Caterpillars
A topic page on caterpillars for Kindergarten students.

 Related Georgia Performance Standard(s) or QCC Standard(s)

SKCS6 Students will understand the important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a.   In doing science, it is often helpful to work with a team and to share findings with others.




Great Web Sites On Caterpillars

cat
Website 1:   Kidzone  This website descrides several different animals in lamest terms for children and even supplies craft ideas and coloring pages. 
Questions
What do you know about caterpillars?
What do caterpillars become when they get older?
 
Let's click here to learn more!


Website 2:  The Life Cycle of A Butterfly  This website describes the life cycle of a butterfly in words.  It also shows pictures of the life cycle for children to easily see and recognize.
Questions
What is the life cycle of a caterpillar?
Can you name the stages?
Let's click here to see if your right!


Website 3:  Insects Mondiaux  This website answers frequently asked questions about butterfly's and caterpillars.
Questions
 How do caterpillars breathe?
How do caterpillars hear?
How do caterpillars use their senses?
Let's click to find out more!


Website 4: Caterpillar Anatomy  This website shows every part of a caterpillar.  It gives a detailed description of what makes up a caterpillar.
Questions
How do caterpillars protect themselves?
How many legs do caterpillars have?
Let's click togther to find out the answers!



Website 5:  Caterpillars  This website shows ineresting facts about caterpillars and pictures to further demonstrate the facts.
Questions
What do different types of caterpillars look like?
Is there a difference between female and male caterpillars?
Click to find out!

Descriptive Hands On ActivityThe students will make a mobile of the life cycle of a caterpillar.  They will cut out the piece to the life cycle of a caterpillar, such as the larva, cocoon, caterpillar, and a butterfly.  Then the students will assemble them onto a paper plate by string to hang down.   

Here are some pictures of the students working on thier life cycle mobiles.  Also here are their finished projects.



picture1   picture2   picture3




Lesson Plan

Topic Page Lesson Plan 1

General Information                                                    

Grade Level:             K
Subject Area(s):       SCIENCE - TECHNOLOGY                                                                                   
Total Duration of Lesson:    35 – 40 minutes

Title of Lesson - Caterpillars

This lesson integrates science and technology to teach children about animals.  The animal that is the focus of this lesson is caterpillars.

Primary Learning Outcome(s) (PLO)
A.  The student will use the computer to find information about caterpillars.  
B.  The student explain how the caterpillars eat, and list the foods it likes to eat.
C.  The student will use the mouse and point to pictures and words on the web site to find information about caterpillars.

CHART REVIEW ACTIVITY As the teacher goes through each section of the web page, children are asked to recall information they learned about the caterpillar. The teacher records the information on chart paper using colorful markers   Write out what the children say! 

HANDS-ON ACTIVITY   The students will make a mobile of the life cycle of a caterpillar.  They will cut out the piece to the life cycle of a caterpillar, such as the larva, cocoon, caterpillar, and a butterfly.  Then the students will assemble them onto a paper plate by string to hang down.   

 Related Georgia Performance Standard(s) or QCC Standard(s)

SKCS6 Students will understand the important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a.   In doing science, it is often helpful to work with a team and to share findings with others.

K-Technology Integration  Strand: Basic Skills
Standard: Operates basic technology tools and applications

Materials and Equipment

Access to a computer with Internet connection

My Caterpillars Page: Web site http://www.valdosta.edu/~echolliway/topic.html
Chart paper and colorful markers
3 paper plates

Yarn

Different colors of construction paper

Glue

Carle, E. (1983). The very hungry caterpillar. The Putnam Publishing Group.

3 pairs of scissors
Pencil and Paper for teacher to make notes

List of Web Site Titles and  URLs  used in the web page

Holliway, E. (27 September 2007). Caterpillars .Retrieved October 01, 2007, from Elizabeth’s Web Page: http://www.valdosta.edu/~echolliway/topic.html

Technology Connection

This is a computer-based activity. Children will work in a small group with the teacher who will show them the web page that they have developed on the animal.  The children will find information based on questions developed by the teacher that are related to each of the web sites.  Leave this as is!

 Procedures

 Step One: Introduction

Today we are going to learn about caterpillars.  Did you know that caterpillars have six eyes?  Does anybody know what a caterpillar is?  It is a wormlike and often brightly colored and hairy or spiny larva of a butterfly or moth.  What does a caterpillar turn into?  Right, a butterfly.  Let’s look at some websites so we can learn more about caterpillars.

Estimated Time: (1-3 minutes per section)

Step Two: Teaching the Primary Learning Outcome(s).

Go through each section and review the web sites.  Remember that young children have shorter attention spans, so highlight information from the web sites that relate to the questions you are asking. 

Allow children to take turns using the mouse to point to pictures and clicking on links to find new information.

Section 1

Go to the web site.  My Caterpillar Page

http://www.valdosta.edu/~echolliway/topic.html

What do you know about caterpillars?

What do caterpillars become when they get older?

Click on the link for the two questions above.

Students will take turns finding information by pointing and clicking on links to find answers to the questions.

After each section I will review the information briefly with the children about what they learned.  As they tell me the information, I will write it on the chart.

When I review I will write the sentences the children give me on the information chart.

Section  2

The Life Cycle of a Butterfly

http://home.cogeco.ca/~lunker/stagesbf.htm

What is the life cycle of a caterpillar?

Can you name the stages?

Click on the link to the above website to answer these questions.

Students will take turns finding information by pointing and clicking on links to find answers to the questions.

