Unit Title: Protecting the Monarch Butterfly
Yvette Mass
Beall Elementary School
Montgomery County, Maryland
Subject Area(s): Science and Social Studies
Topics: Life Cycle of a Butterfly and Economics
Grade Level(s): 2-3
Time Frame: approximately one month
E-mail:Yvette_Mass@fc.mcps.k12.md.us
The Life Cycle of a Butterfly, a second grade science unit will be taught prior to participating in this WebQuest. The WebQuest, Monarch Butterfly, is designed for second grade students. Please note in step four of the task section, second grade students will present their final product to third grade students and teachers. The WebQuest may also be used by third graders. The students will examine the life cycle of the Monarch butterfly and learn about its basic needs. The concept of the needs and wants of a community versus the need to protect endangered species will be explored.
Link to Content Standards:
Maryland Learner Outcomes in Science
Students will demonstrate their acquisition and integration of major concepts and unifying themes from the life sciences.
1-Things can be classified as living, once living, or non-living.
2-All living things can be classified based on similarities and differences.
3-Living things are able to do certain things.
4-Living things have special body parts that allow them to do certain things.
5-Living things have basic needs.
Maryland Learner Outcomes in Social Studies
Economics
1-Describe the relationship between economic wants and needs.
Geography
2-Examine environmental concerns in the community.
3-Explain the relationship between the physical setting of a community and its ability to satisfy the needs and wants of its people.
4-Explain the factors influencing the size, location, and population of communities.
Resources Needed/Bibliography:
The Internet
WebQuest lesson: Monarch Butterfly
Contact a staff member of a nursery or garden center to share his/her expertise his/her
Contact a lepidopterist
Monarch Butterfly by Gail Gibbons
A variety of print materials and videos related to the learner outcomes in Science and Social Studies
What enduring understandings are desired?
Students will explore the following concepts:
Why is understanding life cycles of living things important?
Is there a need for environmental diversity and balance ?
As a result of population growth, should land development continue at the expense of a protected species?
What essential questions will guide this unit and focus teaching/learning?
What criteria is used to decide which living things are on the Endangered Species List? What's the difference between an endangered species and a species that is protected?
How can we protect endangered species?
What are the needs and wants of a community and the needs of living things that inhabit the same area?
How can people work together to satisfy the needs and wants of the community and the needs of living things that inhabit the same area?
What key knowledge and skills will students acquire as a result of this unit?
Students will know:
-key vocabulary words: endangered, protected, habitat.
-the environmental concerns in a community.
-the life cycle of a variety of butterflies.
-the relationship between the wants and needs of a community and the significance of its physical setting in satisfying those wants and needs.
-how to graph, chart, write, and interpret, analyze and explain their findings.
Performance Tasks
As part of their presentation to the planning committee students will:
-create a display and explain the life cycle of a Monarch Butterfly.
-create a chart to explain and locate the migration patterns of the Monarch Butterfly.
-identify the decrease in population of the Monarch Butterfly using a graphic organizer.
-analyze and interpret data as to its significance in maintaining living things that may possibly be on the endangered list or on the protected species list.
-identify the needs and wants of a community.
-analyze a position based on a community member's perspective.
-be able to explain and support their positions during an oral presentation.
-prepare models to help clarify their findings.
-design and illustrate a butterfly garden with all necessary elements to support the Monarch Butterfly's survival.
-create a Butterfly Garden within the school grounds.
-write a newspaper article.
Other assessment evidence to be collected:
Students will:
-prepare a list of questions for any interviews conducted.
-maintain a portfolio of the maps and migration patterns of the Monarch Butterfly and any other pertinent information.
- write about their thoughts and findings in a journal.
- respond to prompts.
- list the resources they have used to seek out information.
-Teacher observations of students during group work
How will student responses be evaluated?
-Students' accuracy in relating research information
-Students' use of appropriate graphic organizers to display information
-Rubric for written and oral presentations
-Students' ability to work cooperatively in a group
What teaching and learning experiences will equip students to demonstrate understanding?
Teacher will present the introductory scenario in the WebQuest: Monarch Butterflies.
Students will:
- be immersed in expository reading to familiarize them with this form of reading
Teacher will present lessons on:
-collecting, interpreting, and analyzing information from a web site
-reading to be informed
-writing to be informed
-activities that require basic research skills
-developing good interviewing questions
Invite guest speakers to address particular perspectives and expert knowledge.
Field Trips to:
Natural History Museum (Butterfly Collection)
National Zoo (Butterfly Garden)
Nature Centers
Why did you decide to have the second graders present to third grade students and teachers on the planning committee?
The second grade students attending Montgomery County Public Schools in Maryland, all study the science unit,The Life Cycle of the Painted Lady Butterfly. Therefore, our third grade students would have some background knowledge about butterflies. Third graders would also have developed skills in interpreting data, the decision making process and persuasive writing. It seemed like a good match between grade levels. I included teachers to act as guides for the third graders as they discussed the issues and worked through the decision making process.
When should my class begin this WebQuest?
I highly recommend that your students have a complete understanding of the life cycle of the butterfly. This background information will enable them to have a better concept of the larger understandings of the WebQuest. Since a variety of skills is required, you might want to introduce this WebQuest in the second half of the year. Please also note that some of the web sites are written for advanced readers. You may have to read parts of the WebQuest to your students.
If you have a third grade class, you may also want to begin in the early fall when the Monarch Butterflies are returning to Mexico.
If you have any questions or comments please contact me. My e-mail address is Yvette_Mass@fc.mcps.k12.md.us