AN EXPERIENTIAL KINDERGARTEN SCIENCE CURRICULUM ENGAGING
STUDENTS IN THE SCIENTIFIC INQUIRY PROCESS
by
Victoria M. Gervasi-Geist
A Project
Presented to
The Faculty of Humboldt State University
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts
In Education
May, 2010
AN EXPERIENTIAL KINDERGARTEN SCIENCE CURRICULUM ENGAGING
STUDENTS IN THE SCIENTIFIC INQUIRY PROCESS
by
Victoria M. Gervasi-Geist
Approved by the Master’s Project Committee:
Dr. Tom Cook, Major Professor
Date
Dr. Jayne McGuire, Committee Member
Date
Dr. Keri Gelenian, Graduate Coordinator
Date
Dr. Jená Burges, Vice Provost
Date
ABSTRACT
AN EXPERIENTIAL KINDERGARTEN SCIENCE CURRICULUM ENGAGING
STUDENTS IN THE SCIENTIFIC INQUIRY PROCESS
VICTORIA M. GERVASI-GEIST
In order to develop curiosity about the world around them, children need to
be frequently and actively involved in exploring the environment when learning
science. This kindergarten science curriculum incorporates experiential opportunities
in a science curriculum based on insect metamorphosis and engages students in the
scientific inquiry process. The curriculum is a six-week unit and explores the life
cycle of the monarch butterfly. The main focus is science; however mathematics,
language arts, and the fine arts are also incorporated. The curriculum is aligned to
both state and national standards and consists of experientially based lessons.
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ACKNOWLEDGEMENTS
There are many outstanding people I would like to acknowledge for their
contributions in the completion of this project. I sincerely appreciate Tom Cook,
whose guidance and insights helped me in developing this curriculum. Also, I am
grateful for the additional support and guidance from Jayne McGuire. I must also
recognize Ann Diver-Stamnes for her constant enthusiasm and support throughout
my experience in the master’s program.
I especially want to thank my husband Tyler for always believing in me and
keeping me sane throughout this process. I would like to recognize my parents, Jim
and Lynne, for their steadfast support in encouraging me to do my best. Also, my
appreciation goes out to my sister Tiffany for always being there through thick and
thin. In addition, Angela Vogt’s enthusiasm for teaching has been an inspiration to
me. Her constant support and belief in me will always be appreciated. In conclusion,
I thank all of my closest friends for their understanding and support throughout this
educational achievement.
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TABLE OF CONTENTS
ABSTRACT ................................................................................................................. iii
ACKNOWLEDGEMENTS ......................................................................................... iv
CHAPTER 1: INTRODUCTION................................................................................... 1
CHAPTER 2: LITERATURE REVIEW ........................................................................ 5
CHAPTER 3: METHODOLOGY ................................................................................ 20
CHAPTER 4: CONTENT ............................................................................................ 27
CHAPTER 5: CONCLUSIONS ................................................................................. 129
REFERENCES ........................................................................................................... 132
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CHAPTER ONE
INTRODUCTION
My inspiration for this curriculum came from my experiences while working
in a kindergarten classroom and my own experiences as a child in school. Looking
back on my own elementary school years, the key aspects I can remember are those
that involved exploring the world around me. I can recall going out on nature
explorations with my classmates and encountering amazing things in nature which
we would then learn about in class. The experiences still resonate in my mind as if
they happened yesterday. The interactions I had with other students and teachers
were so positive during these activities that they have stayed with me for years.
Because of my experiences in school I chose to become a teacher and went on to
obtain my teaching credential. While in the credential program I did my student
teaching in a third grade and kindergarten classroom. The following year I became a
teacher’s aide in this same kindergarten classroom, where I have learned much about
teaching and students. In this classroom baby chickens and ducks were integrated
into the classroom every year and I was able to observe and interact with students
while they learned about these animals. I noticed that students were excited,
interested, and eager to learn about them, however I found that students were not
questioning what they were experiencing. I started wondering about concepts in
science that would allow students to explore and experience animals, while assisting
them in feeling comfortable in asking questions about the world and things in it.
Having this question in mind, I started exploring science more thoroughly. I felt that
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developing a curriculum would best suite what I was interested in because it would
guide teachers in implementing experiential opportunities for students.
This science curriculum was created to allow experiential opportunities for
kindergarten students by engaging them in the scientific inquiry process. In learning
science, children need to be frequently and actively involved in exploring the
environment around them (Whitin & Whitin, 1997). Developing students’ curiosity
about the world around them is an important goal in this curriculum. Science
knowledge is built through processes in which discoveries of the natural world are
made (Abruscato, 2000). This experiential curriculum is designed to give students
the opportunity to explore the monarch butterflies life cycle within the classroom.
Children are naturally inclined to explore the world around them (Piaget, 1950). It is
important that children have the opportunity to have concrete experiences so that
they can explore their views and ideas (DeMarie, 2001). In this curriculum, students
will explore through inquiry and practice the following basic skills: observation,
communication, measuring, classifying, predicting, and inferring. These foundational
inquiry skills are integrated into this curriculum’s lessons and allow students to
acquire a rich scientific knowledge. Learning is the process in which knowledge is
created through the transformation of experience (Kolb, 1984). This curriculum
allows all students to demonstrate their strengths and needs, and they can express
their understanding of the concepts through a variety of methods.
The curriculum particularly demonstrates the use of engaging, interactive
classroom experiences that foster students’ development of basic scientific inquiry
3
skills. This curriculum design allows students to collect information throughout the
monarch butterfly’s life cycle by using personal science journals. Students use their
science journals to practice inquiry to self-assess their inquiry skill practices and
through these activities become scientists. While engaging in scientific inquiry,
students also engage in activities that build upon their experiences and reinforce their
investigations of the monarch butterfly. The activities in this curriculum vary from
whole group, to individual, and small group activities. This ensures that students are
given individual attention and encourages students to express their ideas and
experiences.
The monarch butterfly is a fascinating creature. Like all butterflies and moths
the monarch goes through an incredible metamorphosis. In this curriculum students
have the opportunity to experience this transformation in their classroom. Not only
do students experience the monarch’s metamorphosis, but they also learn about the
monarch’s incredible migration, insect body parts, and camouflage. This curriculum
also includes information about the monarch butterfly in order to help build teachers
knowledge of the subject. In addition, directions on how to rear monarch butterflies
in the classroom are given. Safety is essential in implementing this curriculum, and
teachers are given a set of safety requirements that students need to be aware of and
practice.
A guide for setting up the classroom and the materials needed for
implementing this curriculum is provided. Since scientific inquiry is the basis of this
curriculum, the skills needed to achieve this are outlined and taught. The curriculum
4
also incorporates formative and summative assessments, along with national science
and state standards. Assessments include: student journals, self assessment
checklists, and a scientific inquiry rubric. A broad array of extra resources are
included, giving teachers additional resources that they can use.
The following chapters review the literature related to the topic, my methods
in developing this curriculum, the curriculum, and my conclusions. The literature
review chapter is based on foundational learning theories, science education in the
United States, science inquiry, science instruction, the impact of science on students,
experiential education, the use of experiential education in science curricula, and
challenges faced by teachers. The methods chapter dives into my development of this
experiential kindergarten science curriculum and the significance of my pilot study.
The content chapter contains the experiential kindergarten science curriculum which
includes a curriculum overview, materials needed to implement this curriculum, and
lesson plans. The conclusions chapter states my evaluation of this curriculum.
CHAPTER TWO
LITERATURE REVIEW
Introduction
According to the United States Department of Education schools, in the
United States are not preparing students to excel in science (2004). Science
experienced at an early age can prepare students for an increasingly scientific world
(National Science Teachers Association, 2002). This project’s goal is to incorporate
engaging experiences into a science curriculum for kindergarteners in order to
develop students’ scientific thinking at an early age.
The literature review begins with an examination of foundational theories of
learning, followed by an analysis of their application in science education in the
United States. It then focuses on science inquiry, the challenges teachers face in
science instruction, and the impact of science on students. The chapter concludes
with an examination of experiential education and its possible uses in science
curricula.
Historical Perspective of Learning
During the early 19th century, John Dewey explored societal roles in
education (Dewey, 1916). Communication is the most important aspect of learning;
it enables interactions within a community (Dewey, 1916). Societies grow through
sharing ideas and beliefs (Dewey, 1916). Being a part of society requires that
teaching and learning occur (Dewey, 1916). Individuals’ experiences in their
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surroundings allow them to learn to vary factors and combinations within their
experiences according to changing circumstances (Dewey, 1916). Thus,
communication and experience are essential to learning.
In the mid 20th century, Jean Piaget focused on the cognitive activities of the
mind (Piaget, 1950). Children are naturally motivated to learn and actively seek out
information to help their understanding (Piaget, 1950). Concepts that children learn,
and things they can do, are organized as schemes in their mind; schemes are similar
actions or thoughts that are used in response to the environment (Piaget, 1950).
These schemes are modified from experience through the processes of assimilation
and accommodation (Piaget, 1950). Assimilation is when an object or event is dealt
with in a way that fits into an existing scheme (Piaget, 1950). Accommodation
occurs when this existing scheme needs to be modified or recreated in order to
account for the object or event (Piaget, 1950).
A central aspect of Piaget’s theory is that children develop their thinking
through stages (Wood, 1988). Each stage represents a different way children think
about and understand the world around them (Wood, 1988). The order in which the
development occurs is constant, although the ages within these stages can vary,
depending on the child (Piaget, 1964). By the preoperational stage, between 2 to 7
years old, learning is more symbolic in nature (Kolb, 1984). Manipulation of
observations and images occurs, and children assume others see things from their
viewpoint (Piaget, 1950). Children are essentially in control of their cognitive
development (Piaget, 1950).
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Unlike Piaget’s belief that children learn individually, Lev Vygotsky believed
that adults in society foster children’s learning. Society plays a huge role in
children’s development (Vygotsky, 1978). The specific culture in which children
grow up influences their ways of thinking, generating diversity among children
(Vygotsky, 1978). The dialogue that occurs between adults and children within a
society helps guide children’s cognitive development (Vygotsky, 1978). Activities
guided by adults enable children to face difficult tasks (Vygotsky, 1978). If the task
is too challenging, it can be achieved with support from adults or other children
(Vygotsky, 1978). This process happens within what Vygotsky called children’s
zone of proximal development (ZPD), a time when learning is prime (Vygotsky,
1978). What a child can do with assistance now, they can later do on their own
(Vygotsky, 1978). Without challenges in life, cognitive development is not possible
(Vygotsky, 1978). Thus, challenging students is a must for educators.
In order to clarify students’ learning in science education, the following
sections will examine the science goals for United States’ schools, the use of science
inquiry as a way to learn science concepts, challenges teachers may face in teaching
science, and a rationale for teaching science through inquiry.
Science Education
Science is knowledge that is built through processes in which discoveries of
the natural world are made (Abruscato, 2000). It is important to experience the
science process early in life because it can foster the development of problem solving
skills that prepare people for an increasingly scientific world. (National Science
8
Teachers Association, 2002).
The following section will examine U.S. goals in science education, science
inquiry, challenges faced in science instruction, and a rationale for teaching science
through inquiry.
National goals in science education.
According to the United States Department of Education, United States
schools’ are not preparing students to excel in science, a required aspect for
economic leadership in the 21st century; in order to solve this problem, schools need
to use methods that foster and measure science education (U.S. Department of
Education, 2004).
No Child Left Behind (NCLB) was established in 2002 to ensure the
accountability of student progress in education (U.S. Department of Education,
2004). In 2007, a law was passed that requires states to measure the progress of
student achievement in science at least once between grades three to five, six to nine,
and ten to twelve (U.S. Department of Education, 2004). Before the NCLB law in
2007 was passed, there was pressure on teachers, from their states, to achieve high
test scores in math and reading (Cavanagh, 2007). This caused science to be shoved
aside, leaving little time for science instruction (Cavanagh, 2007). Now that science
is incorporated into NCLB, it makes it possible to increase the time spent on science
in the classroom (Cavanagh, 2007).
The American Association for the Advancement of Science, an international
nonprofit organization, is dedicated to advancing science around the world
9
(American Association for the Advancement of Science [AAAS], 1993). The goal of
the American Association for the Advancement of Science is to increase the public
understanding of science and technology (AAAS, 1993). American Association for
the Advancement of Science and the National Research Council have both
established learning goals focused on facing the challenges of establishing science
literacy in U.S. schools (AAAS, 1993). In 1996, the National Academy Press
published the National Science Education Standards (National Committee on
Science Education Standards and Assessment & National Research Council
[NCSESA & NRC], 1996). The goal of the National Science Education Standards is
to ensure that all students become scientifically literate (NCSESA & NRC, 1996).
The standards are designed to enable our nation’s children to achieve this goal by
implementing engaging science into classrooms across the country (NCSESA &
NRC, 1996). Within the standards, there are six aspects: the teaching of science,
professional development for teachers of science, science education assessment,
science content, science programs, and science education systems (NCSESA &
NCR, 1996).
In the year 2000, the American Association for the Advancement of Science
established a long term initiative to reform science education called Project 2061. Its
goal is to construct objectives in science education (AAAS, 1993). This initiative
benefits K-12 students nationwide and evaluates curriculum materials, produces
tools for educators, and offers professional development workshops for teachers
(AAAS, 1993). The project specifies benchmarks and provides guidelines as to how
10
students should progress towards science literacy (AAAS, 1993). It recommends that
the benchmarks be met at the end of second, fifth, eighth, and twelve grades (AAAS,
1993). The nature of science benchmark categories includes scientific worldview,
scientific inquiry, and the scientific enterprise (AAAS, 1993). These benchmarks and
standards are not meant to be a uniform curriculum, but rather a tool to enable
teachers to design students’ learning experiences specific to their environment
(AAAS, 1993).
In summary, these organizations have similar perspectives for establishing
strong science education in schools in the United States. The U.S. is currently in a
reform effort to establish science education as a more dominant domain in schools.
The following section will review the process of science inquiry, one aspect in
teaching science.
Science inquiry.
Inquiry is based on the investigation of facts and theories (Inquiry, 2009).
Inquiry requires information gathering that begins with the curiosity of learners
(Martin, Sexton, & Franklin, 2009). It moves them past passive learning and onto
higher order thinking (Dewey, 1916.). Inquiry is an important technique in fostering
scientific knowledge; it is dependent upon interrelated processes that are guided by
questions (Martin, Sexton, & Franklin, 2009). During this cognitive effort, questions
by the investigator are posed and explored (Martin, Sexton, & Franklin, 2009).
Science inquiry involves an experience which triggers the development of
testable ideas and the construction of understanding (Martin, Sexton, & Franklin,
11
2009). Early experiences are important in developing problem solving skills that
empower this scientific process (Duschl, Schweingruber, & Shouse, 2007).
In learning science, children need to be frequently and actively involved in
exploring the environment around them (Whitin & Whitin, 1997). Using inquiry as a
learning tool enables children to exercise their questioning skills and become more
confident in posing them (Martin, Sexton, & Franklin, 2009). Within an elementary
school classroom, this learning can be fostered by integrating basic science process
skills into the curriculum (Martin, Sexton, & Franklin, 2009). These skills consist of
observation, in which learners use all of their senses; classification, in which learners
organize their observations; communication, in which learners use language to
express their understanding; and measurement, which provides information to the
learners’ observations, classifications, and language (Martin, Sexton, & Franklin,
2009), This knowledge is then used to make predictions (Martin, Sexton, & Franklin,
2009). These basic skills help foster children’s learning through their experiences
and should be integrated into every elementary school and grade (Martin, Sexton, &
Franklin, 2009).
In order to establish a useful science teaching approach, the challenges
encountered in its instruction must be addressed. The following section explores
challenges that may occur in teaching science.
Challenges in science instruction.
The quality of science instruction in elementary school classrooms is
dwindling (Lemonick, 2006). Some challenges for teachers in teaching science
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include developing knowledge about science content, scientific practices and
discourses, and the nature of science, as well as building knowledge about learners’
strengths, needs, and ways of knowing (National Research Council, 2007). The
increase of inclusive classrooms and the requirements of meeting the needs of
students with disabilities have increased time demands and classroom management
issues associated with science activities (Brownell & Thomas, 1998). This can make
science an intimidating subject for those teachers who lack professional development
in this area and which may make integrating science into the curriculum a difficult
task (Fulp, 2002). Teachers are also faced with the pressure of high-stakes tests in
math and reading which have taken away from instructional time in other areas of
education, such as science (Their & Daviss, 2002).
Teaching kindergarten students science can be challenging in itself, due to
the fact that at this age they are novices to scientific experiences (Samarapungavan,
Mantzicopoulos, & Patrick, 2008). Students are beginning to develop the cognitive
tools of literacy and numeracy and show a broad range of abilities in both areas
(Samarapungavan, Mantzicopoulos, & Patrick, 2008). Misconceptions about science
may also arise from the students’ observations through texts or television
(Samarapungavan, Mantzicopoulos, & Patrick, 2008).
Stated in the section above, there are many challenges teachers can face in
teaching science. The following section reviews the rationale behind teaching
science.
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Rationale for teaching science through inquiry.
Children are naturally inclined to explore the world around them (Piaget,
1950). Science is a way for this to happen; it enables children to question the
experiences they have and to establish new knowledge (Whitin & Whitin, 1997).
Science develops curiosity and sensitivity to environmental issues which develops a
perspective of global responsibility (Krajck, Czerniak, & Berger, 1999). Becoming
immersed in the scientific process can help citizens contribute to global health and
make informed decisions that can impact the world in which we live (AAAS, 1993).
Studying science may keep children from acquiring misconceptions about the
world around them and allow them to explore their ideas or views on their own
(Samarapungavan, Mantzicopoulos, & Patrick, 2008). It is important that young
children have concrete experiences so that they can explore their views and ideas
(DeMarie, 2001). Experience is important in the learning process (Kolb, 1984).
Learning is the process which knowledge is created through the transformation of
experience (Kolb, 1984). Each experience has an influence on an individuals’ future
and can spark lifelong interests (Dewey, 1939). Learners remember more from what
they do rather than from what they encounter (Kolb 1984).
Science is a subject that can be integrated with many other subject areas, such
as math, language arts, art, and social studies, and thereby allows students to learn
more effectively (Kellough, 1995). Integrating science gives a broader context for
students to apply newly learned science concepts (Neuman, 1993). The
differentiation between observations in science is easily related to the differentiation
14
made when learning reading skills; for example, the letter B is as different from A as
a monarch butterfly is as different from an anise swallowtail butterfly
(Samarapungavan, Mantzicopoulos, & Patrick, 2008). Kindergarten students are very
capable of acquiring rich scientific knowledge through their engagement in the
scientific inquiry process (Samarapungavan, Mantzicopoulos, & Patrick, 2008). The
conversations that students have in the classroom allow students to evaluate their
observations and ensure data gathering (Samarapungavan, Mantzicopoulos, &
Patrick, 2008).
Teaching through inquiry is effective in fostering scientific literacy and
developing an understanding of the scientific process (Linberg, 1990). Other aspects
are fostered as well, such as vocabulary, conceptual understanding (Lloyd &
Contreras, 1987), positive attitudes towards science (Rakow, 1986), and critical
thinking skills (Narode et al., 1987).
The following section will provide an overview of experiential education. It
will explore Kolb’s experiential learning cycle and conclude by providing a rationale
for the use of experiential education in a science curriculum.
Experiential Education
Experiential education is the process by which learners construct knowledge,
skills, and value from direct experience (Association for Experiential Education,
2002). It requires learners to take initiative, make decisions, and be accountable for
results (Itin, 1999).
Experiential learning involves a set of ideas that are formed and reformed
15
through experience (Kolb, 1984). Learning in this sense requires adaptation and is a
holistic process in which concepts are derived and are continuously modified by
experience (Kolb, 1984). There is a transaction between individuals and their
environment in which knowledge is constructed (Kolb, 1984).
Experiential learning is meant to improve learners’ abilities in applying what
they have learned (Hamilton, 1980). Through experiential education, the students are
more actively involved in their learning process (Herbert). The students make
decisions based on their experience that will guide their learning (Kolb, 1984). The
experience alone is not educative, but is when turned into learning through thought
(Dewey, 1939). The students are presented with reality, risk, and responsibility
(Kolb, 1984). This gives the students choices in how they learn (Kolb, 1984). As a
result, students will gain a sense of personal investment in their learning, which will
make their learning process more real (Kolb, 1984).
Experiential opportunities can improve students’ abilities to apply what they
have learned (Hamilton, 1980). The learning will be better integrated into
individuals’ schema and become more meaningful (Condry, 1977). It takes
advantage of intrinsic motivation which can be defined as the will to learn from their
response to a situation (Coleman, 1976). This promotes a wider range of learner
responses compared to conventional classroom learning in which teachers seek one
correct answer (Coleman, 1976). The need to incorporate guided discussion and to
supplement activities with reflection is an important aspect in enhancing educational
value (Coleman, 1976).
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In order to provide a context for understanding experiential education to the
fullest, the following section focuses on Kolb’s experiential learning cycle and its
implications in students’ learning.
Experiential learning cycle.
David Kolb (1984) created a model to demonstrate this process of learning
through experience. This model has four stages, which learners may enter at any
phase, as long as the four modes are completed: 1) concrete experience, 2) reflective
observation, 3) abstract conceptualization, and 4) active experimentation (Kolb,
1984). During the first concrete experience stage, learners have an immediate
concrete experience which allows them to make reflective observations on new
experiences through other perspectives in the second stage (Kolb, 1984). Through
these reflective observations, learners engage in abstract conceptualizations in the
third stage and create generalizations that integrate the learners’ observations into
theories (Kolb, 1984). These theories then guide the learners into the fourth stage of
active experimentation which results in another concrete experience that is more
complex (Kolb, 1984).
Different perceiving and processing skills are embedded within each phase of
this cycle; this enables the process of experiential learning to integrate all learners.
(Kolb, 1984). The perceiving skills include feeling and watching, and the processing
skills include doing and watching (Kolb, 1984). There are four different learning
styles, each combines one perceiving skill and one perception skill: diverging (feel
and watch), assimilating (think and watch), converging (think and do), and
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accommodating (feel and do) (Kolb, 1984). Diverging learners prefer to observe
rather than do an activity and prefer activities done in groups, whereas assimilating
learners pull multiple observations and combine them to make a whole perspective
and prefer to design projects and experiments (Kolb, 1984). Converging learners like
to make decisions and problem solve, whereas accommodating learners adapt to
changing circumstances and like trial and error activities (Kolb, 1984). Rather than
being seen as learning styles these four combinations can be looked at as learning
preferences in terms of how people prefer to learn (Kolb, 1984).
In considering the overview of experiential education and Kolb’s experiential
learning cycle, the following section will conclude with the rationale for the use of
experiential education in a science curriculum.
Rationale for use of experiential education in a science curriculum.
Science is too often taught through textbooks, worksheets, and memorization
which contradicts the essence of science (Neuman, 1993). Science should be
explored through hands-on experiences (Neuman, 1993). Experiential education
provides the perfect opportunity for this to happen both in and out of the classroom
(Coleman, 1976).
All learning is rooted in experience (Dewey 1938). An experience can be that
of hearing a lecture, painting a picture, or riding a bike (Dewey, 1938). There can be
no learning without experience, although there can be activity without learning
which is why it is important to pay attention to experiences in education (Dewey,
1938). Experiential education is seen as being a complement to classroom education
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rather than a competitor or replacement (Shulman & Tamir, 1973). Integrating
experiential education within the classroom gives an inquiry approach to
instructional strategies (Shulman & Tamir, 1973).
The process of experiential education can apply to all learners (Kolb, 1984).
It creates an opportunity for students to engage in and apply their understandings
through experience as they learn new information (Coleman, 1976). The learners
become immersed in their learning and are active participants (Kolb, 1984). This
helps students retain their knowledge to a much higher degree (Kolb, 1984).
Engaging experiences enable students to relate them to their daily life which is
motivating for them (Coleman, 1976). The gap between subject matter and
experience should be eliminated (Dewey).
Conclusion
Science processes are an important aspect in people’s everyday lives, and
science education is essential for preparing students in an ever developing scientific
world. In United States’ schools, science education needs to be a higher priority. To
ensure that students are getting the education they need in science, many
organizations have come together to implement science education goals in United
States schools.
Science, even when taught to students at a young age, enables children to
develop curiosity and sensitivity about their environment. Through scientific inquiry
students can obtain rich scientific knowledge.
Experience has an impact on how people learn. Incorporating experiential
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education into a science curriculum will allow all students to become active in their
learning and enable the knowledge gained to stay with them for years. This is the
premise for the central research question of this project: What would be the content
of a curriculum that engages kindergarten students in learning science inquiry skills
through experiential education?
The following chapter will explore the methodology used in creating this
particular kindergarten experiential science curriculum geared toward engaging
students in the scientific inquiry process.
CHAPTER THREE
METHODOLOGY
The experiential kindergarten science curriculum, presented in chapter four,
was developed so that young students can have the opportunity to explore the
monarch butterfly within the classroom, while practicing scientific inquiry skills. My
classroom observations and my interactions with kindergarteners have informed this
curriculum. This chapter will serve as a guide through the process used in developing
this curriculum. The review includes the process used in exploring science inquiry,
the process of choosing the monarch butterfly, and the development and pilot of this
curriculum.
Exploring methods in teaching science I found that science as inquiry allows
students to continually develop their science knowledge. Scientific inquiry has to do
with ways scientist study the world around them (NCSESA & NCR, 1996). Learning
inquiry at a young age can be fostered by practicing basic science process skills, such
as observation, measurement, communication, classification, prediction, and
inferring (Martin, Sexton, & Franklin, 2009). After learning more about science as
inquiry I decided to use this tool as my focus. My goal was to connect this
curriculum to national and state standards. The national science education standards
include an array of standards which are based upon teaching science as inquiry.
These standards are broken up amongst groupings of grades; my interest was in the
grade group kindergarten to fourth grade. The science as inquiry and life science
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standards state that students should develop the abilities necessary to do scientific
inquiry, understand about scientific inquiry, and explore characteristics of organisms,
their life cycles, and the relation between organisms and their environments
(NCSESA & NCR, 1996). Curious if there was any research done with
kindergarteners looking at their abilities in practicing science as inquiry, I found a
study done by Samarapungavan, Mantizicopoulos, & Patrick (2007). This study
found that kindergarteners are capable of acquiring rich science knowledge through
engaging in the process of scientific inquiry (Samarapungavan, Mantizicopoulos, &
Patrick, 2007).
My next step was to find something that the students could experience and
explore within the classroom, which would guide students in practicing science
inquiry process skills. My interest in integrating animals into the classroom as a
learning tool guided this process. I thought of different animals ranging from
mammals to insects. After researching some animals, my findings were narrowed
down to either frogs or butterflies. These two species were chosen because of the
amazing transformation that they both take during their development. These two
animals can give students a great opportunity in experiencing an animal’s life cycle.
Deciding if I wanted to include both animals in this curriculum or just one of them
was difficult. After some debate and research, my decision was to look at the frog
and butterflies development timeline; frogs take 12-16 weeks to fully develop and
butterflies take 4-6 weeks to fully develop. This eliminated the idea of integrated
both into this curriculum; my decision was to use the butterfly because of its shorter
22
development. Next was figuring out what kind of butterfly the curriculum should
focus on. The monarch butterfly was very intriguing to me because of its magnificent
coloration, caterpillar coloration pattern, availability, and amazing migration, which
allowed for many different aspects that could be explored. Thus, having chosen a
species to focus on the start of creating a unit of lessons based around scientific
inquiry began.
In developing this curriculum the focus was on allowing students to practice
science inquiry skills through their explorations. My belief is that a classroom should
not be teacher centered, but allow students to interact with each other or alone while
engaging in activities. Although, engaging in inquiry younger students need
guidance in this process (NCSESA & NRC, 1996). This type of classroom is a
balanced environment that allows inquiry, discovery, and mastery of facts (Brooks &
Brooks, 1993). In preparing this curriculum’s lessons I first created learning goals
and objectives that focused on key concepts students should know as a result of the
unit. The first three lessons are set up so that students can practice and explore
aspects of science that would later help guide them in their monarch explorations.
These lessons focus on science and tools, living versus nonliving things, and insects.
During these lessons students are introduced to the scientific inquiry process skills
and are able to practice these skills during their activities. Lessons four through ten,
focus on exploring the monarch butterfly.
While exploring the monarch butterfly students keep their findings in their
own science journals. Integrating science journals into this curriculum would allow
23
students to record their measurements, observations, comments, and questions. Some
students at this grade level may need their dictations written or guided by the teacher.
In each student’s science journal they will have a space to draw, write, and record
measurements, allowing them to refer back to previously collected data and
questions. Also students will have the opportunity to self-assess which inquiry skills
they practiced during their activities. This will allow students to self-reflect on their
practices. Self-assessment and self-reflection can strengthen students’ motivation and
improve their academic achievement (Bingham, Holbrook, & Meyers, 2010). Using
self assessments also helps teachers address students individual needs (Bingham,
Holbrook, & Meyers, 2010).The students’ science journals are the main tool that will
help guide students in practicing inquiry. In working with younger students they
need to be guided in their inquiry practice (Samarapungavan, Mantzicopoulos, &
Patrick, 2008).
In creating this curriculum, the main focus is on science, but also integrated
into the content are math, language arts, physical education, and visual/performing
arts. This integration among subject areas allows students to learn more effectively
(Kellough, 1995). Lessons were set up with small group activities so that students
could be guided by the teacher in their journal practices and have opportunities to
work together or alone. The small-group and center activities are based around the
concepts that are being taught during that lesson. The activities, charts, song, poem,
journals, and literature reinforce the main concepts of the monarch butterfly and
science inquiry skills. During the students’ explorations and activities they will be
24
able to practice science skills and explore concepts through multiple activities. To
assess student’s progress a rubric was created, for teachers, which focuses on
individual student’s inquiry practices during each lesson.
To inform decisions made in creating this curriculum a pilot study was
conducted in a kindergarten classroom. This was done to ensure that this curriculum
was meaningful to students, easy for teachers to implement, and that students learned
key concepts. Implementing this curriculum with this kindergarten classroom for six
weeks was very informative. Each week, the classroom teacher and I would sit down
and plan when each lesson would fit best into their schedule. This worked very well
because her class had an hour chunk of time in the afternoons that could be dedicated
to these science lessons. While discussing other possibilities in scheduling, it became
apparent that this curriculum’s lesson activities are very flexible. During
implementation of each lesson, there were myself, the classroom teacher, the student
teacher, and a volunteer. This made the experience very informative because I was
able to talk to each of these individuals about how the activities went and what issues
they might have had. From these interactions it was clear that students were very
engaged and excited about what they were doing. My observations and interactions
with the students during their explorations and activities reassured me that this
curriculum provides quality experiences. Children learn best through direct
experience, and true science inquiry should be practiced through curriculum
integration (Dewey, 1910).
In the middle of implementing this curriculum, all the monarch caterpillars
25
died. Realizing that this could happen to any teacher who implemented this
curriculum, resources were included that would allow students to continue their
experiences. To accommodate for this occurrence a website was found,
www.teachertube.com. This site is a great resource for teachers; it contains videos of
each stage of the monarch butterflies life. This gives students the opportunity to still
witness the butterfly’s transformation, allowing them to continue their journaling and
exploration. By implementing half of this curriculum in such a way students did
reach the objectives set within each lesson.
In working with animals in the classroom, there is always the chance of this
occurring. Telling and preparing students for possible outcomes of raising animals in
the classroom at the beginning of this curriculum is important. Having all the
butterflies die the students did not get as an enriching experience as they could have
if they were alive and in the classroom. But by incorporating the alternative methods
into this curriculum, students were still able to learn key concepts and enjoyed their
activities, although the initial excitement was no longer there. Piloting this
curriculum allowed me to learn much more about the monarch butterfly, how
important scheduling is, and how fragile they are. Because the monarch is more
fragile than other butterflies, it was decided that it would be safer for students and
the monarchs if they were not handled during their first stages of life.
My goal in creating this curriculum was to give kindergarten students the
opportunity to practice basic scientific inquiry process skills that would lay a
foundation for their scientific thinking. Through practicing these skills students
26
explore and experience the monarch butterflies life cycle in their classroom.
Experiential opportunities can improve students’ abilities to apply what they have
learned (Hamilton, 1980). This curriculum is also intended to allow teachers
flexibility and guides them in the process of teaching students the main concepts of
each lesson. It is meant to be an experiential opportunity for both students and
teachers.
The next chapter contains: An Experiential Kindergarten Science Curriculum
Engaging Students in the Scientific Inquiry Process.
CHAPTER FOUR
CONTENT
The following is the curriculum designed to engage kindergarten students in
the scientific inquiry process.
27
28
AN EXPERIENTIAL KINDERGARTEN SCIENCE CURRICULUM ENGAGING
STUDENTS IN THE SCIENTIFIC INQUIRY PROCESS
Designed and developed by
Victoria M. Gervasi-Geist
29
Curriculum Outline
Curriculum Overview ....................................................................................... 31
Content Goals .................................................................................................. 31
Information for Teachers .................................................................................. 31
The Monarch Butterfly ........................................................................... 31
Butterfly Life Cycle ................................................................................. 31
Male versus Female Butterfly .................................................................. 32
Monarch Food Source ............................................................................ 32
Monarch Migration ................................................................................ 33
Sensory System ...................................................................................... 33
Rearing Monarch in the Classroom ......................................................... 33
Safety Rules ........................................................................................... 35
Scientific Inquiry ............................................................................................... 35
Inquiry Process Skills ......................................................................................... 35
Assessing Progress ............................................................................................. 36
Science Journals ..................................................................................... 36
Student: Scientist Inquiry Skill Checklist ................................................... 36
Teacher: Inquiry Skills Rubric .................................................................. 37
Science for All Students ..................................................................................... 37
Special Needs ......................................................................................... 37
English Language Learners ...................................................................... 38
Setting up the Classroom .................................................................................. 38
Scheduling........................................................................................................ 39
Materials .......................................................................................................... 40
Lesson Plans Legend ......................................................................................... 41
Lesson Plans ..................................................................................................... 42
Lesson #1: Science & Tools ...................................................................... 42
Lesson #2: Living v. Non Living .............................................................. 46
Lesson #3: Insects ................................................................................... 49
Lesson #4: Introduction to Butterfly Habitat ........................................... 53
Lesson #5: Caterpillar Parts..................................................................... 56
Lesson #6: Caterpillar Journaling ............................................................ 62
Lesson #7: Caterpillar – Chrysalis Journaling ........................................... 64
Lesson #8: Introduction to the Chrysalis .................................................. 66
Lesson #9: Camouflage .......................................................................... 72
30
Lesson #10: Chrysalis Journaling ............................................................. 78
Lesson #11: Emerging Butterfly ................................................................ 80
Lesson #12: Butterfly Life Cycle ............................................................... 88
Lesson #13: Migration ............................................................................ 97
Appendix A: Inquiry Skills Rubric .................................................................... 100
Appendix B: Science Journal ........................................................................... 102
Appendix C: Insect Body Parts Song ................................................................ 106
Appendix D: Butterfly Life Cycle Poem ........................................................... 108
Appendix E: Scientific Inquiry Skills Chart ......................................................... 110
Appendix F: Journaling Examples .................................................................... 112
Appendix G: Related Standards ....................................................................... 116
Appendix H: Curriculum Bibliography ............................................................ 123
Appendix I: Related Resources ........................................................................ 125
31
Curriculum Overview
Content Goals
This experiential curriculum allows kindergarten students to engage in
scientific inquiry, while experiencing the life cycle of the monarch butterfly.
Students will learn basic scientific inquiry skills; observe, classify, measure,
communicate, predict, and infer, while exploring monarch butterflies within
their classroom. Students will learn about key concepts in life science while
also learning and practicing scientific inquiry.
This curriculum expects students to.
 Develop a curiosity of the world around them.
 Communicate observations and comparisons orally and through
drawings.
 Handle caterpillars/butterflies with care.
 Pose questions.
 Use their observations to construct explanations.
 Use tools to gather data.
 Share their data with others.
 Acquire and use vocabulary in their explanations.
 Recognize Inquiry Skills.
 Describe what animals need to survive.
 Describe the different body parts of insects.
Information for Teachers
The Monarch Butterfly
Butterfly life cycle.
All insects go through metamorphosis; changing their form as they
grow. The two kinds of metamorphosis are complete and incomplete. A
grasshopper would be an example of incomplete metamorphosis. Butterflies
and moths go through complete metamorphosis, where there are four stages:
egg, caterpillar (larva), chrysalis (pupa), and adult. Monarch butterflies
development from egg to adult is completed in about 30 days.
 Egg (about 4 days): Monarchs lay their eggs on milkweed plants.
On average each female monarch lays approximately 100 to 300
eggs.
 Caterpillar (Larva/10-14 days): During this stage Monarchs grow.
When the caterpillar becomes too large for its skin it molts; this
process is called its instar, monarchs go through five instars. At first,
32
the new skin is very soft, and provides little support or protection.
The new skin hardens and molds itself to the caterpillar.
 Chrysalis (Pupa/10-14 days): Chrysalis often exhibit sudden
movements if they are disturbed. Like other butterflies, Monarch
chrysalises are well-camouflaged. This is because they have no other
way of defense. During this stage they should not be disturbed.
 Adult (2-3 weeks): The primary job of the adult stage is to
reproduce, no growth occurs in this stage. Adults in summer
generations live from two to five weeks. Each year, the final
generation of Monarchs, which emerges in late summer and early
fall, has an additional job: to migrate to their overwintering
grounds, either in central Mexico for eastern Monarchs or in
California for western Monarchs. Here they survive the long winter
until conditions in the United States allow them to return to
reproduce. These adults can live up to eight or nine months.
This information was adapted from
http://www.monarchwatch.org/biology/cycle1.htm
Male versus female butterfly.
Male monarchs have a black spot on a vein on each hind wing, this is
not on females. Abdomens are different in males and females as well. Females
look darker than males and have wider veins on their wings.
This information was adapted
fromhttp://www.monarchwatch.org/biology/sexing.htm
Monarch food source.
The monarch lays its eggs on milkweed plants and uses its leaves as a
source of food until the chrysalis stage. When developed into an adult the
monarch eats nectar from flowers, which is about 20% sugar, providing most
of their adult food. Monarchs are not picky about their source of nectar, and
will visit many different flowers. They use their vision to find flowers, but
once they land on a potential food source, they use taste receptors on their
feet to find the nectar.
This information was adapted from
http://www.monarchwatch.org/rear/index.htm
33
Monarch migration.
Fall migration.
Unlike other insects in temperate climates, monarch butterflies cannot
survive a long cold winter. Instead, they spend the winter in roosting spots.
Monarchs west of the Rocky Mountains travel to small groves of eucalyptus;
Monterey pines and Monterey cypresses trees along the California coast.
Monarchs east of the Rocky Mountains fly south to the volcanic mountains of
central Mexico. The monarch's migration is driven by seasonal changes, day
length and temperature changes, which influence the movement of the
Monarch. Monarchs travel in masses to the same winter roosts, up to three
thousand miles. Individual monarchs only make this round-trip once. It is their
children’s grandchildren that return south the following fall. These migraters’
bodies are engineered differently than those emerging in summer, these
monarchs bodies are prepared for long flight.
Spring migration.
As winter ends the monarchs become more active. They leave their
Mexico roosts during the second week of March. They fly north and east
looking for milkweed plants to lay their eggs on. These eggs hatch and
become the summer monarchs, which live a shorter life than the fall
generation. These monarchs lifespan is three to five weeks compared to eight
to nine months for the fall generation. Over the summer there are three or
four generations of monarch butterflies.
This information was adapted from
http://www.monarchwatch.org/tagmig/index.htm
Sensory system.
Sensory systems in butterflies allow them to find food, mates, avoid
predators, and choose appropriate host plants for their eggs. Their four basic
senses are touch, hearing, sight, and taste/smell. Taste and smell are usually
the more well-developed systems in butterflies. Butterfly sensory systems are
very different from humans (for example, they can see ultraviolet light and
hear ultrasound).
This information was adapted from
http://www.monarchwatch.org/biology/sense1.htm
Rearing monarchs in the classroom.
What you need to begin the butterfly portion of this curriculum is:
 Several monarchs in the larvae stage
 A milkweed plant or milkweed leaves
 A rearing container or terrarium
 Sugar-water/honey-water solution, flowers, or cut open fruit.
34
The most practical way to acquire caterpillars for the classroom is by
ordering them from an online source. Upon arrival, these caterpillars should
be transferred to larger containers with milkweed leaves or placed on a
milkweed plant (inside a terrarium). Milkweed plants can be acquired online
or at a local nursery as a mature plant or in seed form. Do not feed the
caterpillars leaves that are yellow, dried out, or moldy.
Rearing containers should be at least three inches deep and should
have ventilated lids. Caterpillars will survive best and attain a large size if you
keep the food fresh, the container clean, and the humidity and crowding low.
DO NOT transfer caterpillars from one container to another, this can cause
disease to spread from one environment to the other. If a larva does die of an
apparent disease, for example lose its shape and color, transfer the healthy
larvae to a clean container with new leaves and clean the container with the
dead larva with hot soapy water or bleach. Once the caterpillars have reached
the last (5th) instar stage or 1 ½ inches they will need a place to hang upside
down from, this is so it can form into its chrysalis stage. If you choose to have
the caterpillars in a mesh covering on a milkweed plant you can make a
chrysalis container and transfer the caterpillars to it, make sure they have a
fresh source of milkweed. During the chrysalis stage DO NOT disturb them.
An emerging monarch will cling to its chrysalis case. The butterflies are
at first, soft and their wings wrinkled. Their abdomens will be large and you
may notice the abdomen pulsating, this is because fluid is pumped into its
wings. It usually takes 1-2 hours for a monarch's wings to harden sufficiently
for flight. The new adults do not need to be fed the first day, but the next day
they can be fed a sugar-water/ honey-water solution, flowers, or cut open
fruit. This food must be changed every day. The butterflies will live for 2-3
weeks if they are well fed, but they may live as long as 6 weeks if the
temperatures are cool enough and you take good care of them.
You can either let the monarchs go or keep them in the classroom for regeneration.
It is important to keep in mind that there are always risks when
working with live animals. There is always the possibility that they may die;
due to disease, temperature, or timing. This should be discussed with students.
In this curriculum, if this should happen, there are alternatives given so that
students can still witness the monarch butterflies transformations. Although, it
may not be as enriching of an experience for students they will still be able to
learn the main concepts of this curriculum.
35
Safety rules.
Work with students on exploring the monarch butterfly with safety in
mind. Allow students to demonstrate that they can act responsibly and safely
with materials. Encourage responsible actions from students. The following
are some guidelines for students to practice.
 Listen to teacher’s instructions.
 Never put any material in your mouth.
 Do not touch your eyes, mouth, ears, or nose while working with
plants or animals.
 Always wash your hands with soap and warm water after handling
animals or plants.
 Treat animals with respect, caution, and consideration.
 Clean up after explorations.
 Act responsibly.
Scientific Inquiry
Scientific inquiry refers to the ways in which scientists study the natural
world around them. The activities that students partake in while exploring the
natural world allow them to develop knowledge and understanding of how
scientists study the natural world. Developing a community of scientists within
the classroom makes this experience a much richer one. Within a community
such as this, students share their observations and knowledge with one
another. The teacher plays a huge role in facilitating these interactions, by
allowing students to feel safe in sharing their information.
Inquiry Process Skills
 Observing: Using your senses to obtain information.
 Classifying: To place order on collected information to show
similarities, differences, or interrelationships.
 Measuring: Collecting information by measuring length, area,
volume, temperature, force, or, speed.
 Communicating: To use clear communication; orally, written,
through drawings, diagrams, maps, graphs, mathematical equations,
or any visual demonstration.
 Predicting: Forecasting future events or observations. These
predictions are based from observations, measurements, and
inferences.
 Inferring: Using information gathered to draw conclusions from
what was observed.
This information was taken from Teaching Children Science Discovery
Methods for the Elementary & Middle Grades, by Joseph Abruscato, Pearson
36
education, inc., 2004, p.51-54.
Assessing Progress
Assessment is an ongoing process in teaching. Assessment includes: (Linn &
Gronlund, 2000)
 Placement Assessment: Students performance at the beginning of
instruction.
 Formative Assessment: Monitoring learning during assessment.
 Diagnostic Assessment: Learning difficulties students might have
during assessment.
 Summative Assessment: The achievement that students reach at
the end of instruction.
Some assessment techniques that a teacher can use during instruction
are:
 Question: The teacher uses open ended questions to open
discussions, so that students feel they can speak freely.
 Drawings: Have students draw what they see on paper.
 Word Usage: Teacher listens to the context in which students use
words.
 Observation: Teacher observes students’ work as well as their
process and interactions during activities.
 KWL Chart: This chart is a great summative assessment tool that
portrays what the class as a whole, or individually learned from the
unit.
Science Journals
Students will keep the information they gather from their explorations
of the monarch butterfly within their science journals. The science journals
should be used throughout the exploration of the monarch butterfly and
display students inquiry processes. Journals will contain multiple collections of
information ranging from drawings to students’ dictations. They will be used
as a formative and summative assessment tool to see what inquiry process skills
students practiced and the vocabulary students used. At the back of each
journal is the Scientists Inquiry Skills Checklist, students will use this as a guided
self assessment.
Student: Scientific Inquiry Skills Checklist
This checklist was designed for students as a tool to self assess their own
inquiry skill practices. The checklist will be at the back of each student’s science
journal. During each journal entry each student will determine what inquiry
37
skills they used during their science activities. Every time a student practices an
inquiry skill they will add a check mark next to the skill.
Teacher: Inquiry Skills Rubric
This rubric was created for this curriculum and assesses students’
progress of practicing basic inquiry skills. The rubric is set up for individual
student assessment for each lesson. It can be used as a formative and
summative assessment. Each lesson highlights the inquiry skills that will be
practiced, which are highlighted within the rubric. The teacher is to focus on
assessing only the inquiry skills highlighted for a particular lesson. The
methods used to measure each inquiry skill is based on a plus (+), check ( ),
and minus (-) system. Putting a + in the rubric means that the student has met
that inquiry skill during the lesson. Putting a – in the rubric means that the
student did not meet that inquiry skill during the lesson and a in the rubric
means that the student has partially met the inquiry practice.
Science for All Students
This curriculum allows all students to demonstrate their strengths and
needs. Students can express their understanding of the concepts through a
variety of methods.
Special Needs
Teaching science, a multisensory subject, through hands on scientific
investigations is an excellent strategy in including students who have special
needs. In teaching this science curriculum you will find that math and language
arts skills are incorporated within the lessons, developing strong inquiry and
process skills. This curriculum is an engaging experience that actively involves
all students. Science taught in this way provides a small solution to full
inclusion. Embedded within the lessons are many multisensory opportunities.
This curriculum provides techniques used to include students with special
needs such as, direct instruction, scaffolding, extra practice, extra time,
teaching through multiple means and large print materials. Throughout each
lesson key vocabulary is stated. Focusing on key vocabulary throughout each
activity gives students with special needs the opportunity to practice and
apply this vocabulary, by writing, speaking, and listening. The subject matter
is universally interesting and the excitement of discovery is shared by all
students throughout this curriculum. Depending on the students in your
classroom additional modification and adaptations should be considered.
38
English Language Learners
This curriculum uses a variety of techniques in fostering language
development in English Language Learners. Within this curriculum modeling,
visuals, and active explorations are included in each lesson. Key vocabulary is
also stated in each lesson, giving English Language Learners an opportunity to
practice and apply them, by writing, speaking, and listening throughout each
activity. Instruction is guided and scaffolded throughout the lessons.
Additionally, the curriculum provides opportunities for students to engage in
academic and social discussion with peers.
Setting up the Classroom
The following are things that can be done before implementing this
curriculum. By doing these things ahead of time it will make the process more
enjoyable.
 KWL Chart: KWL (Know, Want to know, and Learned). The K
section includes what students already know about the topic. The
W section includes what students want to know about the topic,
the K and W sections are filled out at the beginning of the unit. The
L section is filled out at the end of the unit to see what students
learned.
 Scientists Inquiry Skills Chart: Make this chart big, as it will be
used as a reference tool throughout the curriculum for student’s selfassessments and practice. The chart should include the six inquiry
skills (observe, classify, measure, communicate, predict, and infer).
Next to each skill place icons that define each, so that students have
a visual tool as well.
 Set up Butterfly Habitat: Make sure that the butterfly habitat is
ready to show to students by lesson #4. To set up butterfly habitat
you need a pop-up terrarium or container, milkweed plant or
milkweed leaves, caterpillars.
 Create Class Charts & Posters: Make sure that charts & posters
are large enough to place all picture into the correct category.
 Letter to Families: Send a letter home to parents letting them
know the goals of the curriculum and a calendar of events. Also
include a volunteer signup sheet, so that parents can come help in
the classroom.
39








