LIBRARY MEDIA SKILLS OBJECTIVES

The student will:

-use a print dictionary to look up the words 'insect,' 'caterpillar,' and 'butterfly.'

-use nonfiction books to identify the basic body parts of a caterpillar and a butterfly, and label them on a diagram.

-use print sources, the Children's Butterfly Web Site, and 'The World of Butterflies' CD-ROM to read about and look at color designs on caterpillars, butterflies, and moths.

MOTIVATIONAL OBJECTIVES:

The student will:

-become interested in the research process.

-understand the importance of information skills.

-experience increased confidence in research ability

-understand the value of information skills.

-achieve satisfaction in research accomplishments.

RESOURCES

-Print Dictionaries -Brust, Beth Wagner. 'Butterflies.' Creative Education, 1991. -Julivert, Angels. 'The Fascinating World of Butterflies and Moths.' Barron's Educational Series, 1991.

-Pascoe, Elaine. 'Butterflies and Moths.' Blackbirch Press, 1997.

-Whaley, Paul. 'Butterfly and Moth.' Knopf, 1988.

-'Butterflies of the World.' CD-ROM. REMedia, 1995.

-Opler, Paul and Earlene Swann. 'The Children's Butterfly Site.' Midcontinent Ecological Center. www.mesc.usgs.gov/Butterfly.html (October 26, 1997). -Glue, paints and brushers, pipe cleaners, wiggly eyes, paper, and markers.

ACTIVITIES AND PROCEDURES FOR COMPLETION

Activity #1

-In the library media center, the teacher and the library media specialist help students look up the words 'insect' 'caterpillar' and 'butterfly' in the dictionary. Students write the definitions on notebook paper and then write a few sentences explaining the relationship of these concepts.

-Distribute a worksheet that lists the body parts of a caterpillar and a butterfly. Direct students to the 500 section of the library media center. Each student locates a book that includes information about insect body parts. On the worksheet, each student draws a diagram of a caterpillar and a butterfly and labels the body parts of each.

-Students use print and nonprint sources to learn about colors and patterns on caterpillars and butterflies and take notes. Students then write a one-page essay that explains why caterpillars, butterflies and moths have different colors and designs on their wings and bodies.

 

Activity #2

-Each student brings a cardboard egg carton from home. Cut the lid off the carton and discard. Cut the cup portion of the carton in half lengthwise and glue the lengths together to create the caterpillar body. Pierce the end cup with two holes for placement of pipe cleaner antennae. Provide students with wiggly eyes, pipe cleaners, paints, brushes, smocks, glue, color construction paper, and paper for creating labels.

-Each student makes egg carton caterpillar with wiggly eyes, pipe cleaners for antennae, and construction paper for the true feet and false feet. Each student designs an original color pattern to paint on the caterpillar-students may not use a design from a 'real' caterpillar. Each student names his or her imaginary caterpillar and creates a label that includes its name and an explanation of how the colors and designs help the caterpillar to survive.

 

Activity #3

-Provide wiggly eyes, construction paper for bodies, large white paper for wings, tracing patterns with antennae, head, thorax, abdomen, and legs for wide and narrow bodies, paints, brushes, smocks, glue, and paper for labels. -Each student creates a butterfly, which has metamorphosed from their imaginary caterpillar, using construction paper for the body and white paper for the wings. Each student develops an original color pattern to paint on the butterfly

-students may not use a design from a 'real' butterfly. Each student labels his/her butterfly with its name and an explanation of how the colors and designs of the body and wings help the butterfly to survive.

 

FOLLOW-UP

-Students may explore other insect color patterns and how the designs aid in survival

-Students may create other 'imaginary' insects and explain the use of color and pattern