Butterflies - Early Learning Success

Butterflies

Unit of Study Mixed Ages

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Butterflies Unit of Study © Early Learning Success, LLC, 2015

www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Butterflies Unit of Study, Mixed Ages (Birth through School-Age) Copyright © 2015 by Nancy Dougherty Butterflies Unit of Study is a component of the Early Learning Success Curriculum. Early Learning Success Curriculum, copyright © 2014, is written by Nancy Dougherty.

It is owned exclusively by Early Learning Success, LLC with all rights reserved. Early Learning Success Curriculum is published online at www.earlylearningsuccess.net

Logo design is by Nancy Dougherty. © Early Learning Success, LLC, 2014. Disclaimer

Educators and providers that use the Early Learning Success curriculum are expected to adhere to the licensing statutes, regulations and requirements specific to their State.

Educators and providers should understand early childhood education and care best practices.

Educators and providers need to diligently monitor safety practices when using materials as appropriate for the developmental level of the children.

Online Resources for Unit Development www.wpclipart.com www.pinterest.com

http://www.earlylearningsuccess.net/

http://www.wpclipart.com/



http://www.pinterest.com/

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Units of Study All Units of Study have been developed using the same criteria. This process results in a very balanced and consistent delivery of activities that address all developmental domains. This also supports the early childhood education and care field in preparing children to be successful with STEM programming emphasis, (Science, Technology, Engineering and Mathematics). Supporting the Domains of Development and STEM Education Functions The Early Learning Success Curriculum Units of Study have been carefully designed to

support and enhance every child’s learning in all developmental domains:

Social & Emotional Development

Approaches to Learning

Creativity & the Arts

Language & Literacy Development

Cognitive Development, including math, science and social systems

Physical & Motor Development The Early Learning Success Curriculum uses Minnesota’s early learning standards as stated

in the Minnesota Early Childhood Indicators of Progress (ECIPs) document as the goals and objectives for children. Minnesota’s early learning standards are easily aligned with other early learning standards. The Units of Study also emphasize the skills and knowledge needed to be successful in the areas of STEM as stated by Janice Morrison (TIES STEM education monograph series, attributes of STEM education, 2006). She outlined several functions of a STEM education and suggested that students should be:

• Problem-solvers – able to define questions and problems, design investigations to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations. • Innovators – creatively use science, mathematics, and technology concepts and principles by applying them to the engineering design process. • Inventors – recognize the needs of the world and creatively design, test, redesign, and then implement solutions (engineering process). • Self-reliant – able to use initiative and self-motivation to set agendas, develop and gain self-confidence, and work within time specified time frames. • Logical thinkers – able to apply rational and logical thought processes of science, mathematics, and engineering design to innovation and invention. • Technologically literate - understand and explain the nature of technology, develop the skills needed, and apply technology appropriately.



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Using the Unit Materials The Planning Framework Planning for preschool through school-age children is done using a framework that includes all six developmental domains. Through purposeful planning each Unit includes 2 activity plans that address the domains of Social & Emotional, Language & Literacy, Cognitive, Creativity & the Arts, and Physical & Motor Development either as the primary or secondary focus of the activity. In addition, each activity plan identifies an Approach to Learning component and explains how the activity supports school readiness. Each activity plan also includes a STEM Education Function. The Unit planning framework provides many activities for educator/providers to implement but allows for freedom and creativity to create weekly plans that address the specific needs and interests of individual children and programs. The Units are not weekly plans, but can span several weeks depending on educator/provider preferences. A Sample Week is included but educators/providers should adapt and create plans that meet their programming needs. A blank planning form is included so that educator/providers can make each Unit their own.

Included in the Unit are activity plans, templates, patterns and pictures for the numbered activities in the planning framework. All the educator/provider needs to do is read through the activity plan and gather or prepare the necessary materials. All materials are those commonly found in childcare programs such as glue, paint and paper. The activity plans include ideas for ‘getting ready’, the actual activity directions, questions to reflect upon, and the developmental domains and importance of the activity. This helps the educator/provider know what to look for in observing a child’s skill and knowledge development.

The Unit planning framework includes 8 numbered activities along with several other ideas that are not numbered. Each of the numbered activities can take more than one day to complete depending on time, schedules and interests of children. The sample planning sheet demonstrates how the activities in the planning framework can be used for weekly planning.

Planning for Infants & Toddlers The Unit activities and experiences for this age address the development needs of a wide range of infants and toddlers. These experiences are designed based on learning and discovery through sensory interactions with the educator/provider. They can be easily integrated throughout different components of the day depending on the infant’s schedule. The activities can be adapted to meet the differing skills as young infants grow to be toddlers and then preschoolers. A block-style planning form is used to indicate activities in each domain. Planning for Preschool and School-Age The included Weekly Plan uses only a few of the activities listed in the Planning Framework. Each activity identifies an ECIPs domain so that learning activities are balanced across all domains. This also helps educator/providers be intentional with planning based on observations of a child’s needs.



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Butterflies Unit of Study Highlights Caterpillars munching …. Wings of brilliant colors ….. Softly flitting here and there…. Caterpillars and butterflies are definitely a sign of summer! How many times have the children in your care brought you a caterpillar? Or chased after a monarch as them moved from flower to flower? These are summer ‘rites of passage’ for many children and adults (I often have something in a jar!). Butterflies are fascinating to children because of their life cycle and their brilliant colors. And they are beautiful to watch! The excitement of seeing a caterpillar become a butterfly is an experience that never gets tiring. In this Unit, children are encouraged to explore butterflies through these hands-on activities:

Experiencing metamorphosis through making changes in their environment

Learning about symmetry when creating a butterfly mosaic

Moving like a butterfly during an interpretive movement activity.

