Make this a new day

Minutes

Structure:

Purpose:

Description:

Day 1:

Date:

Handout:

Similarities & Differences in
Butterflies & Moths

Grade Level:

2

Subject:

Science

Topic:

Cooperative Learning

Objective:

Students will describe characteristics of moths and butterflies. Students will work together to create a model of a moth or butterfly.

General Learner Outcome:
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. 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.
Specific Learner Outcome:
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.

Other Information:

Adaptations:
-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.

Public Notes:

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Private Notes:

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Reflection:

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

Prep:

Introduction: (5 min)
We will activate prior knowledge by posing two questions to the class; For example:
- 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, we 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: We would inform the class about sharing with the class prior to their discussion.

Materials:

- Unlabeled pictures of butterflies and moths
- Glue, scissors, construction paper, pipe cleaners, markers, other materials to build model etc.
- Place mats

Standards Met:

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