McKenzie's+Showcase

=Bring in the Butterflies  = // Bloom’s: Marzano: Costa: // // Explaining Meaningful use of knowledge Thinking Flexibly // // Organizing Applying Past Knowledge to New Situations // // Generating Learning Continuously // || * Develop and apply, with assistance, pre-reading strategies to aid comprehension: a. access prior knowledge b. preview c. predict with evidence Develop and apply post-reading skills after reading or read-alouds to respond to text: a. answer basic comprehension questions b. question to clarify c. retell d. reflect e. draw conclusions f. analyze
 * **Unit Author ** ||
 * First and Last Name |||||| Matthew McKenzie ||
 * School District |||||| Centralia R-VI School District ||
 * School Name |||||| Chance Elementary School ||
 * School City, State |||||| Centralia, Missouri ||
 * ** Unit Overview ** ||
 * ** Unit Title ** ||
 * Bringing in the Butterflies ||
 * ** Unit Summary ** ||
 * What impacts whether or not an organism go to or from an area? If a community wants to increase the number of butterflies in the community, what can be done to assist with this. Students will take time to visit the local city garden, determine what butterflies need to survive and what is already present in the garden that would support the survival of butterflies in the garden. Through the use of daily journals, internet resources and thinking tools, students will develop a presentation detailing the needs, what is present and what needs to be added (if anything). ||
 * ** Subject Area ** ||
 * Science, Communication Arts ||
 * ** Grade Level ** ||
 * First Grade ||
 * ** Approximate Time Needed ** ||
 * Ten 30 minute classes ||
 * ** Unit Foundation ** ||
 * ** Habits of Learning Taxonomy ** ||
 * Explaining, organizing and generating a thoughtful list in reflection to the materials provided in the unit. As the unit progresses, applying past knowledge, while being flexible to the thought process will create a continuously learning attitude.
 * ** Targeted Content Standards and Benchmarks ** ||
 * ** GLES: **
 * Communication Arts **
 * Pre-Reading **
 * Post-Reading **

Identify connections between a. text to text (text ideas ---similarities and differences in various fiction and non-fiction works, with assistance) b. text to self (text ideas and own experiences)
 * Making Connections **

Strand 3: Characteristics and Interactions of Living Organisms 1. There is a fundamental unity underlying the diversity of all living organisms // Scope and Sequence – Characteristics of Plants and Animals // // a. // Identify the basic needs of most animals (i.e., air, water, food, shelter) Strand 3: Characteristics and Interactions of Living Organisms 1. There is a fundamental unity underlying the diversity of all living organisms // Scope and Sequence – Characteristics of Plants and Animals // d. Identify the relationships between the physical structures of animals and the function of those structures (e.g., taking in water, support, movement, obtaining food, reproduction)
 * Forms/Types/Modes of Writing **
 * a. ** Use narrative, descriptive, expository, and/or persuasive features
 * // Science //**

//I. Creativity and Innovation:// Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. .
 * NETS-S **

//II. Communication and Collaboration:// Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

//IV. Critical Thinking, Problem Solving, and Decision Making:// Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project.

|| · Explain and Evaluate their group/individual list that they have created · Compare their list to others in the grade level · Develop a plan to be implemented in the Centralia area (Mid-Missouri). ||  || What attracts organisms to an area? ||  || What do butterflies need to survive? Describe the life cycle of a butterfly. ||  ||
 * ** Student Objectives/Learning Outcomes ** ||  ||
 * · Rank a list of impacts on the aspects that would produce a positive environment that would attract and keep butterflies to the area.
 * ** Curriculum-Framing Questions ** ||  ||
 * |||| ** Essential Question ** |||||| What is necessary for life? ||  ||
 * |||| ** Unit Questions ** |||||| What impact may the butterflies have on our community?
 * |||| ** Content Questions ** |||||| What attracts butterflies?
 * ** Assessment Plan ** ||  ||
 * ** Assessment Timeline ** ||  ||
 * ** Before project work begins ** |||| ** Students work on projects and complete tasks ** |||| ** After project work is completed ** ||
 * Brainstorming || K-W-L || Learning Logs || Timeline Meetings || Multimedia || K-W-L-S ||
 * · Brainstorming a list of possible attractants for butterflies and butterfly needs. || · K-W-L chart to determine what students know about butterflies and their needs. || · Daily Learning Log with a prompted section and a general response section. || · Project Checklist with group/team/individual meetings. || · Multimedia presentations to persuade their idea is feasible, realistic and the best for the community. || · After presentations, complete the K-W-L-S chart to have the entire class reflect on what was learned during the unit. ||
 * ** Assessment Summary ** ||  ||
 * Starting out, the use of a brainstorm and K-W-L will help get the students stimulate for the concepts coming up and help the teacher use what is already grasped. The K-W-L will need to be saved for use at the end to reflect on what the students came up with during the lessons.
 * ** Assessment Summary ** ||  ||
 * Starting out, the use of a brainstorm and K-W-L will help get the students stimulate for the concepts coming up and help the teacher use what is already grasped. The K-W-L will need to be saved for use at the end to reflect on what the students came up with during the lessons.
 * Starting out, the use of a brainstorm and K-W-L will help get the students stimulate for the concepts coming up and help the teacher use what is already grasped. The K-W-L will need to be saved for use at the end to reflect on what the students came up with during the lessons.

