Butterfly Life Cycle and Insect Classification Performance Package

Resources for Teachers

Butterfly Life Cycle and Insect Classification Performance Package

Learning Area: Scientific Applications (partial)
Content Standard: Life Science
Level: Primary

Standard

A student shall demonstrate an understanding of basic science concepts through direct experience.
What students should know:
1. Understand concepts related to everyday life:
    a. characteristic properties of objects
    b. patterns and how they repeat
    c. cycles (life)
    d. how basic needs of organisms are met
    e. response of organisms to changes in the environment

What students should do:
1. Observe and describe characteristics of objects or phenomena
2. Measure changes that occur in objects or phenomena as a result of interaction
3. Sort and classify objects based on one or two properties
4. Display information using graphs
5. Describe how previously learned concepts apply to new situations

Large Processes/Concepts: (Create a graphic or list of items in the process and check those addressed in this package)

Formulate and revise scientific explanations and models using logic and evidence.
Use technology and math to improve investigations and communication.
Design and conduct scientific investigations: controlled experiments, media searches, and /or systematic observation.
Identify questions and concepts that guide science related inquiry.
Communicate and defend a scientific argument
Recognize and analyze alternative explanations and models

Description of Student Performances (Tasks)

Students must do all four tasks to meet all of the specifications of the standard. Task 3 should follow tasks 1 and 2, but task 4 can be done at any time.

Keep a journal of observations of monarch (or other butterfly or insect) development, including descriptions of physical appearance, and a graph of milkweed consumption. Interpret the graph.
Keep a calendar that illustrates size and life cycle stage.
Sequence the stages of monarch development and label them.
Find and sort pictures or plastic models of organisms based on physical characteristics. Determine if a monarch (or other insect being raised in the classroom) is an insect. Draw or make a model of a monarch and label its parts.

Note: This package was written to be used with monarch butterflies, but other insects may be substituted. The Monarchs in the Classroom Curriculum may be obtained from Dr. Karen Oberhauser, Univ. of MN (oberh001@tc.umn.edu).

Scoring Criteria:

4 = Performance on this standard achieves and exceeds expectations of high standard work.
3 = Performance on this standard meets the expectations of high standard work
2 = Work on this standard has been completed, but all or part of the student's performance is below high standard level.
1 = Work on this standard has been completed, but performance is substantially below high standard level.
No package score is recorded until ALL parts of the package have been completed.

Assessment Task #1

Learning Area: Scientific Applications
Content Standard: Life Science
Level: Primary
Task Title: Journal and Graph of Milkweed Consumption

Standard: (Identify which specifications of the standard are assessed in this task)

A student shall demonstrate an understanding of basic science concepts through direct experience.

What students should know:
1. Understand concepts related to everyday life:
    a. characteristic properties of objects
    b. patterns and how they repeat
    c. cycles (life)
    d. how basic needs of organisms are met
    e. response of organisms to changes in the environment

What students should do:
1. Observe and describe characteristics of objects or phenomena
2. Measure changes that occur in objects or phenomena as a result of interaction
3. Sort and classify objects based on one or two properties
4. Display information using graphs
5. Describe how previously learned concepts apply to new situations

Large Processes/Concepts: (Create a graphic or list of items in the process and check those addressed in this package)

Formulate and revise scientific explanations and models using logic and evidence.
Use technology and math to improve investigations and communication.
Design and conduct scientific investigations: controlled experiments, media searches, and /or systematic observation.
Identify questions and concepts that guide science related inquiry.
Communicate and defend a scientific argument
Recognize and analyze alternative explanations and models

Product/Evidence of Learning:

Journal of observations of monarch butterfly development

Graph of milkweed consumption

Remember design principles:
* let kids know where they are headed and why * hook the kids * make kids maximally self sufficient * provide opportunity to reflect and rethink	* provide opportunity to revise and refine * require individual accountability * make it rigorous and rewarding for all

Give students clear step by step directions that could be used in your absence.
Identify purpose Identify or help kids identify their role Identify or help kids identify audience Identify the situation	Identify the evidence-allowing students to choose the format Identify criteria upon which evidence will be assessed
Also provide kids with tools and strategies to demonstrate their learning.

