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How Does Your Garden Grow

Page history last edited by Janice Wilson Butler 11 years, 8 months ago

Monarchs, Monarchs, Everywhere?

 Topic(s):

Butterfly Habitats, Geography

Images/Video Resources

  http://youtu.be/o5yVeLfhce8

 

Scenario

According to Craig Wilson, butterfly numbers in Mexico and the United Startes are down by nearly 30% (2012). The problem is that butterflies play an important part in the pollination of plants along their migratory routes. In order to protect their numbers it is important to understand the causes of their decline and to propose possible solutions that could be implemented.

 

Task

Sample Investigations/Teacher Resources

Your task will be to explore why monarch populations seem to be declining, consider steps that could be taken to increase their numbers, and develop a plan to help them. Use the search engine and books listed below to research the habitats of monarch butterflies, threats they encounter, and the life cycles of the butterflies.

 

The learners will work in groups to plan, write, and film a commercial for other students in the 3rd grade explaining why it is important for them to preserve monarch habitats and how they can create new habitats.

Monarch Butterflies - The Journey North http://www.learner.org/jnorth/tm/monarch/Resources.html - This is a comprehensive resource and sample lesson on Monarch Butterflies with multiple materials for teachers and students.

 

 

Student Resources

Standards

  

 

   
   
 
   

The students will need to be provided with digital video cameras in order to film their promtional commercials to save the monarch habitats.

 

The students will also need to be provided with paper to create thinking maps to use in the development of their plans. Examples include using a circle map to brainstorm ideas. a bubble map to list the adjectives of a monarch habitat, a tree map to list the attributes of the habitats or descriptions of the phases of the monarch life cycle, a double bubble map to compare and contrast two different phase of a monarch life cycle, a flow map to show the phases in the monarch life cycle, a brace map to categorize the parts of a monarch habitat,  or a multi-flow map listing the causes and effects of habitat loss for the monarch butterflies.

(4) In Grade 3, students learn that the study of science uses appropriate tools and safe practices in planning and implementing investigations, asking and answering questions, collecting data by observing and measuring, and by using models to support scientific inquiry about the natural world.
     (C) Students explore patterns, systems, and cycles within environments by investigating characteristics of organisms, life cycles, and interactions among all components of the natural environment. Students examine how the environment plays a key role in survival. Students know that when changes in the environment occur organisms may thrive, become ill, or perish.
(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices. The student is expected to:
     (A) demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat; and
     (B) make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics.
(9) Organisms and environments. The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments. The student is expected
     (A) observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem;
     (C) describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations.
(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:
     (A) explore how structures and functions of plants and animals allow them to survive in a particular environment 

Student Work

 

1. Read and analyze the scenario and situation.
Check your understanding of the scenario. Don't be tempted to start thinking about potential solutions or to start looking for information. 

 

1. List your personal understanding, ideas or hunches.

Now that you are familiar with the habitats and life cycles of monarch butterflies, you will write everything you know about monarch butterflies habitats and life cycles. Describe your thoughts or ideas about how to solve the problem. There are not incorrect answers in this step, just feel free to brainstorm your ideas.

 

2. List what is known.

 With your team use all the information available in the scenario to list everything that you know about monarch butterflies habitats and life cycles. You do not have to conduct any research yet. Just use the information given and write the facts that you already know about monarch butterflies habitats and life cycles.

3. List what is unknown.

With your team, make a list about what you do not know and would like to learn. List all the questions you will need to answer to solve the problem.  

 

4. List what needs to be done.
"What should we do?" List actions to be taken, e.g., question an expert, conduct research, go to a board meeting about topic. List possible actions. 

 

5. Develop a problem statement.

You will be responsible for thinking and choosing one of the questions to solve the problem.  A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.

6. Gather information

Use all the resources available (Internet, library, etc) to research about the problem/topic and find a solution.


7. Present Findings

Goal 1

The learners will create a commercial to try to persuade people to protect monarch butterflies by protecting their existing habitats and by creating butterfly gardens in order to increase available habitats along their migratory routes.  

 

BasReliefLLC. (2011, September 27). YouTube. Retrieved July 4, 2012, from Monarch Life Cycle and Migration updated: http://www.youtube.com/watch?v=o5yVeLfhce8

brianandrewsntn24. (2012, March 16). YouTube. Retrieved July 4, 2012, from Drop in Mixico's Monarh Butterfly Poplulation: http://www.youtube.com/watch?v=_3MuvNwG7AA

Catlin, C. (2012). Raising Monarchs for Kids. KidPub Press.

Flatharta, A. O. (2009). Hurry and the Monach. Dragonfly Books.

Frost, H. (2008). Monarch and Milkweed . Atheneum Books for Young Readers.

Gibbons, G. (2011). Monarch Butterfly. Live Oak Media.

Marsh, L. (2012). National Geographic Readers: Great Migrations Butterflies . National Geographic Children's Books.

osmia. (2007, August 22). YouTube. Retrieved July 4, 2012, from Monarch Life Cycle : http://www.youtube.com/watch?v=Q3whqHUpahs

Schwartz, D. M. (1999). Monarch Butterfly (Life Cycles). Creative Teaching Pr.

Solensky, M. J., & Oberhauser, S. (2004). The Monarch Butterfly: Biology and Conservation . Comstock Publishing Associates.

Turley, W. (2012). The Amazing Monarch: The Secret Wintering Grounds of an Endangered Butterfly . BenBella Books.

Wilson, C. (2012, March 21). Monarch Butterfly Numbers Continue To Drop. Retrieved July 4, 2012, from TAMU Times: http://tamutimes.tamu.edu/2012/03/21/monarch-butterfly-numbers-continue-to-drop/ 

 

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