Butterflies can be used to learn so many things about our world – from ecology to symmetry, from artistic design to philosophy. Here are a couple of great website for more information about butterflies: http://www.kidsbutterfly.org/ http://www.thebutterflysite.com/



http://www.thebutterflysite.com/

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Preschool & School-Age Planning Framework Butterflies Unit of Study based on the MN Early Childhood and School Age Indicators of Progress

Note: All activities encompass the Approaches to Learning Domain; the Social and Emotional Domain is integrated into specific activities

Language & Literacy Cognitive Creativity & the Arts Physical & Motor Reading Math Movement/dance/music Gross Motor

Activity 1: It’s Rhyme Time Children experience the fun of rhyming words

Activity 3: Butterfly Color by Number Recognize numbers and color according to code

Activity 5: Butterfly Interpretive Movement Discover how it feels to move like a butterfly

Activity 7: Butterfly Hunt Catch butterflies using special net

Read, Read, Read Use the book list to read about butterflies

Writing Science Art Studio Fine Motor

Activity 2: Meta What? Learn about metamorphosis and write about it

Activity 4: Magnetic Painting Magnets provide the tools for painting

Activity 6: Flutterby Mosaic Children learn about symmetry through hands on art work

Activity 8: Paper Cutting Use cutting skills to create fun caterpillar and butterfly displays

Speaking/listening Social Systems Understanding Healthy Living

Rhyming Words Continue to play rhyming word games as an extension of Activity 1

Saving the Monarchs Find out why the monarchs are endangered and plant some milk-weed

Caterpillar Kabobs Use melon balls to create colorful fruit skewers – cantaloupe, honeydew, and watermelon

Social & Emotional Special Areas Emotional Ideas for ‘whole day’ programming:

Set up a butterfly house – purchase caterpillars and watch as they grow and turn into butterflies

Plant a butterfly garden – special flowers that attract butterflies and hummingbirds

Art center – provide lots of scraps and collage materials so children can create colorful butterflies Dramatic Play/environment adaptations

Provide scarves for dancing like a butterfly

Provide shape blocks and encourage children to create butterflies Field Trips or Visitors

Visit an area butterfly house or display – many zoos have them in the summer

Visit a Nature Center and have the naturalist talk about butterflies

Magnetic Painting

Self-Concept

Activity 2: Meta What?

Butterfly Interpretive Movement

Social Competence & Relationships

Butterfly Hunt



Books 7

Ten Little Caterpillars by Bill Martin Houdini the Amazing Caterpillar by Janet Pedersen Nina, Nina Ballerina by Jane O’Connor My Oh My – A Butterfly! by Tish Rabe The Very Hungry Caterpillar by Eric Carle The Butterfly Alphabet Book by Brian Cassie Butterfly, Butterfly: A book of colors by Petr Horacek I Wish I Were A Butterfly by James Howe Monarchs by Kathryn Lasky An Extraordinary Life: The Story of a Monarch Butterfly by Laurence P. Pringle Monarch and Milkweed by Helen Frost Where Butterflies Grow by Joanne Ryder Waiting for Wings by Lois Ehlert Butterfly House by Eve Bunting Charlie the Caterpillar by Dom De Luise Clara the Caterpillar by Pamela Duncan Edwards The Prince of Butterflies by Bruce Coville From Caterpillar to Butterfly by Deborah Heiligman Butterfly Book: A Kid's Guide to Attracting, Raising, and Keeping Butterflies by Don Hamilton The Beautiful Butterfly Book by Sue Unstead Caterpillars and Butterflies by Stephanie Turnbull 1001 Bugs to Spot by Emma Helbrough

http://www.amazon.com/Monarchs-Gulliver-Green-Books-PB/dp/0152552979/ref=cm_lmf_tit_1

http://www.amazon.com/An-Extraordinary-Life-Monarch-Butterfly/dp/0531300021/ref=cm_lmf_tit_2

http://www.amazon.com/Monarch-Milkweed-Helen-Frost/dp/1416900853/ref=cm_lmf_tit_3

http://www.barnesandnoble.com/c/deborah-heiligman

http://www.barnesandnoble.com/c/don-hamilton

http://www.barnesandnoble.com/c/sue-unstead

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Letters, Numbers, Colors and Shapes

Letter Focus L, l

Read the Llama in Pajamas by Russell Punter (Usborne Books), look for the ‘l’s’

Cut toast and sandwiches into ‘L,l’ shapes

Cut out lots of ‘L,l’s’ from different colors of construction paper; encourage children to make different structures or designs from the ‘L,l’s’

Number Focus 4

Use egg cartons, cut so that there are only 4 egg cups; use these to sort small items – putting 4 things into each egg cup

Using stick pretzels (some broken in half) and cream cheese for glue, children make ‘4’s’ and then eat them for snack

Make placemats that have pictures of 4 common items used at mealtime – plate, spoon/fork, glass, napkin

Color Focus orange

Have an ‘orange’ snack or meal Eat just orange foods

Discover how to make orange – mix red and yellow of a variety of items: paint, juices, ketchup and mustard, food coloring etc.

Make orange dreamsicles – yum Many recipes available on the internet

Shape Focus rectangle

Cut out lots of ‘L,l’s’ from different colors of construction paper; encourage children to make rectangle designs from the ‘L,l’s’. This also reinforces the letter for this Unit

Cut out large rectangles from construction paper and tape to floor, play ‘musical chairs’ type of game with the rectangles

Make a list of all the things children see that contain a rectangle

Websites for free printables www.education.com www.first-school.ws/THEME/alphabetp1.htm www.kidslearningstation.com www.abcteach.com



http://www.education.com/

http://www.first-school.ws/THEME/alphabetp1.htm

http://www.kidslearningstation.com/

http://www.abcteach.com/

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Sample Weekly Planning Form: Preschool and School-Age

Weekly Theme: Butterflies Date: Letter: L, l Color: orange Number: 4 Shape: rectangle

Monday Tuesday Wednesday Thursday Friday

Group Time & Story Time

Read, Read, Read Use the book list to read about butterflies

Activity 1: It’s Rhyme Time Children experience the fun of rhyming words

Group Experiment: Discover how to make orange – mix red and yellow of a variety of items: paint, juices, ketchup and mustard, food coloring etc.

