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Subject: Science

#4598. Introducing Butterfly Unit Anticipation Guide

Science, level: Kindergarten
Posted Thu Jun 7 13:54:50 PDT 2012 by Alissa (Alissa).
CUNY Hunter, Westchester, NY
Materials Required: • Anticipation guide on chart paper • Markers • Book It’s a Butterfly’s Life by Irene Kelly • 3 Pos
Activity Time: 45 minutes
Concepts Taught: This lesson is an overview of butterflies, introducing topics which will be further explored later i

• RATIONALE –

This lesson activates students’ prior knowledge regarding butterflies. I hoped to activate student schema with the high interest pre-reading strategy anticipation guide. This lesson is an overview of butterflies, introducing topics which will be further explored later in the unit. Later lessons will become more specific, for example on specific types of butterflies or specific behaviors such as migration. At the end of the lesson students will be familiar with key vocabulary words (i.e. metamorphosis, migration). This lesson touches upon the following Common Core Standards:
• RL.K.10. Actively engage in group reading activities with purpose and understanding.
• SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

• MATERIALS –
• Anticipation guide on chart paper (see attached photo for work sample, outline for anticipation guide located under assessment portion of lesson plan)
• Markers
• Book It’s a Butterfly’s Life by Irene Kelly
• 3 Post-its
• “Today I learned….” Worksheet (sample attached)


• FOCUS (Aim) –

The focus of this lesson is to activate student schema regarding butterflies therefore enhancing reading comprehension. Students will build on prior knowledge to construct, reinforce, and/or change current knowledge and conceptions of butterflies.

• PHYSICAL ENVIRONMENT -

Students will be seated on the carpet in a circle with the teacher positioned so all students have full view of anticipation guide as well as the book as it is being read. Students have assigned spots on the carpet, each sitting next to a peer who will enhance their understanding of the material in contrast to distract from it.

• GROUPING OPTIONS –

The mini-lesson and body of the lesson will be done in a whole group setting. Although many students are on or above grade level in reading, few students struggle. With the teacher reading all students are able to participate in the lesson. During the culmination activity students will work independently at their seats.

• OBJECTIVES -

• Students will be able to discuss true facts about butterflies.
• Students will be able to create an original statement about butterflies by combining new learning about butterflies with prior knowledge.
• MOTIVATION/MINI-LESSON-

• Quickly allow students to share a couple facts they know about butterflies.
• Tell students, “Today we are going to start our butterfly unit by reading It’s a Butterfly’s Life, but first we are going to take a look at the statements I wrote on this chart paper. The statements can be true or false, we are going to find out by reading It’s a Butterfly’s Life. Before we start reading I would like to know if you think these statements are true or false.”
• Read statements, discuss why students believe they are true or false.
• Put a “T” or “F” as appropriate in “Before Reading” column.
• Tell students, “As we read It’s a Butterfly’s Life I want you to listen closely. At the end we will look at these statements again and decide if they really are true or false and give proof.”

• BODY OF LESSON (Procedure)-

• Read It’s a Butterfly’s Life to the class. At the end of each page show students illustrations and captions.
• Throughout reading ask questions such as “Who knew butterflies and moths were alike but are not the same?” and point out new facts such as “Wow! I didn’t know butterflies had four wings, I thought they only had two.”
• When coming to a statement from the anticipation guide place a post-it and explain “So that statement was true (or false)! I am going to mark this page so we can come back and use it as proof of what we learned.”
• At the end of the book ask students to share some other facts about what they learned about butterflies.
• Return to the anticipation guide and fill out the “After Reading” column. Ask students to raise their hand if they now agree or disagree with each statement.
• Discuss what proof confirmed or changed their answer.
• Reread marked pages that contain the “evidence” of the true/false facts.
• Fill in the “Proof!” column with the information provided in the text.

• CULMINATION –
• Tell students, “Wow, we learned a lot today about butterflies! I will give you each a paper that says Today I learned butterflies… and I want you to write on the lines after at least one fact you learned today about butterflies. They can be the facts written up here or anything else you learned from the book. When you’re finished illustrate what you wrote in the space above your writing.”
• Call students by tables to return to their seats.
• Pass out worksheets.
• Walk around and conference with students about what they are writing/drawing, as well as what they learned.
• Collect finished work.

• ASSESSMENT –

From discussions as a class and conferencing with students one-on-one I will be able to informally evaluate if the students built on their prior knowledge of butterflies, as well as knew learnings. Assessment will also be done with the completed worksheets.

Butterflies: Anticipation Guide
Statements Before Reading After Reading Proof!

1. Butterflies can taste cupcakes by standing on them.
T
Butterflies’ taste buds are on their feet.
2. Praying mantises help protect butterflies.
F
Praying mantises eat butterflies.
3. Some butterflies have see-through wings.
T
The glasswing butterfly’s wings are see-through.