Family Book Resources: Send home a list of books that have to
do with the subject matter being taught. Parents can read these
books to students at home!
Community Resources: Call local nurseries to see if they sell
milkweed plants and when they might be in stock. See if your
community has any museums that include insect information, or if
they have any other available resources.
Create Science Journals: Journals should include paper that has
an area for students to draw and record information. Each page
should have lines to practice writing skills and written dictations as
well as a ruler template. Make sure to include the student’s selfassessment at the back. Students can decorate the front of their
journals anytime during the curriculum.
Write out Poems & Songs: Write poems & songs onto sentence
strips, so that you can put them into a pocket chart.
Butterfly Posters: Get posters that represent information and
visuals of the monarch butterfly.
Photocopy: Make copies of students work templates and art
templates before beginning unit. Make copies of cards and laminate
so that they last for future use.
Tools: Make sure that you have the right amount of tools for each
student.
Obtain Books: Make sure you have the books needed to
implement this curriculum. Other great Monarch Butterfly books
are stated below; students can use these books as reference tools
and exploration, or can easily be integrated into this curriculum.
Scheduling
Scheduling is very important, if it is too cold the monarchs will not live
or take a lot longer to develop. Implementation of this curriculum should be
done in late April or early May; some companies will not ship caterpillars if it
is too cold. This curriculum will take anywhere from 4-6 weeks, depending on
your caterpillars speed of growth. The lessons within this curriculum are set up
to be done within a 30-50 minute time frame. Most lessons are center based
and the need of assistance within the classroom would make the experience
more beneficial for all. Due to the different timelines of the butterfly’s
development within each classroom this curriculum is faceted with journaling
40
activities that can be done as a center activity. These journaling activities are
included to allow maximum participation by the students in practicing inquiry
skills.
Materials
The following materials are needed to implement this curriculum.
Butterfly Habitat
 Milkweed plant or leaves
 Terrarium or rearing containers
 Caterpillars (larvae)
 Sugar-water/honey-water (20%/80%) solution, flowers, or cut
open fruit.
Tools
 Magazines w/ living &
nonliving things
 Containers w/dirt & critters
 Construction Paper
(yellow, black, & white)
 Tape
 Magnifying glasses
 Rulers
 Tempura Paint
(green, brown, black, pink,
yellow, & orange)
 Jerseys
 Twigs
 Paint Brushes
Class Charts & Posters
 Living v. Non Living Chart
 KWL
 Garden Poster
 Butterfly Life Cycle Poster
Picture Cards
 Insect & Animal Cards
 Monarch Butterfly Life
Cycle Cards
Student Copies
 Science Journal
(cover, pages, & checklist)
 Camouflage Butterfly