Activity 7: Butterfly Hunt Make net to catch ‘butterflies’

Read the Llama in Pajamas by Russell Punter (Usborne Books), look for the ‘l’s’

ECIPS Language & Literacy: Reading

ECIPS Approaches to Learning: Curiosity

ECIPS Cognitive: Scientific Thinking and Problem Solving

ECIPS Social & Emotional: Social Competence & Relationships

ECIPS Language & Literacy; Reading

Discovery Time

Cut out lots of ‘L,l’s’ from different colors of construction paper; encourage children to make different structures or designs from the ‘L,l’s’

Activity 1: It’s Rhyme Time Set up a writing center where children can copy the rhyming words and draw pictures

Use egg cartons, cut so that there are only 4 egg cups; use these to sort small items – putting 4 things into each egg cup

Caterpillar Kabobs Use melon balls to create colorful fruit skewers – cantaloupe, honeydew, and watermelon

Activity 6: Flutterby Mosaic Children learn about symmetry through hands on art work

ECIPS Language & Literacy: Reading

ECIPS Physical & Motor: Fine Motor

ECIPS Cognitive: Mathematical & Logical Thinking

ECIPS Physical & Motor: Health & Well-Being

ECIPS Creativity & the Arts: Creating

Motor Skills

Nature Walk Take a walk around the neighborhood, looking for butterflies

Using stick pretzels (some broken in half) and cream cheese for glue, children make ‘4’s’ and then eat them for snack

Make orange dreamsicles – children help stir…..yum Many recipes available on the internet

Activity 7: Butterfly Hunt Catch butterflies using special net

Cut out large rectangles from construction paper and tape to floor, play ‘musical chairs’ type of game with the rectangles

ECIPS Approaches to Learning: Curiosity

ECIPS Physical & Motor: Fine Motor

ECIPS Language & Literacy: Speaking & Listening

ECIPS Physical & Motor: Gross Motor

ECIPS Physical & Motor: Gross Motor



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Project or Theme Based Webbing Planning Form

Use this Webbing Form to add your ideas to the Unit

Development Domains 1. Social and Emotional 2. Approaches to Learning 3. Creativity and the Arts 4. Language and Literacy 5. Cognitive 6. Physical and Motor



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Blank Planning Form

Weekly Theme: Date: Letter: Add

activities that focus on these cognitive areas

Color: Number: Shape:

Monday Tuesday Wednesday Thursday Friday

Group Time & Story Time

ECIPS ECIPS ECIPS ECIPS ECIPS

Discovery Time


Motor Skills




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Infants & Toddlers Integrated planning based on the Minnesota Early Childhood Indicators of Progress, Birth - 3

The following activities and directions could be integrated into the various components of your day

Experiences & Activities Educator/provider directly interacts with infant/toddler

Materials Needed

Experiences Infants and toddlers are working on these skills and behaviors through activities listed; each child meets specific developmental indicators based on individual development

Infants and Toddlers 1. Look at laminated pictures of butterflies – name

colors 2. Read ‘The Very Hungry Caterpillar’ by Eric

Carle or other board books 3. Use pattern below to make a textured butterfly

–use a variety of fabrics, use fabric glue to adhere to stiff felt

4. Sew/glue butterfly appliques onto baby socks 5. Tie colorful ribbon onto hair scrunchie for wrist

or ankle bracelets – ribbons should be no longer than 6 inches when tied

6. Help babies crawl like a caterpillar, fly like a butterfly

7. Use small colorful pillows and line them up like a caterpillar; encourage babies to crawl over and under the pillows; use directional words

8. Make sensory bottles using clear plastic bottles; fill with vegetable oil or corn syrup; add glitter and butterfly sequins NOTE: make sure cap is secure – glue /or tape

9. Use a soft butterfly and lightly brush across baby’s arms, legs, tummy; use words to describe the touch – soft, gentle, tickle-y etc.

10. Make handprint/foot print butterflies – footprint is the body, a handprint on each side for the wings

11. Cut a butterfly shape out of contact paper; with sticky side up (tape down so it doesn’t move) let infants and toddlers stick pieces of construction paper onto the butterfly

12. Let infants and young toddlers ‘color’ a butterfly using chubby crayons

13. Using a butterfly cookie cutter, cut out bread and make butterfly toast

14. Hang butterfly pictures from ceiling so that they flutter in the breeze or fan

Extended Learning for Toddlers

Caterpillar match-up: glue medium sized pompoms onto clothespin; children match the number of pompoms to cards with the number and picture of pompoms – see example below

Laminated pictures of butterflies

Variety of textured fabrics

Stiff felt

Fabric glue

Baby socks

Butterfly appliques

Hair scrunchies

Colorful ribbons

Small, colorful pillows

Clear plastic bottles

Vegetable oil or corn syrup

Glitter

Butterfly sequins

Soft butterfly

Washable tempera paint

Paper

Clear, contact paper

Construction paper scraps

Butterfly pictures

Chubby crayons

Butterfly cookie cutter

Bread for toast

Butterflies to hang up/string

Toddlers

Pompoms

Clothespins

Number matching cards,



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Put silk flower petals in sensory table, use plastic caterpillars and butterflies to ‘hide’ among the flowers

Make butterfly wings – see directions below

Make butterfly matching cards – match colors

Make large butterfly puzzle – directions below

Make a butterfly for snack – spread cream cheese onto graham cracker square; add slices of strawberries and bananas for wings; stick pretzels for the body

laminated

Silk flower pillows

Sensory table/tub

Plastic caterpillars/butterflies

Construction paper

Butterfly matching cards

Butterfly puzzle template

Items for snack – graham cracker square, cream cheese, strawberry/ banana slices, pretzels

Development Domains

This material comes directly from the MN Early Childhood Indicators of Progress, Birth – 3 document.

