1. THE BUTTERFLY BY
MIGUEL BRISENO

2. UNIT SUMMARY
The students will study the life cycle of a butterfly. This will show them the different stages a butterfly goes through: egg, caterpillar, chrysalis, and butterfly. The students will be responsible for taking detailed observations of each stage and doing research to go along with what they observe. In groups of 4-5, students will work together to complete these activities.

3. Essential Question:
Do all animals have the same life cycle?
Unit Questions
What does a caterpillar use to form its chrysalis?
Content Questions
What stages does a caterpillar go through to live its full life?

4. THE STANDARDS
Life Sciences 2. Plants and animals have predictable life cycles. As a basis for understanding this concept:
a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another.
b. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.
c. Students know many characteristics of an organism are inherited from the parents. Some characteristics are caused or influenced by the environment.
d. Students know there is variation among individuals of one kind within a population.
e. Students know light, gravity, touch, or environmental stress can affect the germination, growth, and development of plants.
f. Students know flowers and fruits are associated with reproduction in plants.

5. Learning objectives for my Unit
To complete observations of an insect life cycle, understand the stages, practice data collection, and conduct independent research.

6. How will I use Project-Based Learning
Project-based learning will be used to teach your student the process in which the life cycle has stages throughout a life span. A butterfly will be use in example. The process will show the evolution from; an egg, caterpillar, chrysalis, butterfly. They will answer questions and make predictions on what will happen next.
Communication will be used to tell each other what is going on and compare with each other’s projects. Students will need to be self-directed while observing their project. Computers will be used for research on why these insects live and evolve the way they do. They will see the process as they learn it.

7. Gauging student needs:
I will find out what the students already know about butterflies and their experiences with outdoor encounters with butterflies.
I want to find out how they can research with computers and compare what they have seen before to what they can find out.
They will have questions that will make them think critically with experience, observation, and research.
As they go on with their project I will observe and create new activities based on their learning pace.

8. The Butterfly