Tissue Paper (multiple colors)
Water
Paper
Pencils
Modeling Clay
(green & yellow)
Crayons/ Colored Crayons
String
Scissors
Elmer’s Glue
Staplers
Stick Glue
North America Map
Pipe Cleaners
 Insect v. Not an Insect Chart
 Scientific Inquiry Skills Chart
 Caterpillar – Chrysalis Process
Cards
 Living v. Non Living Chart
 Caterpillar – Chrysalis Process
Sheet
41
Outline
 My Monarch Butterfly
Book
 Ruler Paper
 Butterfly Life Cycle Picture
Cut Outs
 Caterpillar Parts Template
Blow Ups
 Insect Labeled Body Parts
 Butterfly Labeled Body
Parts
Song & Poems
 Insects Body Parts Song
 Camouflaged v. Not
Camouflaged Animal Picture
Sheet
 Butterfly Parts Template
 Butterfly Wing Template
 Butterfly Tracing Template
 Butterfly Life Cycle Template
 Caterpillar Labeled Body
Parts
 Butterfly Life Cycle Poem
Books
 How to Hide a Butterfly & Other Insects (Heller’s, 1985)
 Where in the Wild?: Camouflaged Creatures Concealed… &
Revealed (Schwartz & Schy, 2009)
 Monarch Butterfly (Gibbons, 1991)
 The Life Cycle of Butterflies (Burris & Richards, 2006)
 Where Else in the Wild?: More Camouflaged Creatures Concealed…
& Revealed (Schwartz & Schy, 2007)
Games
 Butterfly Life Cycle (Dominguez, 2009)
Art Examples
 Caterpillar Paper Chain
 Clay Chrysalis
Pattern
 Butterfly Wing Art
 Tissue Paper Butterfly
 Camouflage Butterfly
Lesson Plans Legend