The majority of the assessments will be done during the lesson activities through learning logs and group meetings with the assistance of a checklist/timeline. Some pre-lesson work will need to be completed to create a prompt for the learning log on each day. Two of the prompts will need to be focused on the Visual Ranking Tool and the group created Seeing Reasoning Tool. Students will also need an explanation between a prompted response and a general response.

At the end, the K-W-L will be reflected upon AFTER the groups have presented their multimedia presentations of how they plan to attract butterflies to Centralia. The presentations are to be short and a rubric would be beneficial to help students know where to go. ||  || Leaves Flowers food water snakes, wasps
 * ** Visual Ranking Elements ** (Complete this section if this tool will be used in the unit) ||  ||
 * ** Visual Ranking Project Name ** (For the //Visual Ranking// workspace) ||  ||
 * Keeping the Butterflies from Flying Away ||  ||
 * ** Project Description ** (For the //Visual Ranking// workspace) ||  ||
 * Butterflies need various items to survive, however, we only have so much room in Chance Gardens to implement some of these ideas. Below you will need to rank (put in order) what your team thinks is the most important items to implement in the new Chance Gardens with the most important being at the top of the list and the least important at the bottom of the list. ||  ||
 * ** Prompt ** (For the //Visual Ranking// workspace) ||  ||
 * Rank the following in order of those items that have the most impact on whether a butterfly survives. ||  ||
 * ** Sorting List ** (For the //Visual Ranking// workspace) ||  ||
 * Warm Climate

||  || Team 1 || Password: team ||  || ||  || // Day 1 – K-W-L Chart/Morning walk to the gardens // During Comm. Arts time, talk to the students about the fact they will be studying butterflies in Science. They will be reading books about butterflies in reading as well. On the SMART Board, create a K-W-L chart and list what the students “Know” and “Want to Know” in the appropriate columns. Keep this chart for use on the last day of the unit.
 * ** Practice Ranking ** (For your future quick reference) ||  ||
 * Teacher ID: mmckenziets || Password: j3d1kn1ght ||  ||
 * Practice Team ID 1: Team 1 || Password: team ||  ||
 * Practice Team ID 2: Team 2 || Password: team ||  ||
 * ** Seeing Reason Elements ** (Complete this section if this tool will be used in the unit) ||  ||
 * ** Seeing Reason Project Name ** (For the //Seeing Reason// workspace) ||  ||
 * Increasing the Butterflies ||  ||
 * ** Project Description ** (For the //Seeing Reason// workspace) ||  ||
 * Now that we have visited Chance Gardens, we need to determine what will already bring butterflies to our community and what we might want to add. We are going to create two separate lists and then determine what increases or decreases the number of butterflies in our community. ||  ||
 * ** Research Question ** (For the //Seeing Reason// workspace) ||  ||
 * Compare what is already in the garden and how that impacts the needs of the butterflies. What might we still need to add to our garden? ||  ||
 * ** Practice Map ** (For your future quick reference) ||  ||
 * Practice Team ID:
 * [[image:seeingreasoningpic.jpg width="642" height="460"]]
 * ** Unit Details ** ||  ||
 * ** Prerequisite Skills ** ||  ||
 * Students will need to be familiar with using the computers and digital cameras on a basic level. ||  ||
 * ** Instructional Procedures ** ||  ||
 * **// Engage //**