After each section I will review the information briefly with the children about what they learned.  As they tell me the information, I will write it on the chart.

When I review I will write the sentences the children give me on the information chart.

Section 3

Insects Mondiaux

http://butterflywebsite.com/faq.cfm#c03

How do caterpillars breathe?

How do caterpillars hear?

How do caterpillars use their senses?

Click on the link to the above website to answer these questions.

Students will take turns finding information by pointing and clicking on links to find answers to the questions.

After each section I will review the information briefly with the children about what they learned.  As they tell me the information, I will write it on the chart.

When I review I will write the sentences the children give me on the information chart.

Section 4

Caterpillar Anatomy

http://www.enchantedlearning.com/subjects/butterfly/anatomy/Caterpillar.shtml

How do caterpillars protect themselves?

How many legs do caterpillars have?

Click on the link to the above website to answer these questions.

Students will take turns finding information by pointing and clicking on links to find answers to the questions.

After each section I will review the information briefly with the children about what they learned.  As they tell me the information, I will write it on the chart.

When I review I will write the sentences the children give me on the information chart.

Section 5

Caterpillars

 http://www.ext.vt.edu/departments/entomology/ornamentals/caterpillars.html

What do different types of caterpillars look like?

Is there a difference between female and male caterpillars?

Click on the link to the above website to answer these questions.

Students will take turns finding information by pointing and clicking on links to find answers to the questions.

After each section I will review the information briefly with the children about what they learned.  As they tell me the information, I will write it on the chart.

When I review I will write the sentences the children give me on the information chart.

Estimated Time: (20 minutes)

Step Three: Closure

After going through the 5 sections of web sites and completing the chart, read the information about that they dictated.  This will help the children review and remember things that they thought important and interesting about the animal

Estimated Time: (3 minutes.)

 Assessing the Primary Learning Outcome

The students will take the construction paper, glue, yarn, paper plates, and scissors to create a mobile on the life cycle of the caterpillar.

First they will cut out eggs, then a caterpillar, next a cocoon, and last a butterfly.  The students will attached the paper cut-outs to the paper plate using the yarn and glue.

ASSESSMENT: 

I will use this rubric and a checklist with the children’s names to assess.

Level 3 - (5 -4 points)

Level 2   (3- 2 points)

Level 1    (1-0 points)

Student is able to use the mouse to point to directed items on the page,  and  can click on links with little assistance.  Student is interested in the information and is attentive

Student is requires assistance to use the mouse find information, and has difficulty in following directions to find links.
Student's attention span on the computer is limited.

Student requires considerable assistance in using the  mouse and/or cannot follow directions to find links.
Student's attention span on the computer is limited.

After finding information on the web sites as guided by the teacher, the student was able to respond accurately to the questions from the all sections, and contributed to responding to the chart with accuracy.

After finding information on the web sites, as guided by the teacher, the student was able to respond accurately to the most of the  questions from the all sections, and contributed to responding to the chart with accuracy.

 After finding information on the web sites, as guided by the teacher, the student was unable to respond accurately to the most of the  questions from the all sections, and contributed to responding to the chart with accuracy.
Student's attention span on the computer is limited.

Student demonstrated ability in all 3 areas:
-working  collaboratively with others in the group
- demonstrating an
- understanding about the animal taught in the lesson
- taking pride in completing the hands-on activity.

Student demonstrated difficulty in one of the following areas:
-working  collaboratively with others in the group
- demonstrating an understanding about the animal taught in the lesson
- taking pride in completing the hands-on activity.

 Student demonstrated difficulty in 2 or more of the following areas:
-working  collaboratively with others in the group
- demonstrating an understanding about the animal taught in the lesson.
- completing the task

 


Plan for Early Finishers

The students who finish early can color a sheet on the life cycle of a butterfly.

Accommodation

This activity is a small group activity; therefore, the teacher will be able to help students with special needs by repeating information several times to clarify information.  The teacher will also be able to assist students in developing fine motor skills by helping students as they use glue, pencils, crayons, scissors, etc.


Level 3 - (5 -4 points)

Level 2   (3- 2 points)

Level 1    (1-0 points)

Student is able to use the mouse to point to directed items on the page,  and  can click on links with little assistance.  Student is interested in the information and is attentive

Student is requires assitance to use the mouse find information, and has difficulty in following directions to find links.
Student's attention span on the computer is limited.

Student requires considerable assistance in using the  mouse and/or cannot follow directions to find links.
Student's attention span on the computer is limited.


After finding information on the web sites as guided by the teacher, the student was able to respond accurately to the questions from the all sections, and contributed to responding to the chart with accuracy.


After finding information on the web sites, as guided by the teacher, the student was able to respond accurately to the most of the  questions from the all sections, and contributed to responding to the chart with accuracy.

 After finding information on the web sites, as guided by the teacher, the student was unable to respond accurately to the most of the  questions from the all sections, and contributed to responding to the chart with accuracy.
Student's attention span on the computer is limite.

Student demonstrated ability in all 3 areas:
-working  collaboratively with others in the group
- demonstrating an
- understanding about the animal taught in the lesson
- taking pride in completing the hands-on activity.

Student demonstrated difficulty in one of the following areas:
-working  collaboratively with others in the group
- demonstrating an understanding about the animal taught in the lesson
- taking pride in completing the hands-on activity.

 Student demonstrated difficulty in 2 or more of the following areas:
-working  collaboratively with others in the group
- demonstrating an understanding about the animal taught in the lesson.
- completing the task











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