*




Materials
Questions to Ask
Standards
Assessment
Information
Process
42
LESSON PLANS
Lesson #1: Science and Tools
Concept
Scientists use tools to collect information about the world.
Duration
Preparation Time: 10 minutes
Activity Time: 40 minutes
Setting
Classroom (Whole group, Individual)
Vocabulary
 Tools
 Magnifying Glass
 Scientist
 Measure
 Communicate
Inquiry








Ruler
Science
Observe
Infer
Predict
Skills Practiced
Observation
Communication
Measuring
Objectives
 Demonstrate how to use a magnify glass and ruler to collect
information.
 Define what a tool is.
 Define what science is and what a scientist does.
 Practice Inquiry Skills
Standards
 Science Content Standards: Investigation & Experimentation 4a, 4e
 English/ Language Art Content Standards: Reading 1.18/ Written &
Oral English Language Conventions 1.1/ Listening & Speaking 1.1, 1.2
 Mathematical Content Standards: Measurement & Geometry
1.1/Statistics, Data Analysis, & Probability 1.1
 Content Standard A: Abilities necessary to do scientific inquiry/
Understandings about scientific inquiry
43
Materials
 Containers w/ dirt & critters
 Ruler
 Pencils
 Scientist Inquiry Skills Chart
 Magnifying Glasses
 Ruler Paper
 Crayons/ Colored Pencils
Procedure
Introduction (Whole Group) 15 minutes
 Tell students that they will be learning about science.
* What do you think science is? (Studying the world around you)
* What do you think a scientist does? (Explores and collects
information about the world.)
 Introduce students to the Scientific Inquiry Skills Chart. Tell students
these are the skills that scientists use to collect information. Go
through each and discuss.
 Tell students that scientists need to use tools to collect their
information.
* What types of tools do you think a scientist might use?
 Tell students that they are going to be able to use some scientific
tools today!
 Show students a magnify glass; have students repeat “magnify glass”
and write it on the board.
* What do you think a magnify glass is used for?
* What does it do? (Refer to “Observe” on the Inquiry Skills
Chart.)
 Demonstrate to students how a magnify glass is used.
 Show students a ruler; have students repeat “ruler” and write the
word on the board.
* What do you think a ruler helps do? (Measure, refer to Inquiry
Skills Chart)
* What does a ruler help you find? (Give students examples of
different measuring tools, e.g. tape measure, yard stick).
 Demonstrate to students how they will use the ruler on their ruler
paper. (Take an object and place in on the 0, make a mark on the
far side of the object. Color the boxes from the 0 to where the
mark is). Do this with two objects next to each other.
* Which one is longer?
 Hold up each tool and have students tell you what they are.
 Introduce activity.
44
Activity (Individual) 20 minutes
 Students will disperse evenly amongst tables and explore containers
with dirt and critters in it (previously put onto tables) using the
tools provided.
 Students will pick an object and measure it using the ruler on their
paper, then draw it. These objects may include rocks, twigs, leaves,
worms, and ext.
 Students will record what they find on their papers.
 Teacher: Roam the room and guide students in their task (Collect
papers for visual assessment).
Wrap Up (Whole Group) 5 minutes
 Have students pair up and share their explorations, come together
and have each group share what they discussed.
 Review:
* What is science?
* What does a scientist do?
* What tools did you use today?
* What did they help you find?
* What is a tool?
* What are tools used for?
* Can you name some other tools and what they are used for?
Assessment
Students Work
 Evaluate students recorded observations and measurements
Teacher
 Observe students’ use of tools to explore
 Check students understanding through discussion
 Fill in Inquiry Skills Rubric
45
Ruler Paper
0
1
2
3
4
5
46
Lesson #2: Living versus Nonliving
Concepts
There are living and non-living things all around us. These things can be
called animate & inanimate. Living things need food and water to live.
Duration
Preparation Time: 5 minutes
Activity Time: 45 minutes
Setting
Classroom (Whole group, Individual)
Inquiry