Social and Emotional Development:

Trust and Emotional Security: o Engages in behaviors that build relationships with familiar adults o Shows preference for familiar adults o Responds to unfamiliar adults cautiously o Seeks ways to find comfort in new situations o Shows emotional connection and attachment to others

Relationships with Other Children: o Shows interest in and awareness of other children o Responds and interacts with other children o Begins to recognize and respond to other children’s feelings and emotions o Begins to show concern for others o Learns social skills, and eventually words, for expressing feelings, needs

and wants o Uses imitation or pretend play to learn new roles and relationships

Self-Awareness: o Expresses feeling and emotions through facial expressions and sounds or

gestures o Develops awareness of self as separate from others o Shows confidence in increasing abilities

Self-Regulation: o Begins to manage own behavior and show self-regulation o Shows ability to cope with stress o Shows increasing independence o Understands simple routines, rules or limitations

Language Development and Communication:

Listening and Understanding: o Shows interest in listening to sounds o Listens with interest to language of others o Responds to verbal communication of others o Responds to nonverbal communication of others o Begins to understand gestures, words, questions or routines

Communicating and Speaking: o Uses sounds, gestures, or actions to express needs and wants o Uses consistent sounds, gestures or words to communicate o Imitates sounds, gestures or words o Uses sounds, signs or words for a variety of purposes



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o Shows reciprocity in using language in simple conversations

Emergent Literacy: o Shows interest in songs, rhymes and stories o Shows interest in photos, pictures and drawings o Demonstrates interest and involvement with books and other print

materials o Begins to recognize and understand symbols

Cognitive Development:

Exploration and Discovery: o Pays attention to people and objects o Uses senses to explore people, objects and the environment o Attends to colors, shapes, patterns or pictures o Shows interest and curiosity in new people and objects o Makes things happen and watches for results or repeats action

Memory: o Shows ability to acquire and process new information o Recognizes familiar people, places and things o Recalls and uses information in new situations o Searches for missing and hidden objects

Problem Solving: o Experiments with different uses for objects o Shows imagination and creativity in solving problems o Uses a variety of strategies to solve problems o Applies knowledge to new situations

Imitation and Symbolic Play: o Observes and imitates sounds, gestures or behavior o Uses objects in new ways or in pretend play o Uses imitation or pretend play to express creativity and imagination

Physical and Motor Development:

Gross Motor Development: o Moves body, arms and legs with coordination o Demonstrates large muscle balance, stability, control and coordination o Develops increasing ability to change positions and move body from place

to place o Moves body with purpose to achieve a goal

Fine Motor Development: o Uses hands or feet to make contact with objects or people o Develops small muscle control and coordination o Coordinates eye and hand movements o Uses different actions on objects o Controls small muscles in hands when doing simple tasks

Physical Health and Well-Being: o Shows characteristics of healthy development o Responds when physical needs are met o Expresses physical needs nonverbally or verbally o Participates in physical care routines o Begins to develop self-help skills o Begins to understand safe and unsafe behaviors

Supporting These activities:



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Emergent School Readiness Infants and toddlers are acquiring the knowledge and skills that are the foundation of preschool readiness skills

Encourage muscle development – both gross and fine motor

Provide experiences for cognitive development

Increase vocabulary

Support literacy development through books, songs, finger plays and language

Promote social and emotional development through nurturing the child to try and do new things

Promote the development of trusting relationships

Provide experiences to interact with other children



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SAMPLE Block Planning for Infants and Toddlers with Activities Theme: Butterflies Date: ______

Social and Emotional

Use a soft butterfly and lightly brush

across baby’s arms, legs, tummy; use words to describe the touch – soft, gentle, tickle-y etc.

Language Development and Communication

Look at laminated pictures of

butterflies – name colors

Cognitive

Toddler

Caterpillar match-up: glue medium sized pompoms onto clothespin; children match the number of pompoms to cards with the number and picture of pompoms – see example below

Physical and Motor

Cut a butterfly shape out of contact paper; with sticky side up (tape down so it doesn’t move) let infants and toddlers stick pieces of construction paper onto the butterfly

Toddler Put silk flower petals in sensory

table, use plastic caterpillars and butterflies to ‘hide’ among the flowers

Environment

Notes



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Block Planning for Infants and Toddlers Theme: Date: ______

Social and Emotional Language Development and

Communication

Cognitive Physical and Motor

Environment

Notes



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Finger Plays and Songs 1. Flutter, Flutter, Butterfly Sung to: "Twinkle, Twinkle, Little Star" Flutter, flutter, butterfly. Floating in the summer sky. Floating by for all to see, Floating by so merrily. Flutter, flutter, butterfly, Floating in the summer sky. 2. Roly-Poly Caterpillar Roly-poly caterpillar (wiggle right pointer finger) Into a corner crept, (place right pointer finger in left cupped hand) Spun around himself a blanket (spin around) Then for a long time slept. (place head on folded hands) Roly-poly caterpillar (wiggle right pointer finger) Wakening by and by, ("stretch" right pointer finger) Found himself with beautiful wings Changed to a butterfly. (flutter arms like wings) 3. Caterpillar Chant A caterpillar looks so small. It is hardly there at all. It munches on green leafy treats, And it gets bigger as it eats. It eats and eats, 'til pretty soon, It wraps up tight in a cocoon. When it wakes up it blinks its eyes And says, "I'm now a butterfly!" 4. Butterfly Chant A burst of blue, A shock of green, A whisp of wings is all that's seen. A flutter in the flower beds, A burst of blue, A bit of red, A whisper as it flutters by, You're oh so pretty, butterfly. 5. Fuzzy Wuzzy Caterpillar Fuzzy wuzzy caterpillar in the garden creeps He spins himself a blanket and soon falls fast asleep.



