive to your minority students?

N/A

Is the literature sensitive to your low socioeconomic students?

N/A

Is the minority or low socioeconomic student presented negatively?

N/A

Does the literature leave students ready to participate in the science lesson?

Yes, the students will learn from the book, but it will also hook their

interest on the subject.

Mapping:

Use this template for mapping vocabulary words or concepts:

Caterpillar

Butterflies

http://commons.wikimedia.org/wiki/File:Viceroy_Butterfly.jpg

Are in the Lepidoptera

order

Use mimicry and camoflage

Life CycleChrysalis

Have scaly wings

Have club tipped

antennae

Hold their wings on their backs

at rest

Adults:Butterflies

Egg

Vocabulary Template 8

Use this template to help students internalize the meaning of vocabulary words.

Vocabulary Word: Insect

Definition: any animal of the class Insecta, comprising small, air-breathing arthropods having the body divided into three parts (head, thorax, and abdomen), and having three pairs of legs and usually two pairs of wings.

http://dictionary.reference.com/browse/insectIn My Own Words: Insects are bugs or little animals that usually have 3

pairs of legs and wings

A Picture to Help Me Remember:

http://www.insectcollectorshop.com/

Vocabulary Word:

Lepidoptera

Definition: An order of insects, meaning “scaly wings”

Strain, A. (1995). How can you tell a butterfly from a moth?. In J. Myers (Ed.), Highlight's Book of Science Questions that Children Ask (p. 17). Honesdale, PA: Bell Books.

In My Own Words:

It is the order butterflies and moths belong in, and its common feature is scaly wings.

A Picture to Help Me Remember:

http://www.charlesayoub.com/news/public/uploads/images/62166171288117768.jpg

Vocabulary Word: Butterfly

Definition: any of numerous diurnal insects of the order Lepidoptera, characterized by clubbed antennae, a slender body, and large, broad, often conspicuously marked wings.

http://dictionary.reference.com/browse/butterflyIn My Own Words: a type of insect that is in the order Lepidoptera, and it has pretty delicate

wings, a skinny body, and clubbed antennae.

A Picture to Help Me Remember:

http://monarch-butterfly.info/images/monarch%20butterfly%20photo%20(2).jpg

Vocabulary Word:

Moth

Definition:

any of numerous insects of the order Lepidoptera, generally distinguished from the butterflies by having feathery antennae and by having crepuscular or nocturnal habits.

http://dictionary.reference.com/browse/mothIn My Own Words:

A moth is an insect in the order Lepidoptera, it is similar to butterflies, but it has feathered antennae and is usually duller in color and nocturnal.

A Picture to Help Me Remember:

http://upload.wikimedia.org/wikipedia/commons/d/dd/Brahmaea_wallichii_insulata_(Brahmeid_Moth)_wb_edit.jpg

Vocabulary Word: Life Cycle

Definition: In Biology: the continuous sequence of changes undergone by an organism from one primary form, as a gamete, to the development of the same form again.

http://dictionary.reference.com/browse/life_cycleIn My Own Words: It is the series of changes an organism undergoes as it grows

throughout its life.A Picture to Help Me Remember:

http://askabiologist.asu.edu/sites/default/files/monach_lifecycle3.gif

Vocabulary Word: Egg

Definition: the roundish reproductive body produced by the female of certain animals, as birds and most reptiles, consisting of an ovum and its envelope of albumen, jelly, membranes, egg case, or shell, according to species.

http://dictionary.reference.com/browse/eggIn My Own Words: An egg is what many baby animals grow inside until they

have reached a certain stage of developement.

A Picture to Help Me Remember:

http://www.foodsubs.com/Photos/egg.jpg

Vocabulary Word:

Caterpillar

Definition: the wormlike larva of a butterfly or a moth

http://dictionary.reference.com/browse/caterpillarIn My Own Words:

Caterpillars are the larvae stage of butterflies and moths, they eat until they can move onto the next stage in their life cycle.

A Picture to Help Me Remember:

http://3.bp.blogspot.com/-Sr2O0lM68ZM/TV5aVB1jF7I/AAAAAAAAAvw/e1OO6avilKU/s1600/swallowtail_caterpillar_big.jpg

Vocabulary Word: Chrysalis

Definition: the hard-shelled pupa of butterfly

http://dictionary.reference.com/browse/chrysalisIn My Own Words: A chrysalis is the 3rd stage of the life cycle of a butterfly,

the pupa stage.

A Picture to Help Me Remember:

http://static.ddmcdn.com/gif/caterpillar-6.jpg

Vocabulary Word: Cocoon

Definition: the silky envelope spun by the larvae of many insects, as silkworms, serving as a covering while they are in the pupal stage.

http://dictionary.reference.com/browse/cocoon

In My Own Words: A cocoon is the 3rd stage of the life cycle of a moth, the pupa stage

A Picture to Help Me Remember:

http://www.turnbacktogod.com/wp-content/uploads/2008/08/the-cocoon.jpg

Concept Circles:

Use this template to promote either inductive or deductive thinking. For inductive thinking, provide examples in the four sections of the circle and allow students to come up with the concept or work. For deductive thinking, provide the concept or word and one example, allow students to fill in the rest.

Inductive Reasoning:

Concept or Word: _life cycle of a butterfly_

Egg Larvae

Pupa Adult

Rubric Template 11

Rubric for __________activity   

Elements Graded

Outstanding

5 points

Lab Book

 4

Needs Improvement

3 points

Lab Book

 2

Unsatisfactory

1 point

Lab Book

Points Earned

   (0-5) * Is well organized, complete and clear

* Includes key ideas or concepts and personal response

* Exceptional Recording and Organization of Data

* Exceptional Technical Drawings

No Grammar Errors

Writing is clear and concise, excellent mechanics

  * Is somewhat organized, clear

* Includes key ideas or concepts and personal response but is brief

* Good Recording and Organization of Data

* Good Technical Drawings

Some Grammar Errors

Mechanics in writing is not always clear

  * Is poorly organized, unclear

* Omits key ideas or concepts and personal response

* Good Recording and Organization of Data

* Poor Technical Drawings

Poor Grammar

Poor Mechanics

 _____

out of

    5

possible

   (0-5) Responses

* Shows deep thought

* Evidence of recorded thinking

* Other added Elements

* Includes a minimum of one graph

  Responses

* Shows some thought

* Some evidence of recorded thinking

*Very few added elements

* Includes a partially completed graph

  Responses

* Shows little thought

* Poor evidence of recorded thinking

* No added elements

* Missing the graph

 _____

out of

    5

possible

Comments:                 Total Points: ____ + ____ = ______/10