Task Description:

Overview:
Students make observations, record information in a journal about monarch development, and graph milkweed consumption.

Make a journal in which to record your observations and illustrations.
On the graph, record the number of leaves your caterpillar eats each day. When complete, review the graph and look for patterns. Write a conclusion that would interpret your graph.
Make several careful observations of your caterpillar. Describe and illustrate its physical characteristics over time. Compare and contrast its appearance to how it looked at your last observation. Use List 1 (see appendix) to guide your observations.
Make several careful observations of your caterpillar. Describe and illustrate its behavior. Use List 2 (see appendix) to guide your observations.
Observe, describe and illustrate the chrysalis. Use List 3 (see appendix) to guide your observation. Make more journal entries if you observe changes. Compare and contrast the appearance to how it looked at your last observation.
Observe, describe and illustrate the butterfly. Use List 4 (see appendix) to guide your observation.

Special Notes for Teachers:

Life Cycle Curriculum Lessons 3 and 6 in the Monarchs in the Classroom Curriculum Guide for K-2 (or lessons 1, 7 and 8 in the 3-6 Guide) would augment this task.
The task descriptions can be adapted for use with other types of butterflies, such as painted ladies.
Students need a journal for writing and drawing, the "How Much Does a Caterpillar Eat?" chart (included) and Guided Observation Lists 1 - 4 (attached as appendix to Assessment Task 1).
How Much Does a Caterpillar Eat? Procedure Notes:

Have students keep track of the total number of milkweed leaves that their caterpillars eat each day by recording the number of leaves (or partial leaves) on the graph.

Students may want to note other observations in their journal, such as how large it is and/or anything else they see. For example, on the days that the caterpillar molts, it will stop eating for a period of time. If students record their observations of molting with quantity of leaves eaten, they will see the pattern of "less leaves eaten on days of molting" emerge from their data.

You may want to discuss these questions with your students: Do we need to use leaves that are approximately the same size? What would happen if some of our leaves were very small and others were very large? If we are keeping track of the total number of leaves eaten each day, what defines "a day?" What would happen to our measurements if the caterpillar ran out of leaves to eat?

This task addresses the following National Education Content Standards for Life Science:

Characteristics of Organisms:

Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.

The behavior or individual organisms is influenced by internal cues (such as hunger) and by external cues (such as a change in the environment). Humans and other organisms have senses that help them detect internal and external cues.

Life Cycles:

Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms.

Organisms and their Environments:

All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.

An organism’s patterns of behavior are related to the nature of that organism’s environment, including the kinds and numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment. When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.

**Download Task 1 Checklist (Word 97 File)
**Preview Task 1 Checklist (print this page if your computer cannot read Word97 files)

**Appendix to Assessment Task #1

**How Much Does a Caterpillar Eat? chart (print)

Assessment Task #2

Learning Area: Scientific Applications
Content Standard: Life Science
Level: Primary
Task Title: Life Cycle Calendar

Standard: (Identify which specifications of the standard are assessed in this task)

What students should do:
1. Observe and describe characteristics of objects or phenomena
2. Measure changes that occur in objects or phenomena as a result of interaction
3. Sort and classify objects based on one or two properties
4. Display information using graphs
5. Describe how previously learned concepts apply to new situations

Large Processes/Concepts: (Create a graphic or list of items in the process and check those addressed in this package)

Formulate and revise scientific explanations and models using logic and evidence.
Use technology and math to improve investigations and communication.
Design and conduct scientific investigations: controlled experiments, media searches, and /or systematic observation.
Identify questions and concepts that guide science related inquiry.
Communicate and defend a scientific argument
Recognize and analyze alternative explanations and models

Products/Evidence of Learning:

Calendar that includes a record of changes in size and life cycle stage.
Chart and summary of data from the calendar.