Skills Practiced
Communication
Classifying
Observation
Vocabulary
 Nonliving (inanimate)
 Living (animate)
 Classify
Objectives
 Classify living and nonliving things
 Recognize living versus nonliving things
 Practice Inquiry Skills
Standards
 Science Content Standards: Investigation & Experimentation 4a, 4d,
4e
 English/Language Arts Content Standards: Reading 1.18/ Written &
Oral English Language Conventions 1.1/ Listening & Speaking 1.1,
1.2, 2.1
 Mathematics Content Standards: Algebra & Function 1.1
 Content Standard C: The characteristics of organisms
47
Materials
 Glue
 Living v. Non Living Chart
(Student)
 Pencils
Procedure
 Scissors
 Living v. Non Living Chart
(Class)
 Magazines w/ living &
nonliving things
Introduction (Whole Group) 10 minutes
 Review Inquiry Skills Chart
 Let students know that there are living and non-living things all
around us.
 Access prior knowledge:
* Do you see anything in the room that is living?
* Do you see anything nonliving in the classroom?
* Why do you think that is living or nonliving?
* What do living things need? (food & water)
* What happens when living things don’t get what they need?
(They die)
 When asking these questions discuss students responses.
 Have students share again what they think is living and nonliving;
write their responses on the living and nonliving chart.
 Introduce Activity.
Activity (Individual Work) 30 minutes
 Each student will have their own living – nonliving chart.
 Students will go through the magazines on their table and cut out
living and nonliving things. When students are done with this task,
hold up an example of their individual charts.
 Introduce students to the word “Classify.”
 Demonstrate to students; taking a picture, glue it onto the right
section of their chart.
 Pass out charts and have students start the task.
Wrap Up (Whole Group) 5 minutes
 Have students pair up and share their charts.
 Review:
* What is the difference between living and nonliving?
* What happens when living things don’t get what they need?
 Ask students what scientific skills they used, refer to chart.
48
Assessment
Students Work
 Cut out and classified living and nonliving things
Teacher
 Do students recognize living and nonliving things?
49
Lesson #3: Insects
Concepts
There are many different kinds of insects all around us. You can
identify an insect by looking at its body parts.
Duration
Preparation Time: 5 minutes
Activity Time: 35 minutes
Setting
Classroom (Whole group, Individual)
Inquiry



Skills Practiced
Observation
Classification
Communication
Vocabulary
 Insect
 Legs
 Antenna



Body (Head, Thorax, Abdomen)
Eyes
Wings
Objectives
 Classify insects from other animals
 Draw an insect representing its body parts
 Practice Inquiry Skills
Standards
 Science Content Standards: Life Science 2a, 2c/ Investigation &
Experimentation 4a, 4e
 English Language Arts Content Standards: Reading 1.18/ Written &
Oral English Language Conventions 1.1/ Listening & Speaking 1.1,
1.2, 2.1, 2.2
 Mathematics Content Standards: Algebra & Functions 1.1
 Visual & Performing Arts Content Standards: Music- Creative
Expression 2.1, 2.2/ Visual Arts- Aesthetic Valuing 4.2, 4.3
 Content Standard C: The characteristics of organisms
50
Materials
 Insect Body Parts Song
 Paper
 Insect w/labeled body parts
 Insect/ Not an Insect Chart
 Crayons/ Colored Pencils
 Insect & Animal Cards
Procedure
Introduction (Whole Group) 20 minutes
 Tell students that they will be learning about insects.
 Have students share insects that they know about.
* How do you know it’s an insect?
 Mention that a way you can tell if it’s an insect is by looking at its
body parts.
 Up on the board point to each body part on the Insect Body Parts
picture as you introduce it. Have students repeat each body part
after you.
 Sing insect body parts song (with movements)
 Pair up students, hand one insect/ animal card to each group.
 Have students come up to the insect & not an insect chart and place
their photo on insect or not an insect. Discuss student’s placement
of their card.
 Tell students that they will get the chance to draw their own insect.
 Introduce Activity.
Activity (Individual/ Whole class) 10 minutes
 Tell students that they will draw each body part after you say
which body part to draw.
 Hand out paper to each student.
 Teacher says:
 “Insects have a head, thorax, & abdomen” -Students draw these
three body parts
 “Insects have six legs” -Students add six legs to their insect
 “Insects have two antennae” -Students add two antennae to
their insect.
 “Insects have eyes” -Students add two or more eyes to their
insect.
 “Some insects have wings” -Students draw wings (optional).
 “Give your insect a name!” -Students guess and write
 Collect pictures.
51
Wrap Up (Whole Group) 5 minutes
* What scientist skills did you use today?
 Guide students and refer to chart.
 Sing insect body parts song.
Assessment
Students Work
 Represents body parts of an insect in their drawing
Teacher
 Observe students’ placement of their picture on the insect chart
 Fill in Inquiry Skills Rubric
Illustration by Victoria Gervasi-Geist
Insect Body Parts
52
53
Lesson #4: Introduction to Monarch Caterpillars!
Concepts
You can be a scientist and explore the monarch butterfly.
Duration
Preparation Time: 10 minutes
Activity Time: 50 minutes
Setting
Classroom (Whole group, Individual, Small group)
Inquiry



Skills Practiced
Observation
Communication
Measuring
Vocabulary:
 Monarch Caterpillar
 Milkweed Plant
Objectives
 Draw their observations in their science journal
 Share prior knowledge
 Use science tools to observe caterpillars
 Measure caterpillars and record in their science journal
Standards
 Science Content Standards: Investigation & Experimentation 4a, 4c,
4e
 English/ Language Arts Content Standards: Reading 1.18/ Writing
1.3, 1.4/ Written & Oral English Language Conventions 1.1, 1.2/
Listening & Speaking 1.1, 1.2, 2.1
 Visual & Performing Arts Content Standards: Visual Arts- Aesthetic
Valuing 4.3
 Mathematical Content Standards: Mathematical Reasoning 1.1
 Content Standard A: Abilities necessary to do scientific inquiry
 Content Standard C: The characteristics of organisms
54
Materials
 Science Journals
 Crayons/ Colored Pencils
 Magnifying Glasses
 Scientists Inquiry Chart
 KWL Chart
 Pencils
 Pre-cut String (length of
caterpillar)
Procedure
Introduction (Whole Group) 15 minutes
 Tell students that they are going to be scientists for a few weeks and
explore the Monarch Butterfly!
* Are Butterflies animals?
 Using a KWL Chart; access student’s prior knowledge.
 Have students share what they know and want to know with a
partner.
 Have students share what they discussed with the class.
 Write students responses in each section of the chart.
 K= What do you know about butterflies?
 W= What do you want to know about butterflies?
 L= (You will fill this section in at the end of the unit)
 Introduce students to their science journals, open the journal and
show them what is inside.
 Briefly explain to students that they will be keeping track of what
inquiry skills they use during journaling (refer to student checklist
page at the back).
 Introduce activities.
Activities (Whole & Small Group) 35 minutes
 Students will sit at their assigned seats and decorate the front of
their journals. (You can have pictures of science tools on the board
for students to draw, things to cut out, color, and ext.)
 While students are decorating journals pull back small groups to
come and observe the caterpillars. Students will need to bring their
journals with them.
Small Group Activity
 Show a picture of a butterfly egg; explain to students that a
caterpillar came from the egg.
 Allow students to observe caterpillars.
* Do you see the caterpillars?
* What tool could you use to see the caterpillars better? (Pass out
magnifying glasses).
55
 Introduce students to the “milkweed” plant.
 Demonstrate how to measure the caterpillars in a safe way.
 Using a string carefully hold it up to the caterpillar and estimate the
length, record the length in their journal by placing one end of the
string at the 0 and marking the other end with a pencil. Color in
the squares, on the paper ruler from the 0 to your mark.
 Pass out pre-cut string lengths of the caterpillars to students and
guide them in this process.
 Have students do this on the second page of their journals.
* How long is the caterpillar?
Whole Group Activity
 After all students have had a chance to explore the caterpillars have
all students open to the first page of their journal.
 Students will write the word “egg” on the top of their papers.
 Do a guided drawing of a monarch egg on a leaf, on the same
page.
 Have students turn to the second page; write the word “caterpillar”
on the top of the page.
 Do a guided drawing of a caterpillar; students can color in, if they
choose.
 Have students turn to the back of their journals and guide them in
checking all the scientist inquiry skill they used, refer to chart if
needed.
 Have students dictate to teachers what they saw and questions they
might have, write these responses in their journals on page 2.
Assessment
Students Work
 Recorded measurements in their journal
 Filled in Inquiry Skills Checklist
 Recorded drawings in their journal
Teacher
 Observe students journal entries and responses
 Fill in Inquiry Skills Rubric
 KWL Chart: use as a placement assessment, until end of unit.
56
Lesson #5: Caterpillar Parts
Concepts
Caterpillars have different body parts and they grow like we do.
Duration
Preparation Time: 5 minutes
Activity Time: 50 minutes
Setting
Classroom (Whole group, Centers)
Inquiry





Skills Practiced
Observation
Measuring
Communicating
Predicting
Inferring
Vocabulary
 Predict
 Thorax
 Prolegs



Infer
Abdomen
True Legs
Objectives
 Label parts of a caterpillar
 Practice Inquiry skills
 Demonstrate the color pattern of the monarch caterpillar
 Represent a caterpillar in its habitat
 Infer from the information they gather to explain what changed.
Standards
 Science Content Standards: Life Science 2a, 2c/ Investigation &
Experimentation 4a, 4c, 4e
 English/Language Arts Content Standards: Reading 1.18/ Writing 1.1,
1.4/ Written & Oral English Language Convention 1.1, 1.2
 Mathematical Content Standards: Measurement & Geometry 1.1/
Statistics, Data Analysis, & Probability 1.1, 1.2/ Mathematical
Reasoning 1.1, 2.1
 Visual & Performing Arts Content Standards: Visual Arts- Creative
Expression 2.1/ Visual Arts- Aesthetic Valuing 4.1, 4.2, 4.3
57
 Content Standard A: Abilities necessary to do scientific inquiry.
 Content Standard C: The characteristics of organisms.
Materials
 Science Journals
 Scientist Inquiry Skills Chart
 Magnifying Glasses
 Paint Brushes
 Pipe Cleaners
 Construction Paper Strips
(yellow, black, & white)
 Caterpillar Parts Template
 Caterpillar Parts Labeled






Colored Pencils or Crayons
White construction paper
String
Scissors
Stapler
Tempura Paint
(green, brown, black, pink, &
yellow)
Procedure
Introduction (Whole Group) 5 minutes
 Review Inquiry Skills Chart
 Review the word “milkweed plant.”
 Point to caterpillar body parts on caterpillar body parts picture,
have students repeat the words. (Explain that caterpillars have more
than six legs.)
 Their prolegs are used as suction cups to hold them in the
leaves.
 Their true legs are the six legs that they keep as a butterfly.
 Sing Insect Body Parts Song
* Is a caterpillar an insect? Yes
 Introduce Centers.
Center Activities (Small Group) 10 minutes each
Journal Activity
 Put a caterpillar in a small container, per pair of students.
 Review what students observed and put in their journals from the
last journal entry.
 Have students observe and measure caterpillars one at a time.
 Have student’s document findings in their journals.
* What do you notice that is different from last time you
observed the caterpillars?
* Are the caterpillars getting bigger or smaller, how can you tell?
(refer to measurements) ~Inferring
* What do you think you will observe next time? (write this
information in their journals) ~Predicting
58
 Have students discuss their findings and come up with questions
that they have.
 Write questions that student’s dictate in their journals.
 Guide students in filling in their Scientist Inquiry Skills Checklist
Milkweed Art Activity
 Have students paint a milkweed plant with a caterpillar on it. Have
students write “milkweed plant”.
 Have students share with students in their group what they painted.
Caterpillar Paper Chain Pattern Activity
Modified from DLTK Crafts for Kids at http://www.dltk-kids.com/
 Students will have strips of construction paper (yellow, black, and
white).
 They will make a paper chain caterpillar, representing a pattern.
 Have students put pipe cleaners on one side of the chain to
represent antennae.
 Have students share with a partner what pattern they made.
Labeling Parts Activity
 Students will color and label/trace body parts of a caterpillar, have
words and example out for students to refer to.
 Have students point to and say each body part with a partner.
59
Wrap Up (Whole Group) 2 minutes
 Review: Body Parts.
Assessment
Student Work




Represent a milkweed plant through painting
Made a caterpillar paper chain pattern
Labeled caterpillar body parts
Used journals to record data
Teacher
 Observe students journal entries and responses
 Fill in Inquiry Skills Rubric
Illustration by Victoria Gervasi-Geist
Caterpillar Body Parts
60
Illustration by Victoria Gervasi-Geist
Caterpillar Body Parts Template
Caterpillar Body Parts Template
61
62
Lesson #6: Caterpillar Journaling
Concept
Caterpillars gradually grow.
Duration
Preparation Time: 3 minutes
Activity Time: 10 minutes
Setting
Center Activity (Small Group)
Inquiry





Skills Practiced
Observation
Measuring
Communicating
Predicting
Inferring
Vocabulary
 Thorax
 Prolegs


Abdomen
True Legs
Objectives
 Practice Inquiry Skills
 Infer from the information they gather to explain what changed.
 Represent caterpillar through drawing.
Standards
 Content Standard A: Abilities necessary to do scientific inquiry/
Understandings about scientific inquiry
Materials
 Science Journals
 Crayons/ Colored Pencils
 Scissors
 Pencils
 Magnifying Glasses
 String
63
Procedure
Journal Activity (Small Group) 10 minutes
 Review what students documented during their last journal entries.
 Have students observe and draw a caterpillar.
 Guide students in measuring a caterpillar using string and document
findings in journal.
 Have students classify group member’s measurements, guide this
process. Keep measurement strings from previous measurements.
Students will classify previous and present string measurements by
length.
 Guide students in inferring from their measurements and
observations.
* Looking at your measurements and observations what
happened to the caterpillars?
 Have students predict what they think might happen next (write
students’ dictations in journal).
 Have students pose any questions they might still have (write
students’ dictations in journal).
* Did student’s previous questions get answered?
 Guide students in filling in their scientist inquiry checklist.
 When caterpillars reach > 1.5” they will begin to form their
chrysalis. If caterpillars on a milkweed plant you can choose to
transfer caterpillars to rearing containers or leave them with the
milkweed plant.
Assessment
Student Work
 Used journal to record data
Teacher
 Observe students journal entries and responses
 Fill in Inquiry Skills Rubric
 Used journal to record data
64
Lesson #7: Caterpillar-Chrysalis Process Journaling
Concept
Caterpillars turn into chrysalises.
Duration
Preparation Time: 3 minutes
Activity Time: 10 minutes
Setting
Center Activity (Small Group)
Inquiry




Skills Practiced
Observation
Communicating
Predicting
Inferring
Vocabulary
 Chrysalis
Objectives
 Practice Inquiry Skills
 Draw the process they observe.
Standards
 Content Standard A: Abilities necessary to do scientific inquiry/
Understandings about scientific inquiry
Materials
 Science Journals
 Crayons/ Colored Pencils
 Pencils
 Magnifying Glasses
Procedure
Journal Activity (Small Group) 10 minutes
If students are able to observe this process within the classroom,
have student’s journal the caterpillar to chrysalis process.
 During this stage the monarch’s chrysalis must not be disturbed
because it is going through a very delicate process.
 Have students observe the caterpillars and draw what they see.
* What are the caterpillars doing?

