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INTRODUCTION
This lesson was developed by Jean Trimble as an assignment for her "Instructional Applications of the Internet" class at Kent State University. It was developed to enhance the 4th-grade community service initiative that involves the development of Otterbein Lake.
CONTENT AREA AND GRADE LEVEL
This lesson is designed for grades 1-5. It focuses on butterfly habitats in Central Ohio, which is appropriate for the elementary level Life Science curriculum in the Westerville City School District.
CURRICULUM STANDARDS
Outcomes:
Students will:
- Identify and select butterfly species that are native to Central Ohio
- Identify host plants for larvae (caterpillars) based on selected species
- Identify nectar-producing plants for adult butterflies based on selected species
- Determine which plants are needed for the butterfly garden to ensure butterflies will be attracted to the garden at various times throughout the year
- Create a butterfly garden design plan based on the butterfly species and plants selected
ODE Science Standards Addressed:
Life Sciences:
Grade 1: Diversity and Interdependence of Life, Standard #4: Investigate that animals eat plants and/or other animals for food and may also use plants or other animals for shelter and nesting.
Grade 2: Diversity and Interdependence of Life, Standard #5: Explain that food is a basic need of plants and animals (e.g., plants need sunlight to make food and to grow, animals eat plants and/or other animals for food, food chain) and is important because it is a source of energy. Standard #7: Compare the habitats of many different kinds of Ohio plants and animals and some of the ways animals depend on plants and each other. Standard #8: Compare the activities of Ohio's common animals during the different seasons by describing changes in their behaviors and body covering. Standard #9: Describe Ohio plants during the different seasons by describing changes in their appearance.
Grade 3: Diversity and Interdependence of Life, Standard #2: Relate animal structures to their specific survival functions (e.g., obtaining food, escaping or hiding from enemies). Standard #6: Describe how changes in an organisms habitat are sometimes beneficial and sometimes harmful.
Grade 4: Diversity and Interdependence of Life, Standard #2: Relate plant structures to their specific functions (e.g., growth, survival and reproduction). Standard #3: Classify common plants according to their characteristics (e.g., tree leaves, flowers, seeds, roots, and stems). Standard #5: Describe how organisms interact with one another in various ways (e.g., many plants depend on animals for carrying pollen or dispersing seeds).
Grade 5: Diversity and Interdependence of Life, Standard #4: Summarize that organisms can survive only in ecosystems in which their needs can be met (e.g., food, water, shelter, air, carrying capacity, and waste disposal). The world has different ecosystems and distinct ecosystems support the lives of different types of organisms. Standard #6: Analyze how all organisms, including humans, cause changes in their ecosystems and how these changes can be beneficial, neutral or detrimental (e.g., beaver ponds, earthworm burrows, grasshoppers eating plants, people planting and cutting trees and people introducing a new species).
Science and Technology:
Grade 2: Abilities To Do Technological Design, Standard #4: Communicate orally, pictorially, or in written form the design process used to make something.
Grade 3: Abilities To Do Technological Design, Standard #4: Use a simple design process to solve a problem.
Grade 4: Abilities To Do Technological Design, Standard #3: Describe, illustrate and evaluate the design process used to solve a problem.
Grade 5: Understanding Technology, Standard #1: Investigate positive and negative impacts of human activity and technology on the environment.
NETS Standards:
3. Research and Information Fluency - Students apply digital tools to gather, evaluate and use information.
4. Critical Thinking, Problem Solving, and Decision Making - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
IMPLEMENTATION OVERVIEW
"Create a Butterfly Garden" has been designed for a class laboratory setting, where a whole class can work on it at once. The lesson is organized so a pair, or group, of students can follow the WebQuest directions at a computer to complete six tasks.
DAY 1
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Step 1: Students Form a group
Step 2: Students Print out a Checklist of Ohio's Butterflies and Skippers and determine (based on the group) which butterflies they want to research. Students create a folder for their group work. |
DAYS 2 and 3
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Step 3: Students print out a worksheet and use the WebQuest to research which plants (host and nectar-feeding) are needed for their selected butterfly species.
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DAY 4
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Step 4: Groups collaborate together as a class to decide on 8 to 12 butterfly species for the butterfly garden as well as necessary plants. The class also starts to think about additional elements, other than plants, that should be added to the design.
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DAY 5
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Step 5: The class selects an "artist" to draw the decided-on "plan" for the garden (including plants and additional elements based on their research).
Step 6: Each student prints out an Evaluation Form and grades themselves accordingly. Each student turns in their completed folder to the teacher. |
RESOURCES NEEDED
Technology:
- A computer for each group of students.
- A printer for printing out worksheets, checklists, etc.
Human Resources:
- An aide or parent helper to help out with questions or unexpected "glitches"
Supplies:
- Folders for each group
- Paper for printing out worksheets and checklists
ENTRY LEVEL SKILLS AND KNOWLEDGE
Students (and Teacher) will need to know:
- How to navigate on the internet
- How to print documents
- How to word process
- How to take notes
EVALUATION
Before students begin any of the six steps in the "Process" section of this lesson they should be aware of what they will be evaluated on. At the end of the WebQuest, they will complete an evaluation for themselves. Click here to download an evaluation form.
Students will be evaluated in three areas: Participation, Notes and Garden Design.
The teacher will review the evaluations and, of course, make changes and additions as necessary.
POSSIBLE VARIATIONS
- Read literature about butterflies such as:
- Harkins, Susan Sales, and William H. Harkins. Design Your Own Butterfly Garden (Robbie Readers). Bear Delaware: Mitchell Lane Publishers, 2008. Print.
- Harris, Sue. The Butterfly Garden (Templar). San Francisco: Chronicle Books, 2006. Print.
- Ryder, Joanne. Where Butterflies Grow (Picture Puffins). New York City: Puffin, 1996. Print.
- Try to find locations throughout the area that may like a butterfly garden and offer to plant this design for them.
- If you are given the opportunity to plant this design, check back often to observe the progress (e.g., are the selected species present, are the flowers blooming as planned, etc.)
CONCLUSIONS
Through this WebQuest your students will discover more about Ohio-native butterflies and plants. They will be given the opportunity to research in a contained environment and will have to cooperate with fellow group member to achieve the desired results. Encourage them to share what they learned with others to increase awareness of Ohio's native species.