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Fuzzy wuzzy caterpillar wakes up by and by To find he has wings of beauty, changed to a butterfly. Pretty little butterfly, what do you do all day? I fly around the flowerpots, nothing' to do but play. Nothing' to do but play, darling', nothing' to do but play. So fly butterfly, fly butterfly, don't waste your time away. 6. Little Butterfly Sung to: "I'm A Little Teapot" I'm a little butterfly I have wings I fly around And see all things. When I see a flower That looks great I call out To all of my mates. 7. The Butterfly I spin and spin my chrysalis (or cocoon) ( circle middle finger on opposite palm) Then go to rest inside (close hand around finger) When I come out (open fingers slowly) I've changed indeed... Look! I'm a butterfly! (fly fingers away) 8. I'm a Butterfly Sung to: "Skip to My Lou" I'm a butterfly, come fly with me I'm a butterfly, come fly with me I'm a butterfly, come fly with me Come fly with me, my darling A butterfly, come drink nectar with me A butterfly, come drink nectar with me A butterfly, come drink nectar with me Drink nectar with me, my darling. A butterfly, now sleep like me A butterfly, now sleep like me A butterfly, now sleep like me Come sleep like me, my darling. 9. Butterflies in Flight Butterflies in flight, Are such a lovely sight. They dart about...1, 2, Way up high into the wild blue.



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Their colors are so lovely and bright, in orange, yellow, green and white. Butterflies in flight, Are beautiful both day and night. 10. The Fuzzy Caterpillar Once there was a caterpillar fuzzy as could be, He ate and ate and ate all the new, green leaves. And when he was finished and could eat no more, He made himself a chrysalis that didn't have a door. While inside this chrysalis, he began to change, The fuzzy caterpillar would never be the same. After seven days, he broke out and my oh my, The caterpillar he had been was now a butterfly.



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Infant & Toddler Activity Directions Texture Butterfly Use this pattern for your texture butterfly; cut out from stiff felt; add different textured fabric to wings using fabric glue



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Counting Caterpillars Glue 1-5 medium sized pompoms onto clothespins; match clothespin to correct card

Copy the cards below and color as desired to match clothespins



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Butterfly Wings

Use 12 X 18 inch construction paper – cut out two butterfly wings

Glue/staple together to make butterfly (disregard outside lines on diagram below)

Add body to butterfly wings

Decorate with stickers, paint, and/or construction paper scraps etc.

Add 2 elastic ‘arm loops’ from center of butterfly wings – see diagram: the blue lines are the elastic loops



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Butterfly Matching Cards

Make copies and color matching pairs



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Butterfly Puzzle Copy butterfly on cardstock paper; laminate and cut into a simple puzzle



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Preschool & School-Age Activity Plans

Activity 1: It’s Rhyme Time

Directions Materials Needed

Getting Ready

Setting the stage for excited and engaged learning

Sing ‘Up in the Tree’ (to the tune of Down by the Bay by Raffi)

Read the book ‘Ten Little Caterpillars’ by Bill Martin

Words for ‘Up in the Tree’ – below

Book ‘Ten Little Caterpillars’ by Bill Martin

Activity Directions should be adapted to fit the individual skills of children

PS-K

Have children think of more rhyming words and write them on chart paper

Then have them think of words describing how caterpillars and butterflies move

Clap out syllables of word

Find rhyming words for these and record them, syllables need to match (crunch – 1 clap, munch – 1 clap)

Provide writing tools and paper in writing center so that children can copy rhyming words

School Age

Children write butterfly/caterpillar rhyming word pairs on index cards to use for a rhyming memory game

Harder Option

Children create a story using the rhyming word pairs

They also illustrate their story using colored pencils

Chart paper/markers

Index cards

Markers

Story paper

Pencils

Colored pencils

Reflection Extending the learning, encouraging critical thinking

Things to reflect on

Why are rhyming words fun to say?

How did rhyming words spark your creativity to write your story?

Development Domains and Indicators Main development focus of activity

Primary Focus: Language and Literacy Preschool – Emergent Reading: Shows beginning understanding of concepts about print School-age – Reading: Demonstrates age-level skill in reading

Secondary Focus: Language and Literacy Preschool- Listening: Listens to and recognizes different sounds in rhymes and familiar words School-age – Speaking: Understands and uses different types of language such as jokes, stories, factual reports

Approaches to Learning Preschool – Curiosity: Shows interest in discovering and learning new things School-age – Learning Strategies: Develops skills in differentiating between fact and fantasy



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STEM Education Function

Inventors – recognize the needs of the world and creatively design, test, redesign, and then implement solutions (engineering process)

School/life Readiness Skill Development

Preschoolers need lots of practice with learning how to rhyme words. The auditory discrimination needed to rhyme words is very important in learning to read. Children need to be able to hear the sounds that make up words. Rhyming words are also fun, and children can get really silly while doing it. School-agers need the added experience of using words to create something. Writing a silly rhyming story is a perfect outlet for this. The added practice of writing is also beneficial. Computers can be used for this activity, just create a story-paper template for them to use because they will still need to illustrate their work.

Up in the Tree Sung to Down by the Bay

Up in the Tree Where the caterpillar lives He eats his fill Of leaves and twigs And when he’s full He goes to sleep Dreams of a PIG______ Dancing a JIG Dreams of a GOAT Floating in a MOAT



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Activity 2: Meta What?!!


Getting Ready


Read ‘Houdini the Amazing Caterpillar’ by Janet Pedersen

Talk about how children grow from babies to adults

Talk about changes we might make to grow stronger

Discuss the difference between a physical change (metamorphosis) and one that is more philosophical

Book ‘Houdini the Amazing Caterpillar’ by Janet Pedersen

Pictures of human growth from babies to adults


PS-K

Children think about something they want to change at their childcare - an idea would be to change some things in the housekeeping area

The provider ‘charts’ their ideas and how they plan to make it happen using the metamorphosis template below - change out the baby dolls for teddy bears/making it a Teddy Bear Hospital

Record progress and how children feel at each stage…. Example in template below 1. Egg hatching is exciting, (the IDEA – the

Teddy Bear Hospital) 2. The hard work of growing is hard and can

be messy, (the actual work before resting for the final transformation – packing up the housekeeping items and finding teddy bears)

3. The actual transformation from chrysalis to butterfly stages should take place overnight with the provider having a HUGE impact on the work, so think of what you can add that the children don’t know about (bring in a new doctor kit and supplies for the Teddy Bear Hospital)

4. Emerging from behind the blanket or transformation should be delightful (Voila! The Teddy Bear Hospital is ready to go!)

