- Review Process
- Take Action
- A project of
This learning activity provides students with the opportunity to explore the life cycle of a monarch butterfly by viewing online photo galleries and a shared class reading of an informational text about the monarchs. They will create their own visual representation of the butterfly life cycle as well as discuss butterfly habitats. As a final activity, the students will work with a partner to design a butterfly habitat on paper.
This resource fits very nicely into an elementary discussion of habitats and life cycles.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
There is no bias towards any one point of view within this resource.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
The inquiry wall activity addresses the environmental dimension and provides opportunities for a teacher through the activities to include in their discussion attention to the social and economic dimensions of the issues. Although it is not explicit in the resource.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The teacher will need to provide opportunities to add this dimension to the discussions with the class.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
The opportunities provided for students to take action are only provided through extension activities.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
This could happen through discussions but it is not a direct approach within the resource.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
This is not a focus of this particular resource.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
An understanding of the effects of the loss of habitat for the butterfly is examined. The students develop an understanding that they can make a difference by planting a butterfly garden. There isn't a focus on the past with a comparison to the present day.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
There is a combination of Math and Science within this resource.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
This resource provides students with the opportunity to explore the life cycle of a monarch butterfly and begin an inquiry investigation into why their population numbers are decreasing.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The variety of activities includes different instructional approaches.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Poor/Not considered|
The only opportunity for a hands-on learning experience is through the extension activities.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
There are some suggestions provided for assessment opportunities; however, there are no concrete tools provided within the resource.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
In the final activity students are given an opportunity to provide feedback to another group on their butterfly garden design as well as the opportunity to engage in a habitat gallery walk where all of the projects are shared.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
There are no case studies included in the resource.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Poor/Not considered|
The resource is not structured in this manner.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|