65
* Do you think it’s getting ready to do something?
 Discuss what they drew and have students predict what will happen
next and write dictations in their journal.
 Give students an opportunity to come up with any questions they
might have and write dictations in their journal.
* Did student’s previous questions get answered?
Assessment
Student Work
 Used journal to record data
Teacher
 Observe students journal entries and responses
 Fill in Inquiry Skills Rubric
66
Lesson #8- Intro to the Chrysalis
Concepts
The caterpillar goes through a process to make its chrysalis.
Duration
Preparation Time: 15 minutes
Activity Time: 50 minutes
Setting
Classroom (Whole group, Centers)
Inquiry



Skills Practiced
Observation
Prediction
Communication
Vocabulary
 Chrysalis
 Molts
 Model
Objectives
 Practice Inquiry skills
 Place caterpillars process of making its chrysalis cards in order
 Represent a chrysalis through art
 Form a chrysalis out of modeling clay
Standards
 Science Content Standards : Investigation & Experimentation 4a, 4c,
4d, 4e
 English/Language Arts Content Standards: Reading 1.18/ Writing 1.1,
1.3, 1.4/ Written & Oral English Language Conventions 1.2/
Listening & Speaking 1.1, 1.2, 2.1, 2.2, 2.3
 Mathematical Content Standards: Statistics, Data Analysis, &
Probability 1.1/ Mathematical Reasoning 2.1
 Visual & Performing Arts: Visual Arts- Creative Expression 2.2/
Visual Arts- Aesthetic Valuing 4.1, 4.3
 Content Standard A: Abilities necessary to do scientific inquiry/
Understandings about scientific inquiry
67
Materials
 Paint Brushes
 Water
 Stick Glue
 Science Journals
 Pencils
 Tempura Paint
(green, brown, & black)
 Caterpillar – Chrysalis Process
Cards






Twigs
Molding Clay (green & yellow)
Magnifying Glasses
Crayons/ Colored Pencils
White Construction paper
Caterpillar - Chrysalis Process Sheet
Procedure
Introduction (Whole Group) 5 minutes
 Discuss with students what they observed during this process.
 Hold up caterpillar- chrysalis process cards one at a time: (Place
each card on the board in order after explaining what is happening
in each).
 Hold up card #1: Attaches itself.
 Hold up card #2: Caterpillar drops into the “J” shape.
 Hold up card #3: Caterpillar molts.
 Hold up card #4: Chrysalis is made.
* Where does the caterpillar go when it changes? (finds something
to attach to)
* What happens when it attaches itself to the twig? (Caterpillar
falls into “J” shape)
* What happens when it’s ready to shed its skin? (Caterpillar
wiggles and molts)
* What does the chrysalis look like?
 Introduce Centers.
Centers Activities (Small Group) 10 minutes each
Journal Activity
 If students have not witnessed the caterpillar making their
chrysalis, show students at http://www.teachertube.com/
 Review what students found during their last journal entries.
 Review the word “chrysalis” (the green covering is called the
chrysalis).
 Write down the word “chrysalis” and have students do the same in
their journals.
 Repeat the word a couple of times.
 Have students observe the chrysalis and draw the chrysalis.
68
What do you think will happen next? (Write dictations in their
journal).
 Give students an opportunity to come up with any questions they
might have and write dictations in their journal.
* Did student’s previous questions get answered?
 Have students fill in their scientist inquiry checklist.
*
Modeling Clay Chrysalis Activity
 Introduce students to the word “model”; they will be making their
own science model of a chrysalis.
 Show students an example of a clay chrysalis.
 Give each student a small chunk of green modeling clay; students
will form clay into a chrysalis.
 Give students small balls of yellow modeling clay, they can role this
out to put along the top and use as yellow spots on the chrysalis.
 When they are done give each student a twig that they can stick
through the top.
 Put duck tape on twig to write students name.
Paint a Chrysalis Activity
 Students will write the word “chrysalis” on the top of their white
construction paper.
 Students will then paint their representation of a chrysalis.
 Have students share their paintings with a partner.
69
What Happens Next? Activity
 Students will cut out the stages from the caterpillar - chrysalis
process sheet and paste them in the order they happened.
 Have students write the numbers 1, 2, 3, &4 above the
corresponding picture.
 Color if they have time.
 Have students share the process with a partner.
Wrap Up (Whole Group) 3 minutes
 Have students share with each other what they observed.
Assessment
Students Work
 Create a chrysalis using modeling clay
 Put caterpillar-chrysalis stage cards in order
 Represent the chrysalis through painting
Teacher
 Students responses during Introduction
 Observe students journal entries and responses
 Fill in Inquiry Skills Rubric
70
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Caterpillar – Chrysalis Process Cards
____________________________________________
Illustration by Victoria Gervasi-Geist
71
Caterpillar – Chrysalis Process Sheet
Illustration by Victoria Gervasi-Geist
72
Lesson #9: Camouflage
Concepts
Camouflage is a way that some animals hide.
Duration
Preparation Time: 5 minutes
Activity Time: 50 minutes
Setting
Classroom (Whole group, Centers)
Inquiry





Skills Practiced
Observe
Communicate
Classify
Predict
Infer
Vocabulary
 Camouflage
Objectives
 Define camouflage.
 Recognize camouflaged versus non-camouflaged animals
 Represent camouflage through coloring.
 Practice Inquiry skills
Standards
 Science Content Standards: Life Science 2a/ Investigation &
Experimentation 4a, 4c, 4d, 4e
 English/Language Arts Content Standards: Reading 1.18/ Writing 1.1,
1.3, 1.4/ Written & Oral English Language Conventions 1.1/ Listening
& Speaking 1.1, 1.2, 2.1
 Mathematical Content Standards: Algebra & Functions 1.1/ Statistics,
Data Analysis, & Probability 1.1, 1.2/ Mathematical Reasoning 1.1,
1.2/ Number Sense 1.1, 1.2
 Visual & Performing Arts Content Standards: Visual Arts- Aesthetic
Valuing 4.1, 4.3
 Content Standard A: Abilities necessary to do scientific inquiry/
Understandings about scientific inquiry
73
Materials
 How to Hide a Butterfly & Other Insects by, Ruth Heller’s
 Where in the Wild: Camouflaged Creatures Concealed… &
Revealed by, Schwartz D. & Schy Y
 Where Else in the Wild: More Camouflaged Creatures Concealed…
& Revealed by, Schwartz D. & Schy Y
 Science Journals
 Pencils
 Magnifying Glasses
 Crayons/ Colored Pencils
 Scissors
 Camouflaged & Not Camouflaged
 Camouflage Butterfly Outline
Animal Picture Sheet
 Black Pipe Cleaners
 Tape
Procedure
Introduction (Whole Group) 5 minutes
 Introduce the word “camouflage”
 Read How to Hide a Butterfly and Other Insects by Ruth Heller’s
 Discuss story
* Why do animals use camouflage? ( to hide)
* Why would some animals want to hide? (so some animals
won’t eat them)
* Are all animals camouflaged? (no)
 Introduce Centers.
Center Activities (Small Group) 10 minutes each
Journal Activity
 If students do not get to witness chrysalis changing find video at
http://www.teachertube.com/
 Have students observe the chrysalis and draw what they observe.
* Why do you think the chrysalis is green? (camouflage)
* Why do you think it is hanging upside down?
* How do you think it eats?
* Did the Chrysalis change?
 Have students communicate what they observe or questions that
they might have and write dictations in journal.
 Have students look back at what they recorded from previous
journal entries.
 Guide students infer from their data to make predictions and write
dictations in journal.
* What did the chrysalis look like before and how does it look
now?
74
* If it changed, do you think it will change again?
* Did student’s previous questions get answered?
 Have students fill in scientist inquiry checklist.
Find the Animal Activity
 Have students try to find animals hidden in the books on the table.
 Have students pair up to do this process.
 Have the following books on the table:
 Where in the Wild: Camouflaged Creatures Concealed… &
Revealed by, Schwartz D. & Schy Y.
 Where Else in the Wild: More Camouflaged Creatures
Concealed… & Revealed by, Schwartz D. & Schy Y.
Camouflaged versus Not Camouflaged Animals Activity
You can have all colored copies or 2 colored copies on the table
to refer to and the rest photocopied.
Students will write “camouflage” on the top of their paper.
Students will then circle the animals that are camouflaged.
Have students share how the animals are and how they are not
camouflaged.
Count how many camouflaged animals there are and write the
number down, do the same for the non camouflaged animals.
* How many are there in all?





Your Camouflaged Butterfly Activity
 Show students the garden poster.
 You can purchase a garden poster or make one yourself, as
shown below; the poster can have depth so students can
actually hide their butterfly behind something, i.e. grass.
 Explain to students that they will choose a spot on the poster where
they want their butterfly to hide.
 Have students think about what colors they will need to color their
butterfly so it is camouflaged.
75
 Have students color then cut out their camouflage butterfly outline.
Students can then take a pipe cleaner and place it around the
middle of the butterfly as the body and twist at the top to make
antennas.
 After they are finished they can put tape on the back of their
butterfly and put it on the poster where it will be hidden.
 Have students share how their butterfly is camouflaged.
Wrap Up (Whole Group) 3 minutes
 Have students share their camouflaged butterflies and why they
colored them the way they did.
 Review the word camouflage.
Assessment
Students Work
 Circled camouflaged animals
 Counted and wrote correct number of each and total amount of
camouflaged and non camouflaged animals
 Colored a butterfly that camouflaged with garden poster
Teacher




Students responses during discussion
Observe students journal entries and responses
Observe students responses during the thumbs up/down activity
Fill in Inquiry Skills Rubric
76
Camouflaged & Not Camouflaged Animal Picture
Sheet
`
Camouflaged Animals
Not Camouflaged Animals
Illustration by Victoria Gervasi-Geist
77
Camouflage Butterfly Outline
Illustration by Victoria Gervasi-Geist
78
Lesson #10: Chrysalis Journaling
Concepts
The chrysalis changes over time.
Duration
Preparation Time: 3 minutes
Activity Time: 10 minutes
Setting
Center Activity
Inquiry




Skills Practiced
Observe
Communicate
Predict
Infer
Vocabulary
 Chrysalis
 Camouflage
Objectives
 Practice Inquiry skills
 Represent a chrysalis through drawing.
Standards
 Content Standard A: Abilities necessary to do scientific inquiry/
Understandings about scientific inquiry.
Materials
 Magnifying glasses
 Crayons or colored pencils
 Journals
Procedure
Journal Activity (Small Group) 10 minutes
 Review Inquiry Skills Chart
 Review what students observed and questions they had from the
last journal entry.
 Have students observe the chrysalis and draw what they observe.
79
 Have students communicate what they observe or questions that
they might have and write dictations in journal.
 Have students look back at what they recorded.
 Guide students in inferring from their data to make predictions and
write dictation in journal.
* What did the chrysalis look like before and how does it look
now?
* If it changed, do you think it will change again? How do you
think it will change?
Assessment
Students Work
 Students represented what they observed through drawing.
 Students practiced inquiry skills.
Teacher
 Observe students journal entries and responses
 Fill in Inquiry Skills Rubric
80
Lesson #11: Emerging Butterfly
Concepts
The caterpillar came out of the chrysalis a butterfly.
Duration
Preparation Time: 15 minutes
Activity Time: 50 minutes
Setting
Classroom (Whole Group, Centers)
Inquiry