Provider takes pictures of their progress to capture the stages

At the chrysalis stage, the provider should hang a blanket to keep others from seeing the final work before the end transformation

School-Age

Metamorphosis template

Life cycle vocabulary words

Journal Goal Setting templates

Blanket to hide transformation



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Children follow the same process as PS-K but they chart their own progress using the metamorphosis template

Harder Option

Children examine their own behaviors or skills and choose something to change. This is more internal goal setting than physical changes to their environment. Some ideas could be to read more, eat healthier, play less video games etc.

Set goal and steps to achieve goal using journal goal sheet templates

Record progress in journal

For this age group, this is something that would be a great activity during the quieter part of the day



Why do we need to plan for changes?

What do we do if we don’t succeed?


Primary Focus: Language and Literacy Preschool- Emergent Writing: Uses scribbles, shapes, pictures, or dictation to represent thoughts or ideas School-age – Writing: Demonstrates increased proficiency in using written language to express thoughts, ideas, tell a story or report facts. This could be something that is set up on computers to support keyboarding skill development

Secondary Focus: Cognitive – Scientific Thinking and Problem-Solving Preschool –Questioning: Asks questions and seeks answers through active exploration School-age – Life Science: Observes and describes characteristics and life cycles of living things

Approaches to Learning Preschool – Reflection and Interpretation: Generates ideas, suggestions and/or make predictions School-age – Reflective Learning Practices: Sets personal goals based on learning and experiences


Problem-solvers – able to define questions and problems, design investigations to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations


Preschoolers are intrigued by the metamorphosis of caterpillar to butterfly. This is a magical event but hard to comprehend. Giving children this age more concrete ways of exploring a concept helps them start to make sense of it. The vocabulary they learn in this process is also impressive! School-agers are becoming more skilled at applying general learning to themselves. They are also at a great age to start really thinking about how what they do now really impacts who and what they become. This activity guides them in making decisions about personal goals, and by journaling, they are holding themselves accountable for their results. Great lesson in life!!



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Metamorphosis Template PS-K Teddy Bear Hospital

Egg Caterpillar Chrysalis Butterfly This is what the children want to change….

Change housekeeping into a Teddy Bear Hospital

Children work to make the changes

Pack up the housekeeping items. Find teddy bears

Provider hides the work behind a blanket for overnight

Overnight, provider brings out new doctor kit

When the blanket is removed, the Teddy Bear Hospital is set up and ready to go

Egg Caterpillar Chrysalis Butterfly This is what the children want to change

Children work to make the changes

Provider hides the work behind a blanket for overnight



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Activity 3: Butterfly Color by Number


Getting Ready


Play some counting and number recognition games

Read a counting book


PS-K

Children have picture of ‘color by number’ butterfly and Color Code Very important to adapt the difficulty for each child

Help children identify what numbers should be what color

Children color their butterfly using the right color according to the number

School-Age

The color sheet is prepared so that the numbers are only on one wing; instead of just numbers, make the activity more challenging by having children solve equations to get the number

Color wing based on the Color Code

Children need to complete coloring the second wing, based on the first wing

Harder Option

Older children color the first wing according to the Color Code

For the second wing, they need to tear paper and glue in to match the first wing

Color by Number Butterfly patterns that have been adapted for each age group; This is easy to do from a butterfly color page you already have, or find on the internet

School-Age Color by Number Butterfly patterns need to have the numbers on just one side, for the most advanced children instead of a number you can have an equation that equals a number

Construction paper scraps to tear

Glue sticks



What were some challenges to completing your project?

Where else do we see symmetrical designs?


Primary Focus: Cognitive – Mathematical and Logical Thinking Preschool- Number Concepts and Operations: Demonstrates increasing interest in and awareness of numbers and counting School-age – Number Concepts and Operations: Shows understanding of number and quantity

Secondary Focus: Physical and Motor Development Preschool – Fine Motor: Use eye-hand coordination to perform a variety of tasks School-age – Fine Motor: Demonstrates increasing small muscle control and coordination in eye, hand and body movements

Approaches to Learning Preschool – Persistence: Demonstrate ability to complete a task or stay engaged in an experience School-age – Learning Strategies: Demonstrates problem solving skills through play and daily activities



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Innovators – creatively use science, mathematics, and technology concepts and principles by applying them to the engineering design process


Preschoolers are just starting to recognize the different shapes of numbers and letters. They often write them upside down, or backwards. The more practice and exposure they have to letters and numbers, the better they become at recognizing them. School-agers will also benefit from continued practice recognizing numbers. The added dimensions of equations and having to duplicate one of the wings adds another level of critical thinking for the school-agers. This activity will require their patience to complete.

Color Code:

1 Black

2 Red

3 Yellow

4 Blue

5 Orange

6 Green

7 Purple

8 White

9 Brown

10 Grey

11 Pink

12 Other to be named



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Activity 4: Magnetic Painting


Getting Ready


Let children explore some magnets

Talk about what they can pick up, what they don’t

Magnets and magnetic/nonmagnetic items


PS-K

Lay paper in bottom of tray

Add a small amount of 2-3 colors of tempera paint

Place the magnetic marble or item on top of the paper

Wave the magnetic wand beneath the tray, move the magnetic object through the paint and around the paper

When dry, cut out in shape of butterfly

Add features as desired – eyes, antennae etc. School-Age

Challenge the older children to make different types of designs: zig zag, spirals, loops etc.

