Life Cycle Of Butterflies : New Jersey Common Core Standards

I teach first grade at Lowe Elementary School; my class is made up of twenty-four very diverse seven year-olds; they come from all over the city of Louisville, from a variety of socio-economic situations. Each student brings a unique personality to our classroom community, and they all work hard to become “smarter and smarter” and to “go to college”. Thirteen students are boys and eleven are girls. Of these twenty-four students, three of them are English Language Learners. Additionally, eight students receive tier two interventions and two receive tier three interventions in reading. In math, five students are tier two and four are tier three. I also teach one student who receives ECE services for a developmental delay. Within my class there is a wide achievement gap.

Students observe and record some of the structures of a crustacean, the crayfish, and compare it to other organisms. They establish a feeding and maintenance schedule for the organisms. Students investigate crayfish behavior and map where the crayfish spend time within their habitat. Through readings, organism cards, and a video, students learn about adaptations of organisms in different environments. Students engage in an outdoor simulation activity to explore food chains.

In conclusion, In the Time of the Butterflies, is a very touching and breathtaking book that embedded the historical event into a chronological story that showed the symbolic and thematic topics that occurred in the time periods the book was set in which was from 1930’s-1990’s where Dede was telling the

standards. This lesson is a interactive way for the students to learn about the dragonfly and the

Students will be able to label the four stages of a caterpillar as they change into butterflies.

The class activity that demonstrated this was the labeling, locating, coloring the flower structure and its reproduction.

Julia Alvarez’s In the Time of Butterflies is a work of historical fiction set in the Dominican Republic under the rule of powerful dictator known as Trujillo. Four sisters work together to resist a force greater than themselves to stand up for their beliefs and protect their family. Patria, Dede, Mate, and Minerva, “the butterflies”, experience the loss of their father and family members to the regime. They work together to retrieve them back or use their losses to drive them to overthrow their compelling government. Each of the sisters represent a larger theme of the novel such as religious importance, identity, or coming of age. Minerva Mirabal is driven by the need to escape the “cage” she is locked in by Trujillo. Therefore, the theme

In the novel, In the Time of the Butterflies education played a primary role in helping the women gain freedom from the chains of patriarchy they were bound in and helped men and women alike to gain the knowledge of the crimes that Trujillo’s regime was committing. Despite the important role that education played in the novel, becoming educated was not the only way that characters in the novel become politicized. The characters that became involved in the revolution through other means were stronger insurgents and remained dedicated to the revolution for a lengthier time period than the characters that became involved through education. Throughout the novel, formal education is established early on as a pivotal method of entering the uprising

The Common Core is a set of academic standards in both mathematics and English language arts/literacy (ELA). These standards were created to insure that all students, no matter where in the United States and regardless of social economic standing all will acquire the necessary skills to graduate and allow for success in college and or a career. With these learning goals students progressively gain the tools for each grade. The standards define the knowledge and skills students should gain throughout their K-12 education. The standards are research and evidence based goals that include clear, understandable, and consistent lessons that are aligned with college and career expectations with higher order thinking skills. In North Carolina,

Currently, I am student teaching at Alfred E. Zampella PS #27 School in the district of Jersey City. The school is located in a busy city, next to John F. Kennedy St. which is especially busy in the morning and during rush hour. This results in several late students on a day to day basis. On the other hand, this school is also highly accessible and as a little over a thousand students. The school has grade levels from kindergarten to 8th grade, and has a mix of general, special, and inclusion education classrooms. Typically, families that enroll their students into this school are of lower-middle socio-economic class, and tend to be majority Hispanic, Indian, and African American, with few Caucasians and Asians. This school provides a variety of special programs for their ESL students and special need students. Students may be offered speech language pathology, occupational therapy, physical therapy, ESL programs, reading recovery, and counseling.

Science is something that is not too much a part of the curriculum for this preschool classroom. I happened to be observing while they are watching caterpillars turn into butterflies. The first thing the teachers do is to explain the life cycle of a caterpillar turning into a butterfly, and then they read the book The Hungry Caterpillar. This book has vivid illustrations and really breaks down the life cycle of a butterfly. Students are asked questions and as questions along the way to ensure they understand the text and to clarify anything that they do not understand. Once the book is over, students are asked if they have any questions. Some do, but the main question was “Can we see the caterpillars now!”

My students will create their own Natures Notebook out of donated notebooks given to the school or I will provide them given the income status and if the student’s families can afford one. I will start the Natures Notebook with a PowerPoint describing what the project is, how it will be graded weekly and why it is important. For the observations, we will take 20 minutes at the beginning of class to go outside and observe, write what we observe and in the class that will lead us into our unique lesson plan for the day. At the end of the lesson, students will have 5 minutes to make a prediction for the next day.

Let us call her a scientist and biologist in the making. Elizabeth is one of Ryan’s 12th grade students who is doing her senior project on sea turtles. Michael discussed tractability of the turtles and scientific development and suggests to her that she focus her project on that. Elizabeth said that she “wants to give a presentation to elementary school students, and sixth graders” to be more specific. Her project plan has great substance. She wants to impress upon our youth how important sea turtle sustainability truly is. Ryan says that he “likes to get his students involved and encourages project based activities as an effective learning tool.” Each year they do a senior project, which consists of the four P’s. The students are required to do an eight page paper; show a product; put a portfolio together; and give a presentation on their project. Last year Ryan’s class contributed 350 origami turtles to our 1,000, which are displayed in the new STPS education center. This contribution brings endless education opportunities to all knowledge seekers that come in every single day. Ryan’s preparatory based learning method is ideal as introductory college courses. His students will be better prepared for higher academia and performance achievements as they transition into

It was an article that was from a magazine or some other publication, and it included pictures and diagrams of the butterfly flight patterns which is much easier to understand being a visual learner like myself. Compared to the other pieces of literature, Loerzel’s article uses layman’s terms giving a much better understanding of what you are reading, rather than using a dictionary to understand every sentence. Therefore, I felt like retained more information from “Where did they go?” than the other

The Monarch butterfly is a large orange and black butterfly that has been very well known throughout our lives, catching our eyes almost instantly. As children, many of us used to chase the creature around in our yards all spring and summer long. But, where do these Monarch butterflies disappear to when the climate changes and winter approaches, and what brings them back? The Monarch butterflies in North America undergo what is known as the longest insect migration in the world.