Remember design principles:
* let kids know where they are headed and why * hook the kids * make kids maximally self sufficient * provide opportunity to reflect and rethink	* provide opportunity to revise and refine * require individual accountability * make it rigorous and rewarding for all

Give students clear step by step directions that could be used in your absence.
Identify purpose Identify or help kids identify their role Identify or help kids identify audience Identify the situation	Identify the evidence-allowing students to choose the format Identify criteria upon which evidence will be assessed
Also provide kids with tools and strategies to demonstrate their learning.

Task Description:

Overview:
Students will record data on a calendar, and interpret and summarize their data by a) filling in blanks on a chart and b) writing an explanation. They will practice observing and describing characteristics of living organisms, and recording changes that occur as the monarch (or other insect) goes through its life cycle.

Your teacher will give you a blank calendar (print horizontally). Number the dates for this month. Draw an accurate picture of what the monarch looks like each day.
Summarize the data from your calendar.

My monarch made a "J" on ______.
My monarch pupated on _______.
My monarch emerged on _______.
My monarch was a larva _____ days.
My monarch was in the "J" stage ______ days.
My monarch was in the pupa stage ______ days.

Write a summary of what your calendar and chart tell you

Special Notes for Teachers:

Life Cycle Curriculum Lessons 1 and 4 in the Monarchs in the Classroom Curriculum Guide for K-2 (or lessons 1, 2, and 6 in the 3-6 guide) would augment this task.
While the task was written to be used with monarch butterflies, it could easily be modified for another butterfly or insect being raised in the classroom. It would be best to start with an early life cycle stage, so that students can observe as much of the life cycle as possible.
Students will need a calendar template (attached) and a form (attached) that includes the summary chart with space to write a description of what they observed.
This task addresses the Life Cycles of Organisms National Science Education Content Standard: Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms.

**Download Task 2 Checklist (Word 97 File)
**Preview Task 2 Checklist (print this page if your computer cannot read Word97 files)

**Summary of My Monarch Data Worksheet (print)

**Monarch Calendar (print this page in landscape/horizontal mode)

Assessment Task #3

Learning Area: Scientific Applications
Content Standard: Life Science
Level: Primary
Task Title: Life Cycle Diagram

Standard: (Identify which specifications of the standard are assessed in this task)

What students should do:
1. Observe and describe characteristics of objects or phenomena
2. Measure changes that occur in objects or phenomena as a result of interaction
3. Sort and classify objects based on one or two properties
4. Display information using graphs
5. Describe how previously learned concepts apply to new situations

Large Processes/Concepts: (Create a graphic or list of items in the process and check those addressed in this package)

Formulate and revise scientific explanations and models using logic and evidence.
Use technology and math to improve investigations and communication.
Design and conduct scientific investigations: controlled experiments, media searches, and /or systematic observation.
Identify questions and concepts that guide science related inquiry.
Communicate and defend a scientific argument
Recognize and analyze alternative explanations and models

Remember design principles:
* let kids know where they are headed and why * hook the kids * make kids maximally self sufficient * provide opportunity to reflect and rethink	* provide opportunity to revise and refine * require individual accountability * make it rigorous and rewarding for all

Product/Evidence of Learning:
An individual diagram of the monarch (or other insect) life cycle.

Give students clear step by step directions that could be used in your absence.
Identify purpose Identify or help kids identify their role Identify or help kids identify audience Identify the situation	Identify the evidence-allowing students to choose the format Identify criteria upon which evidence will be assessed
Also provide kids with tools and strategies to demonstrate their learning.

Task Description:

Overview:
Students will demonstrate their knowledge of the monarch (or other insect) life cycle by sequencing stages in correct order, and labeling each stage with the correct name.

Color the pictures accurately.
Cut out the 5 pictures of monarchs (or other insects).
Put the pictures in order to show how a monarch changes, and glue these pictures onto the squares.
Write the name of each stage under the picture.

