BUTTERFLY WATCH LESSON
(Grades 2-3)
http://www.virtualmuseum.ca/Exhibitions/Butterflies/english/teach+games/index.html
This was a lesson on
butterflies from the Virtual Museum of Canada. The teaching objectives remained
the same except for integrating technology. The Internet will be used for most
of the research. Electronic spreadsheets and graphs will be used for
comparisons. And, reports will be organized and created using technology.
The websites chosen were
based on students in grades 2-3. Some teacher intervention will be needed:
showing which NH County to choose and some reading assistance. Software
programs chosen were MS Excel and Kidspiration.
Instruction on how to use these programs can be incorporated within the lesson
or instruction can be during the technology special.
The assistive-adaptive technology
I selected was Kidspiration. This program helps
students to organize their thoughts into writing at the same time as having a
text-to-speech option. This program helps those who need visual and audio
simultaneously. The website I chose for differentiated instruction was the one
with the butterfly photographs (butterflywebsite.com). Those students who learn
more effectively using pictures will benefit using the images of the
butterflies while creating their own illustrations.
Teaching Objectives:
1.
Students will
research on the Internet what species of butterflies are commonly found in
areas near their school.
2.
Students will
research on the Internet the identification of the butterflies, their host
plants, and nectar sources.
3.
Students will use
the Internet to color distinguishing markings for one of their butterflies.
4.
Students will
observe these butterflies in areas near their school and document their
observations.
5.
Students will
analyze and electronically compare the data for the various species.
6.
Students will
electronically organize and create a report to share with their classmates.
Technology Objectives:
1.
Students develop
positive attitudes toward technology uses that support lifelong learning,
collaboration, personal pursuits, and productivity.
2.
Students use
technology tools to enhance learning, increase productivity, and promote
creativity.
3.
Students use
productivity tools to prepare publications and produce other creative works.
4.
Students use technology
to locate, evaluate, and collect information for a variety of sources.
5.
Students use
technology tools to process data and report results.
(Technology Foundation
Standards for Students: NETS for Students)
Materials Needed:
1.
Computers with an
Internet connection, Kidspiration, MS Excel and MS
Word.
2.
Butterfly
Identification Data Sheet and pencils.
3.
Data sheets for recording data (choose teachers), pencils and
clipboards.
4.
Butterfly nets if
possible. These are used to capture butterflies that are hard to identify at a
distance. The students should be warned about handling the butterflies
carefully to ensure that they do not damage the wings.
5.
Binoculars, if
possible. These may help in identification of the butterflies.
6.
Regional field
guide to flowers to identify flowers the butterflies are feeding on.
Procedures:
1.
Have
students’ research three butterflies that live in their region of
http://www.npwrc.usgs.gov/resource/distr/lepid/bflyusa/chklist/states/nh.htm
2.
Have
students’ identify what their butterflies look like, when their flight
periods are, and where are their habitats. Enter the information in the Butterfly
Identification Data Sheet.
3.
Have students use
the Internet to research which plants host the caterpillar and are the nectar
sources for their butterflies. Enter the information in the Butterfly
Identification Data Sheet.
http://butterflywebsite.com/butterflygardening.cfm
4.
Using the
Internet, choose a picture to color and print it.
http://www.primarygames.com/science/butterflies/coloring.htm
5.
Using the
Internet, find a photograph of one of your butterflies. Color a picture of your
butterfly. Use all the right colors and include unique markings that will help
to identify your butterfly.
http://butterflywebsite.com/gallery/index.cfm
6.
Once the students
have completed their pictures, a schedule for visiting the site should be
planned. Each visit should be for at least one hour and preferably at the same time
of day. Ideally, visits should be made at least once a week over a four-week
period. If this is not possible, even one visit will be of value.
7.
Another approach
is to visit the site at two different times of day (mid-morning and
mid-afternoon would work) within a two or three day period or even on the same
day. This will show the amount and type of activity depending on time of day.
Note that generally butterflies spend more time feeding in the morning and more
time flying in the afternoon.
8.
Before going into
the field, students should read some suggestions for watching butterflies. Make
an announcement that “wildly chasing a butterfly generally achieves
nothing and tends to destroy vegetation and disrupt butterfly behavior”.
If students need to catch a butterfly, they will need a butterfly net. Remind
the students to always handle a butterfly gently.
http://www.dnr.wi.gov/org/caer/ce/eek/critter/insect/butterflywatching.htm
9.
When in the field
the students will need to record the following information on the data sheet:
·
number of
individuals seen
·
types of flowers
visited
·
the amount of time spent flying as opposed to feeding (this
may be done on a percentage basis or in minutes).
·
Keep in mind that
it is not necessary that the student record all the above (except for flight vs feed). Students in younger grades might pick only flight
vs feed to observe. Older students should be
encouraged to conduct each survey in exactly the same manner (time of day,
duration, etc.).
10.
When back in the
classroom, students should transcribe all their data in a MS Excel spreadsheet.
Students are to create one chart comparing the flying time vs
the feeding time. The old field sheets should be kept for reference.
11.
The class can now
analyze the data, looking at differences in behavior and numbers depending on
time of day or time period if done over a few weeks. As a group, a comparison
of different species found in the same area can also be done. If more than one
site is studied, a comparison can be made of the same butterfly species in the
two sites. This could be tied into habitat and thus a habitat description would
be necessary. This might concentrate on types of wild flowers as in the
following example "large overgrown field with lots of wild flowers,
primarily asters, goldenrod and red clover”.
12.
Students are to
map their findings in Kidspiration, using text to
speech if needed, export an outline into MS Word and present it in class. Then
the class could discuss how any changes in the butterflies' habitat would
affect the butterflies.
13.
Finally, the
compilation of the data could be posted on the school website (if you have one)
to share your result with others. This is a form of publication of your
results, which gives the study additional value.
BUTTERFLY IDENTIFICATION
DATA SHEET
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Name of
butterfly species |
Identification |
Habitat |
Flight |
Catepillar Host Plant |
Butterfly
Nectar Source |
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