Chasing Monarch Butterflies

Introduction

Grab your nets and let's get exploring so we can catch one of the most beautiful insects in North America. Today we will learn all about the Monarch Butterflies! It will be up to each group of four to chase these beautiful insects and find out more fascinating facts about them and find where their migration will take them.

Task

Let's begin by testing your knowledge with the quick quiz below

https://www.britannica.com/quiz/butterflies-and-moths-fact-or-fiction

You and your group will then grab a poster board and various supplies such as map colors, markers, pencils, from the back table and work together to present an oral report

Your report must contain all of the following:

  • You will be able to identify and draw the Monarch Butterfly
  • label the stages in it's life-cycle
  • write about the region where they from and even calculate up to how many miles they can travel for migration
  • give facts on what they eat, how they mate, and behaviors
  • come up with 3 fun or interesting details about the species using the world wide web/ e-source

 

Process

Please enjoy these video's and links to learn more, and make sure to discuss these among your group

The Monarch Butterfly (Danaus Plexippus) can be identified by its orange and brown color it has black margins with two row of white or orange dots. Their wingspan can be 3" and a half to 4" long and their body is black with white eyes. In the link below can you identify the Monarch Butterfly? 

https://www.flickr.com/photos/butterflyenglish/8472944893

 

https://www.youtube.com/watch?v=ocWgSgMGxOc

https://www.britannica.com/animal/monarch-butterfly

https://kids.nationalgeographic.com/animals/monarch-butterfly/#monarch-butterfly-grass.jpg

watch episodes 7, 18 Monarch Butterfly

https://www.nwf.org/Educational-Resources/Wildlife-Guide/Invertebrates/Monarch-Butterfly

http://www.nhptv.org/natureworks/monarch.htm/

Evaluation

         
         
Oral Presentation Rubric : Chasing Monarch Butterflies oral and visual presentation        
         
         
         
Teacher Name: Ms. Garcia      
         
         
Student Name:     ________________________________________  
         
CATEGORY 4 3 2 1
Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \\\"waves\\\" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present.
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Organization of group supplies, and illustration Students are working in organized manner. The illustration provided is factual and visually interesting. Students work together for the most part in an organized matter. The illustration provided is factual and mediocre. Students are somewhat disorganized. The illustration provided is passable, but not impressive. Students did not stay organized. The illustration is missing and or unrecognizable.
Participation in group setting Students worked cohesively as a group, and assigned tasks were carried out by all members of the group, Majority of the group worked cohesively at assigned tasks. Some members may have chose to participate but stay in the background. The students in the group did not participate well. They may have just gotten by with other members of the group carrying them along. There is no group work here. The students are distracted and doing their own things.
Knowledge of facts and supporting content The group has completed their project and stated facts and supporting content relevant to their subject. The group is nearly done with completion of their project and stated facts relevant to their subject. The group is halfway done with their project and has some relevant facts about the subject. The group did not complete their project. there is no supporting content to support their subject matter.

Conclusion

Congratulations you and your team have made it through learning, seeing, and hearing all about the magnificent Monarch Butterfly! I hope that this will pique your interest in the process of scientific observations, data keeping, and exploration of various environments

Get outside and do some exploring and see if you can capture the Monarch butterfly on your phone or in picture. This task will allow you to gain an extra 10 points on any future science test, so Happy hunting students!

Credits

Teacher Page

This Webquest was designed for second grade elementary students and should be a lesson that will take 1-3 days  depending on class duration. It covers Science and ELAR

TEKS Science 112.13 Scientific investigation and reasoning, Organisms and environment

10A, 10B, 10C

TEKS English 110.13

A1, 3,

(B) Knowledge and skills