To start the unit we will take a walk to Chance Gardens and take pictures of the various things we see. Make sure to secure several digital cameras so all students get an opportunity to take pictures. Remind students to take pictures of animals and plants in the gardens. The teacher will take the cameras back and create a file of the photos for later use. See if the landscaper is available to speak to the students about how he decides what to add to the garden each year. // Day 2 – Read aloud – My Butterfly Book // Read the book aloud to the students, then discuss the needs of the butterflies and list them in the Seeing Reasoning Tool in no particular order on the “Butterfly’s Needs”. The teacher will need to add new items listed to the Visual Ranking tool prior to the next day. If time allows, add this list // Day 3 – Visual Ranking Tool // Students will get in groups of three on a laptop and rank the items listed the day before in order of importance (see Visual Ranking Tool Description for more details). Higher groups can add comments to all items. Have students compare to other teams. If time allows, display some comparisons on the SMART Board.
 * Explore **

Provide 5 minutes at the end to write in their daily journals about which item they thought was the most important and whether they agreed with their group. // Day 4 – Picture Recap // Students will watch a recap of the pictures taken from gardens created by the teacher. Have student list in their journals what they saw in the garden (flowers, bees, etc.) Once students have added to their journals, discuss them as a class and add them to the Seeing Reasoning Tool on the Gardens side. // Day 5 – Seeing Reasoning Tool // Students will compare the two lists (Butterfly Needs and Items in the Garden). As a class, have the students make the connections of what would increase the likelihood of attracting butterflies and what would decrease the likelihood of attracting butterflies using the Seeing Reasoning Tool.
 * Explain **

Students need to reflect in their journals on what needs to still be added to the garden from the comparison in the Seeing Reasoning Tool. // Day 6, 7, 8 – Create Keynotes of the Garden Improvements // Using the pictures taken from visit, have the students in pairs create a keynote showing what attracts butterflies, what is already in the garden, and what needs to be added. Have additional resources available (books, internet links, etc). // Day 9 - Presentations // Students will present their Keynotes to the class on this day. // Day 10 – Culminating Activity // During Comm. Arts, revisit the K-W-L chart adding in the information for the “Learned” column. Add a fourth column “Still Want to Know” and see if the students still have any questions or have developed new questions.
 * // Elaborate //**
 * // Evaluate //**

Using construction paper and tissue paper (maybe even working with the Art teacher during this unit) give the students time to create butterfly attracting garden items that can be displayed in the hallway. ||  ||
 * ** Accommodations for Differentiated Instruction ** ||  ||
 * |||| ** Resource Student ** |||||||| Work with the resource room teacher to have reinforcement activities to increase comprehension of butterfly needs. Instead of a daily journal, they can use the safe place to video record their responses on a laptop. ||  ||
 * |||| ** Nonnative English Speaker ** |||||||| Gain assistance from NES Instructor to translate the journals and other documents into the appropriate language. If the school offers a course in the language needed, see if the students in that course can translate the necessary documents. ||  ||
 * |||| ** Gifted Student ** |||||||| Create a Showing Evidence activity that would have the students create a claim to add or remove a feature to the gardens and then provide evidence to support or disprove the claim. ||  ||
 * ** Materials and Resources Required For Unit ** ||  ||
 * ** Printed Materials ** || []

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[] || Construction paper, tissue paper || Digital cameras for garden walk || Safari and Chrome seem to have some issues, so stick with Firefox or Explorer. ||
 * ** Supplies ** || Butterfly cages, larvae, kits
 * ** Technology -Hardware ** || Networked Computers
 * ** Technology -Software ** || Access to the Visual Ranking Tool and Seeing Reasoning Tool
 * ** Internet Resources ** || []

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[] (might only use the process depending on time) || - See if Garden caretaker can speak to the students at the gardens - DNR Representative that specializes in insects/butterflies || Very impressive to see higher order thinking skills used in the lower elementary grades! Linda || Copyright © 2010 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries.
 * ** Other Resources ** || - Morning trip to Chance Gardens
 * Other names and brands may be claimed as the property of others. ||