Module 3 Theory to Work in Classroom

Tracy Roberts

A Day in the Life of a Monarch

Conceptual Goals- Children ill learn the basic cycle of a butterfly and hat each sta!e of the process entails" #ey Concepts- e!!$ lar%ae$ pupa &chrysalis'$ butterfly$ milk eed (b)ecti%es-(bser%e and e*plore a monarch caterpillar as it !oes throu!h each life sta!e -Describe obser%ations and formulate hypotheses in their +utterfly ,ournals -Collaborate ith peers about their scientific findin!s" MaterialsA-uarium Lar!e plastic container ith lid Milk eed lea%es .e spaper Monarch caterpillar /+utterfly ,ournals0 for each student

Mini-Lesson &1rior #no led!e'- (n Day (ne$ there ill be a mini-lesson held that discusses the caterpillar e!!s2 here they are located$ hat they look like$ ho they are laid$ and ho they

hatch" Create a class eb 334ocial Co!niti%e Theory33" .onfiction books$ photos$ and a Web5uest ill be used for children to e*plore the idea of milk eed lea%es and e!!s" &http677 "dedham"k89"ma"us7 eb-uest7sprin!9::97l 7butterfly; eb-uest"htm'

Module 3 Theory to Work in Classroom 1rocedures &Day T o'-

Tracy Roberts

8' Line up the class for a .ature Walk" +rin! alon! the container &punch holes in lid'" 9' Locate milk eed lea%es"" 3' 1roceed in searchin! for a monarch caterpillar amon!st the lea%es &che marks on the lea%es indicate that the caterpillars are7ha%e been present'" <' (nce caterpillar is located$ place in the plastic container and co%er the lid" =' Collect e*tra milk eed lea%es and place them in the container" 6) 1lace ne spaper on the bottom of the a-uarium and carefully mo%e the caterpillar into the a-uarium" Add some fresh milk eed lea%es and close the lid" 33>*pectancy-?alue

Theory33
@' Aand out /+utterfly ,ournals0 to each child and arran!e them into permanent Bn%esti!ation Groups &!roups are assi!ned accordin!ly'" While in !roups$ students ill discuss &teacher monitors$ models$ and scaffolds discussion' the process that e ha%e !one throu!h to prepare the caterpillar" Children rite about hat they ha%e done thus far in their +utterfly ,ournals indi%idually" Where did e find the caterpillarC What did e do to prepare him for his transformationC What do you suppose the caterpillar mi!ht look like tomorro C

9) Days Three Dntil Einal Day- Aa%e Bn%esti!ation Groups 334ocial Co!niti%e Theory33 come up to the caterpillar station one by one to e*plore any ne obser%ations" (nce they ha%e obser%ed carefully$ send them to their !roups to discuss hat they ha%e found" Are there any chan!esC Ao did the caterpillar differ from the last time e obser%edC Write and dra detailed obser%ations7hypotheses in their +utterfly ,ournals"

Module 3 Theory to Work in Classroom

Tracy Roberts

33The 4elf-Determination Theory is bein! utiliFed here" 4tudents are orkin! to ards the three basic needs of theory &the need for autonomy$ the need for competence$ and the need for relatedness'" Autonomy is bein! met because students are able to master the !oals in their independent +utterfly ,ournal" Competence is bein! met because students ha%e the tools and resources to feel capable of performin! the task$ and support is a%ailable to enhance this feelin!" Lastly$ relatedness is bein! met because children belon! to a lar!er$ collaborati%e !roup"33

8:' Einal Day- Children ill rite a conclusion in their +utterfly ,ournal about hat they ha%e obser%ed$ ho lon! it took$ and hat the final outcome as"

Adaptations- Due to the fact that the e*periment is obser%ation-based$ the teacher may ha%e to !uide some children into seein! hat is most important at each sta!e" Discussion !roups !i%e children the chance to collaborate$ rather than comin! up ith all of their hypotheses independently &!i%in! additional support to students ho may need it'" A /+utterfly ?ocab0 chart should be set up in the classroom so that the children can better e*plain their obser%ations in their )ournals$ as ell as a plethora of nonfiction books and anchor charts used as resources"