Special Notes for Teachers:

Life Cycle Curriculum Lessons 1, 2, 4, and 7 in the Monarchs in the Classroom Curriculum Guide for K-2 (or lessons 1, and 2 in the 3-6 guide) would augment this task.
Students will need a copy of pictures of different stages of the monarch (or other insect) life cycle, and a template on which to paste these pictures in the proper order (sample attached). They should work on this task individually.
As preparation, teachers should show students pictures of monarch eggs if these were not present in the classroom. It would also be useful to read books on the life cycle that show pictures of all life stages.
This task addresses the Life Cycles of Organisms National Science Education Content Standard: Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms.

**Download Task 3 Checklist (Word 97 File)
**Preview Task 3 Checklist (print this page if your computer cannot read Word97 files)

**Life Cycle of a Butterfly Worksheet (print this page in landscape/horizontal mode)

Assessment Task #4

Learning Area: Scientific Applications
Content Standard: Life Science
Level: Primary
Task Title: Is a monarch an insect?

Standard: (Identify which specifications of the standard are assessed in this task)

What students should do:
1. Observe and describe characteristics of objects or phenomena
2. Measure changes that occur in objects or phenomena as a result of interaction
3. Sort and classify objects based on one or two properties
4. Display information using graphs
5. Describe how previously learned concepts apply to new situations

Large Processes/Concepts: (Create a graphic or list of items in the process and check those addressed in this package)

Formulate and revise scientific explanations and models using logic and evidence.
Use technology and math to improve investigations and communication.
Design and conduct scientific investigations: controlled experiments, media searches, and /or systematic observation.
Identify questions and concepts that guide science related inquiry.
Communicate and defend a scientific argument
Recognize and analyze alternative explanations and models

Remember design principles:
* let kids know where they are headed and why * hook the kids * make kids maximally self sufficient * provide opportunity to reflect and rethink	* provide opportunity to revise and refine * require individual accountability * make it rigorous and rewarding for all

Product/Evidence of Learning:

List of insect characteristics and a list of organisms classified as insects or non-insects.
Model (or drawing) of monarch butterfly with labeled parts.

Give students clear step by step directions that could be used in your absence.
Identify purpose Identify or help kids identify their role Identify or help kids identify audience Identify the situation	Identify the evidence-allowing students to choose the format Identify criteria upon which evidence will be assessed
Also provide kids with tools and strategies to demonstrate their learning.

Task Description:

Overview:
Students will discover characteristics of insects by listing common features shown in pictures or plastic models of insects. They will demonstrate this knowledge by sorting a set of pictures into insects and non-insects, and create and label a model (or drawing) of a monarch butterfly (or other insect being raised in the classroom).

Look at the Insect Pictures page with your partner or small group and list the characteristics that all of the insects have.
As a class, compare lists of insect characteristics and create a definition of an insect.
Sort the pictures of various organisms into insects and non-insects. Discuss with your group why each organism either is or isn’t an insect.
Make a list of the insects and non-insects.
Discuss your results with your class. Where did you list the butterfly? caterpillar?
Make a model or draw a picture of a monarch butterfly. Label the parts. Write one or two sentences explaining why it is classified as an insect.

Special Notes for Teachers:

Systematics Curriculum Lessons 1 and 2 in the Monarchs in the Classroom Curriculum Guide for K-2 (or Lessons 1, 2, 3 and 5 in the 3-6 Guide) would augment this task.
A page of insect pictures is attached. Other insect pictures, stickers, or plastic models may also be used for Step 1.
In class discussion about the common characteristics of insects, lead students to the following definition:
- body parts (head, thorax, abdomen)
- legs
- legs are attached to the thorax
- (some, but not all, have wings, antennae, etc.)
Two pages of pictures of various organisms are attached for use in Steps 3 and 4. (Page 1, Page 2)
As an extension activity have students further sort insects into groups with common characteristics.
This task addresses the Characteristics of Organisms National Science Education Content Standard: Each plant or animal has different structures that serve different functions in growth, survival, and reproduction.

**Download Task 4 Checklist (Word 97 File)
**Preview Task 4 Checklist (print this page if your computer cannot read Word97 files)

**Insect Page (print)
**Various Organisms Page 1 (print)
**Various Organisms Page 2 (print)

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