Flat tray to hold paper

Paper

Tempera paint – thinned out with water

Strong, hand held magnet (magnetic wand)

Magnetic marble or other small item



What was the hardest part of this project?

What do magnets do?


Primary Focus: Cognitive – Scientific Thinking and Problem-Solving Preschool- Questions: Asks questions and seeks answers through active exploration School-age – Physical Earth and Space Science: Explores and examines materials of the earth

Secondary Focus: Physical and Motor Development Preschool – Fine Motor: Use eye-hand coordination to perform a variety of tasks School-age – Demonstrates increasing skill in small muscle task such as dressing, writing, cutting, keyboarding and using a variety of tools

Approaches to Learning: Preschool – Reflection: Generate ideas, suggestion, and/or make predictions School-age – Reflective Learning Practices: Makes independent decisions based on interests, learning and experiences


Self-reliant – able to use initiative and self-motivation to set agendas, develop and gain self-confidence, and work within time specified time frames


Preschoolers will be amazed that they can paint by moving a magnet. This type of activity addresses their natural curiosity and interest in the world around them. School-agers are very inquisitive about things in their world. Expanding on the properties of magnets leans to in-depth exploration of the scientific properties of magnets.



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Activity 5: Butterfly Interpretive Movement


Getting Ready


Look at the pictures of the life cycle of a butterfly

Ask children what they notice about how butterflies move

Ask them if they have ever seen one in the morning, covered with dew, or a caterpillar munching on a leaf

Read ‘Nina, Nina Ballerina’ by Jane O’Connor

Books or pictures of the life cycle of the butterfly

Book ‘Nina, Nina Ballerina’ by Jane O’Connor


PS-K

Ask children to think about how their body could move as the egg, the caterpillar, the chrysalis, or butterfly

Talk about the order or sequence the movements would be if they were telling the story with their bodies

Practice some different stretching or yoga-like movements

Have ribbons and scarves available for the butterfly

School-Age

Talk with children about what types of music makes them think of the egg, hatching out, the caterpillar munching and growing, shedding their skin and becoming a chrysalis, the quiet of the metamorphosis, and then emerging as the butterfly

Talk about what types of movements would portray that stage

Have lengths of fabric to use as egg and chrysalis

Harder Option

Along with the actual interpretive movement, the older children could duplicate the story in drawings and paintings

Children can also pull together the music that would be representative of the different stages and create their own CD or tape

Have children take pictures of the different stages as a ‘photo story’

Pictures of the life cycle of the butterfly

Pictures of the different stretching or yoga-like movements that would match life cycle stages

Ribbons, scarves, lengths of fabric

Paper

Markers, crayons and/or paint

Access to different types of music

NOTE: The ability to create their own CD would be a definite plus

Digital camera, printer and photo paper



What does metamorphosis mean?

How do we use this knowledge about change? – great topic for personal journaling



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Primary Focus: Creativity and the Arts Preschool – Creating: Participates in creative movement, drama, and dance School-age – Creating: Participates in creating and/or performing dance and movement, theater and drama, music and song, and the visual arts, including drawing, painting, sculpture, printmaking, design, photography, video and film-making

Secondary Focus: Social and Emotional Preschool – Emotional: Explores a wide range of emotions in different ways (through play, art, music, dance) School-age – Emotional: Exhibits competence in exploring, recognizing, understanding and describing own emotions

Approaches to Learning Preschool – Imagination and Invention: Tries out various pretend roles in play or with make-believe objects School-age – Interest in Learning: Demonstrates an interest in the world around them and how they interact with it


Technologically literate - understand and explain the nature of technology, develop the skills needed, and apply technology appropriately


Preschoolers are great storytellers. By letting children use their body to tell a story, they are using several different types of learning strategies or ‘intelligences’. Using a story with a beginning and end also helps them with sequencing, an important emergent literacy skill. School-agers are really encouraged to expand the depth of their creativity through multi-media experiences. This activity encourages children to explore the arts through dance and movement, the visual arts of drawing and painting, and then the technological pieces of pulling together music and photography/video-taping.



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Activity 6: Flutterby Mosaic


Getting Ready


Look at close-up pictures of butterfly wings, describe all the colors

Play ‘Guess What I’m Drawing’: Provider starts drawing object (butterfly) on paper One wing is drawn, then draw the match If one antenna is drawn, draw the second Give children a chance to guess what you are drawing after each new addition

Talk about the meaning of symmetrical and asymmetrical, list some things that are each

Use blocks to demonstrate the idea of symmetry and balance

Pictures of colorful butterflies

Chart paper/marker

Blocks


PS-K

Help children fold construction paper in half – the short way (like a hamburger bun)

Open up paper and dribble 3 colors of tempera paint on one side of the paper, closer to the fold than the outside edge

Fold the paper together and lay flat

Using fingers, rub the paper to move the paint all over

Open up and view the beautiful design

When dry, cut in butterfly shape and mount on coordinating colored paper

School-Age

Children trace and cut out butterfly ‘frame’, (just like a picture frame only in the shape of a butterfly)

Glue frame onto ‘squish-art’ paper (above instructions)

Cut out around edge of frame Harder Option

Older children can add one more step by drawing a ‘symmetrical’ pattern on the wings (use pencil)

A few lines are better, and not too close together

Using black glue, trace the pencil lines Smeared glues lines should quickly be cleaned with cotton swabs

Construction paper

Tempera paint

Scissors

Butterfly templates, different sizes

Butterfly picture frame

Glue

Black glue Make black glue by

adding black tempera paint to white glue



What does symmetry bring to a design?

How can that help us with our own lives?



