Project+-+Betty+and+Rebecca

=Overview=


 * Title:** Butterfly Life Cycle
 * Grade Level: First**
 * Subject Area: Science and Math**
 * Time Frame: 2-3 weeks**

=Description=


 * Summer:** Complete the first three sections
 * School Year:** Complete the entire proposal

Language from Bloom's Taxonomy for describing student outcomes may be found at: http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm

//A brief snapshot, as if someone asked you to briefly and clearly describe the intent of the lesson or project.// ||  || ·  Students will be able to describe the life cycle of a butterfly. · Students will identify parts of a butterfly. · Students will observe the stages of a butterfly. · Students will write information made by their observation as they see the caterpillar transform into a butterfly. · Students will identify what is symmetry. · Students will read informational text about butterflies. · Students will compare butterflies to other animals. · Construct a model of the butterfly life cycle. ||<  || //What will guide student inquiry?// ||  || ·  Why do butterflies amaze us? · Why do butterflies change? · What is the mystery of the butterfly? · How do pictures help explain the life cycle of a butterfly? · What emotions are felt when the butterfly comes out of the chrysalis? · How can you compare butterflies to frogs? ||<  || //Include technology. Use district standards where applicable, targeting performance objectives you will assess.// ||  || Strand 1: Inquiry Process //PO// //2. Ask questions based on experiences with objects, organisms, and events in the environment.// //(See M01-S2C1-01)// //PO// //3. Predict results of an investigation based on life, physical, and Earth and space sciences (e.g., animal life cycles, physical properties, Earth materials).// //PO// //2. Participate in guided investigations in life, physical, and Earth and space sciences.// PO 3. Use simple tools such as rulers, thermometers, magnifiers, and balances to collect data (U.S. customary units). (See M01-S4C4-07) PO 4. Record data from guided investigations in an organized and appropriate format (e.g.//,// lab book, log, notebook, chart paper). (See W01-S3C2-01 and W01-S3C3-01) //PO// //1.// //Organize (e.g., compare, classify, and sequence) objects, organisms, and events according to various characteristics.// //(See M01-S4C4-01)// PO 2. Compare the results of the investigation to predictions made prior to the investigation. PO 1. Communicate the results of an investigation using pictures, graphs, models, and/or words. (See M01-S2C1-02 and W01-S3C2-02) //PO// //2.// //Communicate with other groups to describe the results of an investigation.// //(See LS-F1)// Strand 4: Life Science **Concept 1: Characteristics of Organisms** PO 1. Identify the following as characteristics of living things: · growth and development · reproduction ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> response to stimulus PO 2. Compare the following observable features of living things: ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> movement – legs, wings PO 3. Identify observable similarities and differences (e.g.//,// number of legs, body coverings, size) between/among different groups of animals ||<  || //What will students learn and do?// ||  || doubleClickHereAndType ||<   || //Checklist, Presentation, Oral Response, Rubric, Test, Quiz, etc.// ||  || doubleClickHereAndType ||<   || //(e.g., content, technology, etc.)// ||  || doubleClickHereAndType ||   || //- Steps in the process// //- Responsibilities// //- Guiding// //- Questions// //- Student products// ||  || doubleClickHereAndType ||<   || //- Computers - Software - URLs - ameras - Presentation Device - Handouts, Books - Supplies, Other// ||  || doubleClickHereAndType ||<   || //- Location - Teacher / Student roles - Group Dynamics - Interactions with experts, other educators, etc., if applicable// ||  || doubleClickHereAndType ||<   || //Special Ed, Gifted, ELL// ||  || doubleClickHereAndType ||<   ||
 * < **Summary of Unit**
 * < **Essential Questions**
 * < **Academic Standards**
 * Concept 1: Observations, Questions, and Hypotheses **
 * Concept 2: Scientific Testing (Investigating and Modeling) **
 * Concept 3: Analysis and Conclusions **
 * Concept 4: Communication **
 * < **Student Outcomes**
 * < **Assessment**
 * **Prerequisite Knowledge**
 * < **Procedures for Lesson**
 * < **Tools and Resources**
 * < **Learning Environments**
 * < **Modifications**