Skills Practiced
Observation
Communication
Prediction
Vocabulary
 Monarch Butterfly
 Symmetrical
Objectives
 Practice Inquiry Skills
 Represent symmetrical wings of a butterfly.
 Label butterfly body parts
Standards
 Science Content Standards: Life Science 2a, 2c/ Investigation &
Experimentation 4a, 4c, 4e
 English Language Arts Content Standards: Reading 1.18/ Writing 1.1,
1.3, 1.4/ Written and Oral English Language Conventions 1.1/
Listening & Speaking 1.1, 1.2, 2.1, 2.2, 2.3
 Mathematical Content Standards: Statistics, Data Analysis, &
Probability 1.1, 1.2/ Mathematical Reasoning 1.1, 2.1
 Visual & Performing Arts Content Standards: Visual Arts- Creative
Expression 2.2, 2.6, 2.7/ Visual Arts- Aesthetic Valuing 4.1, 4.3/
Music- Creative Expression 2.2/ Music- Aesthetic Valuing 4.1
 Content Standard A: Abilities necessary to do scientific inquiry/
Understandings about scientific inquiry
 Content Standard C: Life cycle of organisms
81
Materials
 Life Cycle of Butterflies by Judy Burris & Wayne Richards
 Butterfly Body Parts Template
 Butterfly Life Cycle Poem
 Butterfly Labeled Body Parts
 Small Pieces of Tissue Paper
 Black Construction Paper
(multiple colors)
(strips)
 Butterfly Tracing Template
 Water/Elmer’s Glue Solution
(cut out)
 Insect Body Parts Song
 Paint Brushes
 Colored Pencils or Crayons
 Journals
 Magnifying Glasses
 Pencils
 Pre- Folded: White
 Tempura Paint
Construction Paper w/
(orange & black)
butterfly wing template
 Paper
Procedure
Introduction (Whole Group) 5 minutes
 Introduce Butterfly Life Cycle poem, with movements.
 Explain that there are many different kinds of butterflies in the
world, show examples from Life Cycles of Butterflies by Judy Burris
& Wayne Richards.
* What body parts does an insect have?
 Review insect body parts song, point to labeled butterfly parts as
you sing.
* Do the butterfly’s wings look the same or different? (they are
symmetrical)
 Point to labeled butterfly parts picture, have students tell you the
body part.
 Introduce Centers
Center Activities (Small Group) 10 minutes each
Journal Activity
 If the butterflies emerge from the chrysalis when students are
not present or if the caterpillars did not make it this far; show
them the process at http://www.teachertube.com/.
 Have students write or trace the word “Monarch Butterfly” in their
journal.
 Discuss student’s previous journal entries.
 Allow students to observe butterflies, draw in their journals.
 Allow students to observe the dried chrysalis more closely.
 Have students tell you what they observe and write dictation in
journal
82
* Did student’s previous questions get answered?
 Have students pose any questions they might have and make
predictions and write dictation in journal.
 Have students fill in scientist inquiry checklist.
Butterfly Wing Art Activity
 Paper will be pre-folded with butterfly wing template copied
onto it.
 Have students write “Monarch Butterfly” on the top of the paper.
 Have students paint the one butterfly wing
 Have a monarch picture available to look at.
 Have students fold paper and press.
 There needs to be a good amount of paint on the paper so this
will work.
 Open and you have a symmetrical monarch butterfly!
 Let paint dry and have students draw in the body at a later
time.
Modified from butterfly life cycle at http://www.butterflywebsite.com
Tissue Paper Butterfly Activity
 Students will use glue/water solution to brush pieces of tissue paper
onto white construction paper.
 Let tissue paper dry.
 At a later time students will trace the butterfly template onto the
dried paper, they can then cut out their butterflies.
 Using black strips of construction paper students can cut out the
butterfly’s body and glue to the wings.
83
Butterfly Parts Activity
 Have student’s label butterfly body parts.
 Have students color the monarch butterfly when done.
 Have students point to and say each body part to a partner.
Have example for each student to copy.
Wrap Up (Whole Group) 3 minutes
 Review Butterfly Life Cycle Poem
Assessment
Students Work
 Created a symmetrical wings on a butterfly through art
 Label body parts of a monarch butterfly
Teacher
 Observe student’s responses during introduction
 Observe students journal entries and responses
 Fill in Inquiry Skills Rubric
Illustration by Victoria Gervasi-Geist
Butterfly Body Parts
84
Illustration by Victoria Gervasi-Geist
Butterfly Body Parts Template
85
86
Wing Art Template
Illustration by Victoria Gervasi-Geist
87
Butterfly Tracing Template
Illustration by Victoria Gervasi-Geist
88
Lesson #12: Butterfly Life Cycle
Concepts
The monarch butterfly has four stages in its life cycle; egg, caterpillar,
chrysalis, butterfly.
Duration
Preparation Time: 10 minutes
Activity Time: 50 minutes
Setting
Classroom (Whole Group, Centers)
Inquiry



Skills Practiced
Observation
Communication
Inferring
Vocabulary:
 Life Cycle
 Metamorphosis
Objectives
 Label Butterfly life cycle stages
 Practice inquiry skills
 Represent life cycle stages in order
Standards
 Science Content Standards: Investigation & Experimentation 4a, 4e
 English/Language Arts Content Standards: Reading 1.18/ Reading
Comprehension 2.2, 2.3, 2.5/ Writing 1.1, 1.3, 1.4/ Written & Oral
English Language Conventions 1.1, 1.2/ Listening & Speaking 1.1, 1.2,
2.1, 2.2, 2.3
 Mathematical Content Standards: Statistics, Data Analysis,&
Probability 1.1/ Mathematical Reasoning 1.1, 2.1
 Visual & Performing Arts: Visual Arts- Creative Expression 2.6/
Visual Arts- Aesthetic Valuing 4.1, 4.3/ Music- Creative Expression
2.2/ Music- Aesthetic Valuing 4.1
89
 Content Standard A: Abilities necessary to do scientific inquiry/
Understandings about scientific inquiry
 Content Standard C: The characteristics of organisms/ Life cycle of
organisms
Materials
 Butterfly Life Cycle Game by Amalia Dominguez
 Monarch Butterfly by Gail Gibbons
 Butterfly Life Cycle Poem
 Journals
 Monarch Butterfly Life Cycle
 Crayons/ Colored Pencils
Stages
 Life Cycle Poster
 Monarch Life Cycle Poster Cards
 Paper
 My Monarch Butterfly Book
 Monarch Butterfly Life Cycle
Procedure
Introduction (Whole Group) 5 minutes
 Read 1st part of “Monarch Butterfly” by Gail Gibbons (up until
migration portion).
 During the story, have students predict what will happen next.
 Hold up pictures of each life cycle stage.
 Have students guide you in placing the cards on your life cycle
template poster, in the order they happened.
 Why did I place the cards in a circle? (It’s an ongoing cycle)
 Repeat butterfly poem, with movements.
 Introduce Centers
Center Activities (Small Group) 10 minutes each
Journal Activity
If butterflies did not make it this far, find monarch butterfly
video at http://www.teachertube.com.
Have students observe the Butterflies, students will draw what they
observe.
* How do you think the butterflies eat?
* What do the butterflies eat now?
* What did they eat when they were caterpillars?
Have students refer back in their journals and draw the life cycle
stages, guide them in this process if needed.
Have students pose any other questions they might have and write
what students dictate in journals.
Have students fill in scientist inquiry skills checklist.





90
Butterfly Game Activity
 At this center there will need to be an adult to help guide the
game, instructions are included within the game.
My Monarch Butterfly Book Activity
 Have an adult will guide students in reading each page.
 Students will write in the words that are missing
 Egg, caterpillar, milkweed, chrysalis, monarch butterfly.
 Then students will draw a picture for each page.
 Have students go through the book and read it to a partner; this
may have to be guided.
Monarch Life Cycle Activity
 Students will cut out life cycle stages and glue them onto their
monarch butterfly life cycle template in order.
 Have students write the correct word above each stage.
 Have students pair up and discuss the life cycle.
 If there is time they can color the stages.
Wrap Up (Whole Group) 3 minutes
 Review Life Cycle Poem
Assessment
Students Work
 Represent order of butterfly life cycle.
 Fill in blank spaces of book with correct vocabulary.
Teacher
 Do students make accurate predictions of the life cycle during the
story
 Observe students journal entries and responses.
 Fill in Inquiry Skills Rubric
 Collect Science Journals for Summative Assessment
91
Monarch Butterfly Life Cycle
92
Monarch Butterfly Life Cycle Stages
Illustration by Victoria Gervasi-Geist
93
My Monarch Butterfly Book
By
A monarch butterfly lays
on a milkweed plant.
1
94
A
of the egg.
comes out
2
The caterpillar eats the
leaves.
3
95
The caterpillar gets very big and
makes a
.
4
The caterpillar comes out of the
chrysalis a monarch
.
5
96
Monarch Butterfly Life Cycle Poster Cards
Illustration by Victoria Gervasi-Geist
97
Lesson #13: Monarch Migration
Concepts
Monarch butterflies migrate.
Duration
Preparation Time: 2 minutes
Activity Time: 30-40 minutes
Setting
Classroom (Whole Group) or Gym/Outside (Whole Group)
Inquiry Skills Practiced
 Communication
Vocabulary
 Migrate
 Mexico (South)
 Winter


Canada (North)
Spring
Objectives
 Follow migration instructions
 Define Migration
 Recognize Butterfly dangers
Standards
 Science Content Standards: Earth Science 3b
 English/Language Arts Content Standards: Reading Comprehension
2.5/ Listening & Speaking 1.1, 1.2, 2.3
 Physical Education Model Content Standards: Standard #1- 1.1, 1.3,
1.10/ Standard #2- 2.2, 2.5/ Standard #3- 3.1
 Content Standard C: Life cycle of organisms
Materials
 Monarch Butterfly by Gail Gibbons
 Jerseys
 North America Map
 KWL Chart
98
Procedure
Introduction (Whole group) 5-10 minutes
 Read the 2nd part of Monarch Butterfly by Gail Gibbons
 Show students the butterfly’s migration on a map.
* Where do monarch butterflies migrate to in Winter? (Mexico)
* Why do they migrate to Mexico? (It gets cold)
* Where do monarch butterflies migrate to in Spring (Canada)
* Do you think there is anything that will keep the monarch
butterfly from making it to Mexico and back?
* What are some things that can stop the monarchs, things that
might be dangerous to them?
 Make a class list of things that may be dangerous.
 Introduce Activity
Gym or Outside Activity (Whole group) 10-15 minutes
 Show students that one side is Mexico and the other is Canada.
 Choose 5-8 students to be the danger
 Students can choose what predator they want to be by choosing
from the class list, these students get a jersey.
 All students should have a chance to be a predator and
butterfly.
 The rest of the students will be the monarch butterfly.
 The danger students will be in the middle and the butterflies will all
start in Canada.
 The butterflies will listen to the teacher’s instructions and try to
make it to the other side (Mexico) without getting touched.
 If butterflies get touched they must freeze.
 See how many students make the journey.
 Teacher Cues: “It’s getting cold outside”, students should go to
Mexico. “It is getting warm outside”, students should go to
Canada.
 During the activity you can have students change their locomotor
movements.
 Locomotor Cues: Walk, Hop, Slide, Jog, Run, Gallop, Zig Zag
 Explain the following rules to students before beginning activity.
 If you get tagged by a “danger” you must freeze
 Don’t migrate until the teacher says to
 Be aware of others around you and personal body space.
 Adaptations for Physical Limitations
 Decrease boundary distances.
 Use well-defined boundaries.
99
 Change locomotor patterns.
 Reduce the number of movements used.
 Use different body parts.
 Partner assistance.
 Use more oral prompts.
 Widen space between students.
 Eliminate getting tagged out.
 Slow down activity pace.
 Have students use scooters.
This activity was adapted from the original activity titled North/South from
The Monarch Butterfly Manual, USDA Forest Service. 2008. Permission for
use granted by the United States Forest Service Rangeland Management.
Wrap Up (Whole Group) 10 minutes
 Review what happened during the game with students.
* Was it hard to get from the Canada to Mexico?
* Are there many things out there that butterflies have to look out
for?
* How do students think we can help the butterfly’s journey?
 Review the word migration and the path the butterflies take.
 Fill in the “L” (what students learned) on the KWL chart from lesson
#4.
Assessment:
 Observe students locomotor movement and direction after your
cues.
 KWL Chart- What did students learn during this unit (Summative
Assessment).
 Fill out last section of Inquiry Skills Rubric for Summative
Assessment.
100
APPENDIX A
INQUIRY SKILLS RUBRIC
Lesson #
Notes:
- (not met),
Makes conclusion from
collected information (w/out
guidance)
Makes conclusions from
collected information (w/
guidance)
Uses collected information to
predict future events/
observations
Presents information through
two or more communication
methods
Uses tools to collect
information
Uses tools correctly
Shows different relationships
of collected information
Uses at least one sense to
gather information
Organizes collected
Information
Infer
Predict
Communicate
Measure
Classify
Observe
101
INQUIRY SKILLS RUBRIC
Students Name
1
2
3
4
5
7
8
9
10
11
12
13
(partially met), + (met)
102
APPENDIX B
SCIENCE JOURNAL
103
My Science
Journal
Name
104
0
1
2
3
4
5
-----------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------
105
SCIENTIFIC INQUIRY SKILLS CHECKLIST
Inquiry Skills
Checklist
Observe
Communicate
Measure
Classify
Predict
Infer
Images retrieved from http://www.pdclipart.org.
106
APPENDIX C
INSECT BODY PARTS SONG
107
Insect Body Parts Song
(Tune: Head, Shoulders Knees, & Toes)
Head, thorax abdomen, six legs
Head, thorax abdomen, six legs
Eyes, antennae and sometimes wings
Head, thorax abdomen, six legs
Movements:
Head- Point to your head
Thorax- Point to your torso
Abdomen- Point to your bottom
Six Legs- Hold up three fingers on each hand and wiggle at your sides
Eyes- Point to your eyes
Antennae- Wiggle one finger from each hand on top of your head
Sometimes Wings- Use hand or arms to mimic wings
Modified from the song titled Head, Thorax, Abdomen - by Cedric
Wesley, Toni Casarez and Wendy Garrett. Retrieved from
http://www.ittc.tamu.edu
108
APPENDIX D
BUTTERFLY LIFE CYCLE POEM
109
Butterfly Life Cycle Poem
By, Victoria Gervasi-Geist
I pop out of an egg
I eat, eat, and eat
I grow so big
I need a place to sleep
My chrysalis is made & I take a nap
When I wake up I see where I’m at
No longer am I crawling around
Now I can fly and look down at the ground
Movements:
Line 1- Squatting down, jump upwards
Line 2- Move hands towards and away from mouth
Line 3- Make yourself big
Line 5- Wrap your arms around yourself and pretend to sleep
Line 6- Look around
Line 8- Move arms to mimic flying
110
APPENDIX E
SCIENTIFIC INQUIRY SKILLS CHART
111
SCIENTIFIC INQUIRY SKILLS
Observe
Communicate
Measure
Classify
Predict
Infer
Images retrieved from http://www.pdclipart.org.
112
APPENDIX F
JOURNALING EXAMPLES
113
114
115
116
APPENDIX G
RELATED STANDARDS
117
RELATED STANDARDS
RELATED NATIONAL SCIENCE STANDARDS
This information was taken from the National Science Education Standards
by The National Committee on Science Education Standards & Assessment,
1996, p. 103-208.
 CONTENT STANDARD A
As a result of activities on grades K-4, all students should
develop:


Abilities necessary to do scientific inquiry
▫ Ask a question about objects, organisms, and events in
the environment.
▫ Employ simple equipment and tools to gather data and
extend the senses.
▫ Use data to construct a reasonable explanation.
▫ Communicate investigations and explanations.
Understandings about scientific inquiry
▫ Scientists develop explanations using observations.
▫ Simple instruments, such as magnifiers, thermometers,
and rulers, provide more information than scientists
obtain using only their senses.
▫ Scientists use different investigations depending on their
question.
 CONTENT STANDARD C
As a result if activities in grades K-4, all students should develop
understanding of:



The characteristics of organisms
▫ Organisms have basic needs (e.g., air, water, food).
▫ Each plant or animal has different structures that serve
different functions.
Life cycle of organisms
▫ Plants and animals have life cycles that include being
born, developing into adults, reproducing, and
eventually dying.
▫ Plants and animals closely resemble their parents.
Organisms and environments
118
▫ All animals depend on plants. Some animals eat plants
and others eat animals that eat plants.
RELATED CA STATE KINDERGARTEN SCIENCE STANDARDS
The following was taken from the Science Content Standards for
California Public Schools, by California Department of Education, 1996.
 LIFE SCIENCES
LS2
Different types of plants and animals inhabit the earth. As
a basis for understanding this concept students know:
LS2a
how to observe and describe similarities and differences
in the appearance and behavior of plants and animals
(e.g., seed-bearing plants, birds, fish, insects).
LS2b stories sometimes give plants and animals attributes they
do not really have.
LS2c how to identify major structures of common plants and
animals (e.g., stems, leaves, roots, arms, wings, legs).
 EARTH SCIENCES
ES3
Earth is composted of land, air, water. As a basis for
understanding this concept students know:
ES3b changes in weather occur from day to day and across
seasons, affecting Earth and its inhabitants.
 INVESTIGATION AND EXPERIMENTATION
I&E4 Scientific progress is made by asking meaningful questions
and conducting careful investigations. As a basis for
understanding this concept and addressing the content in
the other three strands, students should develop their
own questions and perform investigations. Students will:
I&E4a observe common objects by using the five senses.
I&E4c describe the relative position of objects by using one
reference (e.g., above or below).
I&E4d compare and sort common objects by one physical
attribute (e.g., color, shape, texture, size, weight).
I&E4e communicate observations orally and through drawings.
119
RELATED CA STATE KINDERGARTEN STANDARD CONNECTIONS
The following was taken from the California State Content Standard,
by California Department of Education.
ENGLISH/ LANGUAGE ARTS STANDARDS
 READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary
Development
1.18 Describe common objects and events in both general and
specific language.
2.0 Reading Comprehension
2.2 Use pictures and context to make predictions about story
content.
2.3 Connect to life experiences the information and events in
texts.
2.5 Ask and answer questions about essential elements of text.
 WRITING
1.0 Writing Strategies
1.1 Use letters and phonetically spelled words to write about
experiences, stories, people, objects, or events.
1.3 Write by moving from left to right and from top to bottom.
1.4 Write uppercase and lowercase letters of the alphabet
independently, attending
to the form and proper spacing of letters.
 WRITTEN & ORAL ENGLISH LANGAUGE CONVENTIONS
1.0 Written & Oral English Language Conventions
1.1 Recognize and use complete, coherent sentences when
speaking.
1.2 Spell independently by using knowledge, sounds of the
alphabet, and knowledge of letter names.
 LISTENING & SPEAKING
1.0 Listening & Speaking Strategies
1.1 Understand and follow one- and two- step oral directions.
1.2 Share information and ideas, speaking audibly in complete,
coherent sentences.
2.0
Speaking Applications
2.1 Describe people, places, things (e.g., size, color, shape),
locations, and actions.
2.2 Recite short poems, rhymes, and songs.
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2.3 Relate an experience or creative story in a logical sequence.
MATHEMATICAL STANDARDS
 NUMBER SENSE
1.0 Students understand the relationship between numbers and
quantities.
1.1 Compare one or more sets of objects (up to ten objects in
each group) and identify which set is equal to, more than, or
less than the other.
1.2 Count, recognize, represent, name, and order a number of
objects (up to 30).
 ALGEBRA & FUNCTIONS
1.0 Students sort and classify objects.
1.1 Identify, sort, and classify objects by attribute and identify
objects that do not belong to a particular group (e.g., all
these ball are green, those are red).
 MEASURMENT & GEOMETRY
1.0 Students understand the concept of time and units to
measure it; they understand that objects have properties,
such as length, weight, and capacity, and that comparison
may be made by referring to those properties.
1.1 Compare the length, weight, and capacity of objects by
making direct comparisons with reference objects (e.g., note
which object is shorter, longer, taller, lighter, heavier, and
holds more).
 STATISTICS, DATA ANALYSIS, & PROBABILITY
1.0 Students collect information about objects and events in their
environment.
1.1 Pose information questions; collect data; and record the
results using objects, pictures, and picture graphs.
1.2 Identify, describe, and extend simple patterns (such as circles
or triangles) by referring to their shapes, sizes, or colors.
 MATHEMATICAL REASONING
1.0 Students make decisions about how to set up a problem.
1.1 Determine the approach, materials, and strategies to be used.
2.0 Students solve problems in reasonable ways and justify
their reasoning.
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2.1 Explain the reasoning used with concrete objects and/ or
pictorial representations.
PHYSICAL EDUCATION MODEL STANDARDS
 STANDARD 1
Students demonstrate the motor skills and movement patterns
needed to perform a variety of physical activities.
1.1 Travel within a large group, without bumping into each
other or falling, while using locomotor skills.
1.3 Demonstrate contrasts between slow and fast speeds while
using locomotor skills.
1.5 Travel in straight, curved, and zigzag pathways.
 STANDARD 2
Students demonstrate knowledge of movement concepts,
principles, and strategies that applies to the learning and
performance of physical activities.
2.2 Identify and independently use personal space, general
space, and boundaries and discuss why they are important.
2.5 Identify the locomotor skills of walk, jog, run,, jump, slide,
and gallop.
 STANDARD 3
Students assess and maintain a level of physical fitness to
improve health and performance.
3.1 Participate in physical activities that are enjoyable and
challenging.
VISUAL & PERFORMING ARTS STANDARDS
MUSIC
 CREATIVE EXPRESSION
Creating, Performing, and Participating in Music
2.2 Sing age-appropriate songs from memory.
 AESTHETIC VALUING
Respond to, Analyzing, and Making Judgments about Works of
Music.
4.1 Create movements that correspond to specific music.
4.2 Indentify, talk about, sing, or play music written for specific
purposes (e.g., work song, lullaby).
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VISUAL ARTS
 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts
2.1 Use lines, shapes/forms, and colors, to make patterns.
2.2 Demonstrate beginning skill in the use of tools and
processes, such as the use of scissors, glue, and paper in
creating a three dimensional construction.
2.6 Use geometric shaped/forms (circle, triangle, square) in a
work of art.
2.7 Create a three-dimensional form, such as a real or imaginary
animal.
 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments about Works
in the Visual Arts
4.1 Discuss their own works of art, using appropriate art
vocabulary (e.g., color, shape/form, texture).
4.2 Describe what is seen (including both literal and expressive
content) in selected works of art.
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APPENDIX H
CURRICULUM BIBLIOGRAPHY
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CURRICULUM BIBLIOGRAPHY
Burris, J., & Richards, W. (2006). The Life Cycles of Butterflies.
Massachusetts: Storey Publishing.
Dominguez, A., 2009. Butterfly Life Cycle Game. P.A.: Innovations LLC.
Gibbons, G. (1991). Monarch Butterfly. New York: Holiday House, Inc.
Heller’s, R. (1985). How to Hide a Butterfly & Other Insects. New York:
Grosset & Dunlap.
Schwartz, D. & Schy, Y. (2009). Where Else in the Wild?: More
Camouflaged Creatures Concealed… & Revealed. New York:
Tricycle Press.
Schwartz, D. & Schy, Y. (2007). Where in the Wild?: Camouflaged
Creatures Concealed… & Revealed. New York: Tricycle Press.
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APPENDIX I
RELATED RESOURCES
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BOOK RESOURCES
Cain, S. (2003). The Crunching Munching Caterpillar, London: Little
Tiger Press.
Carle, E. (1994). The Very Hungry Caterpillar, New York: Scholastic Inc.
Elhert, L. (2001). Waiting for Wings, New York: Scholastic Inc.
Frost, H. (2008). Monarch & Milkweed, New York: Simon & Schuster.
Harley, A. (2008). The Monarch’s Progress: Poems with Wings,
Pennsylvania: Boyds Mills Press.
Himmelman, J. (1999). A Monarch Butterfly, New York: Scholastic Inc.
O Flatharta, A. (2009). Hurry and the Monarch, New York: Random
House Children’s Books.
Rockwell, A. (2003). Becoming Butterflies, New York: Scholastic Inc.
Ryder, J. (1996). Where Butterflies Grow. London: Puffin.
Sundgaard, A. (1988). The Lamb & the Butterfly. New York: Scholastic
Inc.
Swope, S. (2004). Gotta Go! Gotta Go!. New York: Farrar, Straus, &
Giroux.
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INTERNET RESOURCES
http://www.monarchwatch.org/
Great site that includes information about monarchs and resources
related to obtaining them.
http://www.monarch-butterfly.com/
This site includes rearing instructions, pictures, and facts about
monarchs.
http://www.fs.fed.us/monarchbutterfly/teacherandstudent/index.html
This is a U.S.A. fish and wildlife site that includes resources and activities
for any grade level.
http://www.monarchbutterflyusa.com/Cycle.htm
This site includes monarch life cycle, migration, and milkweed
information.
http://www.monarchbutterfly.org/
This is a site that is dedicated to the Pismo Beach Monarch Grove, in
CA. It has amazing migration photographs and information about the
monarch’s long journey.
http://www.glorious-butterfly.com/
This site gives detailed instruction on how to rear monarchs and has
great resources for teachers.
http://www.teachertube.com/
This site is a great resource for educational video clips. You will find a
wide array of educational resources on this site. You will need to
create an account, but it is free!
http://www.kindernature.storycountry.com/
This site has an array of art activities focusing on younger children.
http://www.ButterflyWay.com/
This is an amazing resource for acquiring monarch butterflies. It is also
a great informational resource. Highly recommend!
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http://homepage.smc.edu/sakai_walter/Monarch%20Butterfly/sites.ht
mprovides
This site provides information about all the overwintering sites of the
Monarch Butterfly in California.
http://www.mymonarchguide.com/2007/05/tools-of-trade.html
Included in this site are inexpensive ways to make rearing containers,
instructions are included as well as guiding diagrams.
CHAPTER FIVE
CONCLUSIONS
This curriculum, An Experiential Kindergarten Science Curriculum
Engaging Students in the Scientific Inquiry Process, provides students with the
opportunity to experience the life cycle of the monarch butterfly in the classroom.
During students’ experiences they are able to practice scientific inquiry skills that
will help guide their inquiry process. This curriculum allows students to explore their
questions about the monarch butterfly and engage in activities that foster key
concepts. Students will have the chance to become a part of a scientific community
within their classroom.
All lessons within this curriculum reinforce key concepts in science. Included
in this curriculum are teacher resources that will give teachers the background
knowledge they need to facilitate this curriculum. Also included in this curriculum
are multiple assessment strategies that teachers can use, including an inquiry skills
rubric and students self assessment checklist. Within each lesson key concepts are
addressed, which are then reinforced through student activities. Each lesson gives
students the opportunity to practice certain inquiry skills. These inquiry skills will
help guide students in their scientific inquiry explorations.
Students record their findings in their science journals, which give them the
opportunity to refer back to previous questions or comments they had made. This
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process is done with guidance from the teacher; it gives students the chance to
collaborate with others in their science explorations. This curriculum allows students
to have a rich science experience within the classroom. The lessons are flexible so
that teachers can facilitate its components when they can.
Limitations of the Curriculum
There are some limitations that exist within this curriculum. One of the key
elements of this curriculum is having the monarch butterfly and an appropriate
rearing environment within the classroom, but this can sometimes cost money, which
can be a limiting factor for some teachers and schools.
This curriculum cannot be implemented anytime during the year. It must be
facilitated at the end of April or May. This is due to the monarch’s migration and life
cycle timetable. Furthermore, there is a risk in having live animals in the classroom
and there is always a possibility that the monarch’s may die, due to illness,
temperature, or stress. If this should happen when implementing this curriculum it
will limit the student’s real world experience of the monarch’s life cycle.
The content that is within this curriculum is limited. This curriculum was
developed and limited to kindergarten. There are many aspects, not included in this
curriculum, of the monarch butterfly that can be explored. Along with many different
exploratory activities that students can be involved in. This curriculum gives just an
outline of what can be taught involving science inquiry and the monarch butterfly.
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Implications for Further Research
This curriculum is geared towards kindergarten students, but can be altered
so that students in first and second grades can experience it. Because this curriculum
involves the monarch butterfly it can be implemented anywhere in the United States.
This curriculum does not yet include any fieldtrips. It would be very beneficial for
student’s experiences to include a fieldtrip. If this curriculum was implemented close
to any monarch migration site, it would be an amazing educational experience for
students and teachers to visit and witness this amazing natural occurrence. Given the
delicate nature of the monarch butterfly, this curriculum could be modified to focus
on another species of butterfly that is not so delicate and prone to disease.
Furthermore, this curriculum was implemented in a kindergarten classroom,
but it would be very beneficial to implement this curriculum in multiple diverse
classrooms. This would allow the curriculum to be revised with multiple students
and teacher perspectives in mind.
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