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Primary Focus: Creativity and the Arts Preschool- Responding: Shows others and/or talks about what they have made or done School-age – Responding: Discusses personal experiences in creating and performing

Secondary Focus: Language and Literacy Preschool – Listening: Follows directions that involve a two or three-step sequence of actions School-age – Listening: Follows verbal and/or written directions that involve a series of actions

Approaches to Learning: Preschool – Curiosity: Shows eagerness and a sense of wonder as a learner School-age – Interest in Learning: Displays comfort with exploring and discovering new things


Inventors – recognize the needs of the world and creatively design, test, redesign, and then implement solutions (engineering process)


Preschoolers will be amazed with the beautiful colors and designs that they create. They love this activity so much, they will want to do several so think about other things that need symmetry and cut their ‘squish-art’ papers into those shapes. School-agers love taking projects ‘just a little bit further’. They are continually learning about their own boundaries and limitations. Yet they need opportunities to expand and conquer new learning with the guide/mentoring of a caring adult.



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Activity 7: Butterfly Hunt


Getting Ready


Look at some different equipment that scientists use to study butterflies (and insects in general)

Talk about what an entomologist does

Pictures of equipment such as butterfly net, specimen/collection jar, magnifying glass


PS-K

Make a butterfly net out of cardboard and citrus fruit bags

Provider cuts out cardboard, enlarge pattern that is included

Children decorate their cardboard circle

Provider staples citrus fruit bag onto cardboard circle

The ‘butterflies’ children are going to catch are made out of rectangle pieces of tissue paper twisted in the center

Throw the butterflies into the air and have children try to catch them

They can empty out their nets and sort by color School-Age

Extend this experience for school-agers by writing age appropriate math problems on the ‘butterflies’

At the end of a specified time, the children empty their nets, complete the math problems and add up their answers

The winner could get a small prize or award

Cardboard

‘Net’ template

Empty citrus fruit bags, get parents to save them!

Markers

Stapler

Tissue paper rectangles – different sizes

Pencils and paper for adding up math problem answers



Why was it a good idea to use empty nylon net fruit bags?

What are some other things we can recycle or reuse?


Primary Focus: Physical and Motor Development Preschool- Gross Motor: Uses a variety of equipment for physical development School-age – Gross Motor: Demonstrates increasing skill in large muscle tasks such as running, kicking, catching, balancing and playing sports

Secondary Focus: Cognitive – Mathematical and Logical Thinking Preschool – Patterns and Relationships: Sorts objects into subgroups by one or two characteristics School-age – Number Concepts and Operations: Understands basic mathematical operations

Approaches to Learning Preschool – Imagination and Invention: Tries out various pretend roles in play or with make-believe objects School-age – Learning Strategies: Develops skills in differentiating between fact and fantasy



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Logical thinkers – able to apply rational and logical thought processes of science, mathematics, and engineering design to innovation and invention


Preschoolers are exploring their world when they play make-believe. This is their chance to ‘try-on’ a particular activity or experience they have witnessed. Watch how preschoolers play in the housekeeping/dramatic play area – they are feeding the baby, washing dishes, making lunch etc… these are all things they see going on at home. School-agers also enjoy make-believe and fantasy, BUT they usually bring a layer of sophistication to the play. By adding a little math challenge, this activity becomes a greater game of skill and strategy than just catching paper butterflies.



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Activity 8: Paper Cutting


Getting Ready


Look at some examples of paper cutting from different countries – Poland, Japan, China, Germany

Each country has a name for their work, and slightly different techniques or types of paper used

Book or other materials (search on the internet) showing different forms of paper cutting


PS-K

Cut circles out

Add decorations – paper scraps, stickers, collage materials etc.

Provider punches hole in opposite sides of circles and connects them with yarn or ribbon

The individual circles become a group caterpillar

Provider makes a larger circle and adds a face School-Age

Fold 4 X 8 paper in half (like a hamburger bun)

Trace butterfly onto paper, aligning one side of the butterfly on the folded edge

Cut butterfly out, cutting through both pieces

Open up and decorate

Paper punch holes in wings

Connect several butterflies to make a butterfly chain

Harder Option

Children trace larger butterfly pattern onto paper, using a nice paper gives a great finished product

Cut out, being very careful to have clean cut lines

Cut out the little designs in the wings, being careful to not tear or bend paper too much

Mount on construction paper to highlight the cut-outs

5 X 5 inch squares of construction paper with circles drawn on them

Scissors

Hole punch

Yarn

Collage scraps

Tag board butterfly patterns to trace, about 3.5 inches big

4 X 8 pieces of colored copy paper – this is easier to cut through than construction paper

Pencils, markers and crayons

Butterfly patterns – there are lots of great color sheet patterns on the internet

White paper

Construction paper for mounting

Glue stick



Why do you think so many cultures have a similar art form?

What are other things that many cultures have in common?

What did you learn about yourself with this project?


Primary Focus: Physical and Motor Development Preschool- Fine Motor: Develops small muscle control and coordination School-age – Fine Motor: Demonstrates increasing small muscle control and coordination in eye, hand and body movements



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Secondary Focus: Cognitive – Social Systems Understanding Preschool – Understanding the World: Identifies characteristics of the places where they live and play within their community School-age – World: Recognizes the interrelationships between countries, cultures and languages in the world

Approaches to Learning Preschool – Persistence: Demonstrates ability to complete a task or stay engaged in an experience School-age – Interest in Learning: Exhibits curiosity regarding own world and the people in it


Problem-solvers – able to define questions and problems, design investigations to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations


Preschoolers are just starting to gain skills in cutting, and need lots of fun ways to practice. Paper cutting has been around for centuries, and in many cultures. This is a great way to gain a skill and learn about other people. School-agers do not always have the fine muscle control that is needed for projects like this. It would be important to give a range of difficulty so that each child can experience success.



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Pictures & Templates Activity 2: Meta What?



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My Journal I would like to change:

I will do this by: This will help me because:



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My Progress

Date So Far I’ve….. My Next Steps



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Activity 3: Butterfly Color by Number You can use the butterfly below to divide and add numbers before making copies, or use one of your own choosing



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Activity 6: Butterfly Hunt Butterfly Net Pattern You may need/want to enlarge pattern, and extend handle

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Butterflies - Early Learning Success

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Transcript of Butterflies - Early Learning Success