2.+Elementary+Lesson+Plan

Lesson Plan - Elementary Science **Title:** Similarities &Differences in Butterflies & Moths **Subject:** Science **Grade:** 2
 * Unit:** Small crawling and flying animals **Time:** 1 hour



2–2 Recognize pattern and order in objects and events studied; and, with guidance, record procedures and observations, using pictures and words; and make predictions and generalizations, based on observations. 2–10 Describe the general structure and life habits of small crawling and flying animals; e.g., insects, spiders, worms, slugs; and apply this knowledge to interpret local species that have been observed. Compare and contrast small animals that are found in the local environment. These animals should include at least three invertebrates—that is, animals such as insects, spiders, centipedes, slugs, worms. - Students will describe characteristics of moths and butterflies - Students will work together to create a model of a moth or butterfly - Unlabeled pictures of butterflies and moths - Glue, scissors, construction paper, pipe cleaners, markers, other materials to build model etc. - Place mats
 * General Learner Outcome: **
 * Specific Learner Outcome: **
 * Learning Objectives: **
 * Materials: **

Think Pair Share: Teacher will activate prior knowledge by posing two questions to the class; - Where have you seen butterflies or moths? - What did they look like? Giving each student time to think and to accommodate students who learn best by seeing instead of hearing, the teacher will write these questions on the board. Students will then share their ideas with a partner. Students should be prepared to share their discussion with the class. Note: The teacher should inform the class about sharing with the class prior to their discussion.
 * Introduction: (5 min) **

Place Mat Activity: 1. Teacher will announce predetermined groups of 4 and have the class rearrange to be sitting in these groups. These predetermined groups consist of mixed readiness levels. 2. Teacher will ask one student from each group to gather supplies needed for the place mat activity (paper, markers, unlabeled pictures of moths and butterflies). Have place mat prepared for students to fill in. 3. Students will analyze the pictures and on their own record characteristics of butterflies and moths in their section of the place mat. Instructions are given verbally and modelled by the teacher and a set of written instructions will be provided with the materials. The first instruction is that the group cannot begin until atleast 2 people in the group understand the instructions. 4. Students will then share what they have recorded with their group and as a group identify the three most common findings and then record those in the middle square of the place mat. 5. Instruct one student to cut out their middle square and hang it up on the board. The teacher will then lead a group discussion identifying each group’s findings and circling with a red marker, the contrasting characteristics of the moth and butterfly. Characteristics that will be emphasized include body size, color, antennae shape, position of wings at resting state, and time of day of picture.
 * Body/Procedures: (50 min) **

Building Models Activity: 1. Teacher will review the social objective- sharing nicely. § Teacher will model the objective by demonstrating ways of not sharing nicely; rudely saying “It’s MINE!” and taking materials away from others. § Class will discuss what the teacher would see and hear when the students are sharing nicely and record with words or simple pictures using a T-chart. § Teacher will instruct students that at the end of the activity the teacher will be calling upon some of them to tell the class how they shared the materials nicely. 2. Have students group themselves into peer-selected groups of 4 and decide which model they would like to construct. Have one member from their group gather materials provided from the teacher. Instruct students to be ready to explain what characteristics of their model make it a butterfly or moth, and where we would find this particular species. 3. When models are complete, have each group share them with the class explaining their considerations of the characteristics and how they worked together, sharing the materials to construct their model.

If students finish early, have students work on a word search that lists specific parts of a butterfly and moth. On the back of the word search is a picture of a moth and butterfly in which students will match each word to each specific part. Students may work together. This activity will help solidify the material learned in class.
 * Sponge Activity: **

Review the lesson by having a class discussion with students about what they have learned today about butterflies and moths.
 * Closure: (5 min) **

A checklist will be used to determine if each group was able to differentiate between moths and butterflies throughout the class. The checklist will include marks for those who point out characteristics such as: · Butterflies fly by day, moths by night · Butterflies fold their wings together when they rest, moths rest with their wings spread out · Butterflies antennae are thin with a knob at each end, moths antennae are feathery · Butterflies body usually not as thick as a moth’s The teacher will have a checklist for each group in each activity and record the names of group members at the top. These checklists will be used as a formative assessment to judge whether the majority of the class can distinguish between moths and butterflies and will be used to decide if the material needs to be re-taught. The back of the checklist will provide a space for the teacher to record observations and information about how the groups worked together to build the model. The teacher can record their own observations as well as what the group shared with the class about how they worked successfully or not.
 * Assessment: **

-For students with a learning disability, have students point out characteristics that show the differences and similarities between moths and butterflies during the place mat activity instead of recording characteristics. -Post a schedule on the board of the days activities so that students know what to expect. This may also help with transitioning. -For students who are gifted and show interest in this subject, provide an opportunity for the students to do a diorama, showing the different characteristics of moths and butterflies. They could also undergo an independent study on species of insects and their geographical location. -During the model building activity, students can be assigned specific roles. Suggestions for roles include; material gatherer, time keeper, quality checker, team manager, and facilitator. Another suggestion is to have each student in charge of a certain part of the model. Students who are unable to help with construction of the model due to a physical disability can take on the role of the team manager, time keeper or quality checker. -Instead of picture of moths and butterflies, dead or live specimens could be used. This would cater to the naturalist intelligence.
 * Adaptations: **

Place Mat is a cooperative learning activity that is designed to allow for each individuals thoughts, perspective and voice to be heard, recognized and explored. Devised by Barrie Bennett, this activity fosters equal involvement, sharing of materials, and the development of communication skills (Murdoch & Wilson, 2004, p.36). Students are provided with time to work alone. The social skill is respecting silence and privacy. Students then share their thinking with the group. Here you can introduce the communication skill of active listening or probing for clarification etc., to be introduced to support the Place Mat process. It is recommended to weave a social, communication, or critical thinking skill into the process. Other benefits of this approach are that it is easier and safer to enter into discussion with smaller group and students learn how to build on the ideas of others, combine thoughts, and write them down as a group.
 * Rationale: **

During this lesson there are flexible groupings including; working as an individual, in pairs during the Think-Pair-Share, predetermined groups of varied readiness for the Place Mat activity, peer-selected groups for model building and as a large group during the class discussion. This lesson supports visual, verbal, kinaesthetic, logical and interpersonal learning styles. Instructions are verbalized and provided in written form. Students have a chance to express themselves orally and in writing. The use of pictures, diagrams and the models provide students with a chance to learn visually and by exploration and manipualtion of building materials. Piecing together the model of the insect also involves reasoning and is geared toward logical intelligence. Students who finish early will be able to practice and reinforce what they know by completing the word search and matching activity. They can also add more details to the model. Those students who need help will be grouped with an educated peer and will be pointing to the characteristics instead of recording observations on the place mat. With adaptations, they also have the chance to take on the role of project manager or quality checker etc. The teacher will assess the class with a checklists as a formative assessment to judge whether the majority of the class can distinguish between moths and butterflies and will be used to decide if the material needs to be re-taught. The teacher will also record observations about how the groups worked together to build the model based on what the teacher saw and what the group reported during the class presentation of the models.

This lesson plan also fulfills all the qualifications of the 5 basic elements for effective group work as detailed in the linked document.

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