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A Study of Butterflies - LaPorte, Texas - Kindergarten Class

Selections

by Jennifer Johnson and Charlotte Copous

     The students questioned at the beginning of the project just how a caterpillar could possibly turn into a butterfly.  To launch the investigation into project work, we purchased larva and observed as they changed right before our eyes.  The caterpillars were watched daily, and the students recorded their observations in their Discovery Journals. 

     Fieldwork

     The fieldwork component began with a plan to visit Moody Gardens in Galveston, TX to see The Butterfly Hatching Hut in the rainforest exhibit. The children brainstormed and wrote interview questions on chart paper for our presenter and tour guide in a group session prior to our trip. The majority of the questions pertained to the process of metamorphosis and different types of butterflies.

     Upon arriving at Moody Gardens, an educational orientation presentation began our field experience.  The presenter let us examine many preserved specimens of butterflies.

     We discussed their characteristics and made comparisons on the different types.  The prepared questions were asked of the presenter and some new questions were added as a result of our new discoveries.  The presenter did a good job of answering our questions as we documented the responses to use in a follow-up discussion after the trip. Next, a visit to the rainforest brought us to the Butterfly Hatching Hut.  

      Many different types of chrysalises and the butterflies were observed.  

     Butterflies were coming out of chrysalises, while other butterflies were observed in the process of drying their wings.  

    

     The explanation was tendered as to the origin of the different chrysalises and the preparation needed for display.

     Pictures of the caterpillars that make each of the different chrysalises and the butterflies that emerge out of them were then shown to the students.  A discussion of the stages of metamorphosis was lead by the presenter and models of each stage were shown.  Many questions were asked about the different types of chrysalises.  The students were surprised and extremely interested to see how different each one looked.  Can you imagine a shiny golden butterfly? Then, we watched as the new butterflies were released out into the rainforest.

     A tour of the rainforest was next.  We became “Butterfly Watchers” as we observed many butterflies sipping nectar, resting on plants, flying around and basking in the sun.  Pictures were taken of many butterflies to put in our discovery center. Overall, the experience was excellent at building on our existing knowledge and even expanded the previous knowledge with new experiences.

     Upon returning to class, we brainstormed list of the observations and experiences generated from our field trip.   A class book was produced from the list and placed in our reading center for further enjoyment.  The pictures from the trip were proudly displayed in our discovery center journal for future reference throughout the project.

     Mr. Miller, the Director of Live Materials from our district, was then invited to come in and visit with our classes.  He brought in some live butterflies caught in our area with some specimens for comparison and observation.  

     The students interviewed him about the butterflies that live in our area and how he caught them.  He passed out various laminated butterfly wings to be observed with a magnifying lens so that the students might make comparisons of the scales and patterns in the wings.

     For follow up, a thank you card was written to Mr. Miller as well as a list of information learned from him.   The laminated butterfly wings were put in our discovery center for further investigation.   Magnifying glasses and a microscope were placed in the center and enhanced the students continued observations.   Rubbings of the wings gave tactile enjoyment and even more information about the veins and the scales.

     The students brainstormed how they would like to further investigate and elaborate on what they have already discovered about butterflies from our field experiences, activities and observations.  The students said:

¨       they wanted to have some materials to make different types of butterflies in the art center

¨       they wanted to put on a puppet show

¨       they wanted look for butterflies on the Internet

¨       make some books about butterflies

¨       dress up and act like butterflies

¨       continue to observe the larva and pupas and record their changes on the time line

     The students are taking what they have learned from these experiences and using it in their work.  Their butterflies now have symmetrical wings and veins.  Their chrysalises are various colors instead of only brown or green.  They understand the process of metamorphosis.   Overall, the field experiences were beneficial for the students, helping them make connections to their existing knowledge as well as gaining new knowledge about butterflies.  We have added the pictures from our experiences to our class journal, and put out some new resources for the students to continue to enhance their learning.

     Center Work

     As the students continue to explore and investigate butterflies in Phase 2, knowledge and understanding has been demonstrated. The answers to the many questions on the EKWQ chart are evident and tangible.  The demonstration of this knowledge is observable through self-directed, independent activities in centers.

     Students rotate through a variety of content area, open-ended centers, in which they have a variety of opportunities to investigate butterflies.

     In the art center, a variety of media such as play dough, clay, watercolors, markers, pom-poms, pipe cleaners, paper plates and paper tubes were supplied for the students to create their own versions of butterflies and caterpillars. 

      

    

     Students explore symmetry in the math center using manipulatives such as pattern blocks and geoboards.  They even made symmetrical, edible butterflies.  Students’ also reinforced counting by 4’s using butterfly wings.

     In the reading center students were given the opportunity to increase their knowledge about butterflies by reading and researching various non-fiction books or listening to books on tape.

     In the puppet center, groups have worked to develop dramatic performances with the butterfly puppets along with the other insect puppets.

     A continuation of observation and documentation of the growth and changes of larva and pupas in the discovery center is continuous.  Students make many observations and record them in their Discovery Journals.  They also investigate camouflage by blending a butterfly into a given environment.

     In the dramatic play center, the students have been dramatizing being butterflies by putting on wings and antennae. They really enjoyed “flying” around the room and using straws to sip nectar from flowers.

    

     The students have been fully engaged and involved in their project work and have enjoyed the freedom they have been given to explore independently.

     Displays

     Collections of various stages of the student’s work from their beginning stages to the completed product have been kept.  The completed products have been displayed in the classroom and in the hallway to give our students the opportunity to share their creations.

 

     We have taken a video of the dramatizations created by the students in the puppet and drama centers, along with many photographs of students working in the block center, surfing the net, and observing/documenting the life cycle of the butterfly.  The completed products are placed in center folders and evaluated for understanding of butterflies and their life cycle and the application to their knowledge (along with completion).

     As our project work neared completion and our pupas begin to change into beautiful butterflies, we finished with Phase 2 and got ready to fly into Phase 3.

  Resources

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Information Copyright © 2001, Jennifer Johnson and Charlotte Copous.     |     Design Copyright © 2001, Cory Moravits.     |    Property of LaPorte ISD