- Unit 3
- Level 1
- 5 days
- N/A
- Download Lesson
Standards Addressed:
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.5
- RI.3.7
- W.3.2
- W.3.4
- W.3.7
Lesson Materials/Resources
No Materials/Resources attachedObjectives
In progress
Assessment/CFU
Culminating Task
- Re-Read, Think, Discuss, Write
- Describe how students in Barra del Colorado, Costa Rica impacted their community and people outside of their community.
Answer: With the help of scientist Brent Davies, students in Barra del Colorado, Costa Rica built a butterfly farm at their school to attract and then raise butterflies. They started selling some of the pupae. Then, “some adults in the village started doing what the kids had done” and made their own butterfly farms. Both the kids and adults were able to make money and protect the rainforest at the same time. Back in the United States, in California, people from the zoo that had helped start the farm in Costa Rica, helped students at San Pasqual Union Elementary School to get involved. The school set up their own butterfly farm and started raising money to buy “special things” at their school like equipment. The students in California and Costa Rica write to each other about their butterfly businesses.
Additional Tasks
- Create a Venn Diagram comparing and contrasting what the children in Boom Town and Home Grown Butterflies contributed to their communities.
- Have students write how they can make an impact upon their own community. What resources will they need? What partnerships are available? Describe the specific outcomes.
Possible answer: Make it safer on the playground. Work with students, teachers, principal and parent volunteers.
Opening/Warmup/Connecting Prior Knowledge
Before Teaching
- Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for teachers, about the big ideas and key understanding that students should take away after completing this task.
Big Ideas and Key Understandings
- Communities must work together to ensure survival of both people and environment.
- Communities can collaborate with others in order to learn, grow, and profit.
- Other communities can also benefit from their success.
Synopsis
This nonfiction piece tells about Barbara del Colorado, a village in Costa Rica. People needed a way to make money. A scientist suggested that they grow butterflies. Zoos around the world would buy them. School children grew plants that attracted butterflies. The children then searched for caterpillars and put them in special boxes so they could feed them. The caterpillars turned into pupae, the stage before they turn into butterflies. Now the villagers sell about 250 pupae a month! The money helps the school buy what it needs.
- Read entire main selection text, keeping in mind the Big Ideas and Key Understandings.
- Re-read the main selection text while noting the stopping points for the Text Dependent Questions and teaching Vocabulary.
During Teaching
- Students read the entire main selection text independently.
- Teacher reads the main selection text aloud with students following along. (Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)
- Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A variety of methods can be used to structure the reading and discussion (i.e.: whole class discussion, think-pair-share, independent written response, group work, etc.)
Enjoy the lesson? Have some feedback to make it better?
Write A Review