The Manduca Project

Designing a thematic unit

Implementation

How you implement these activities depends on how you want to teach your Manduca Unit. You may want to use them as they are, adapt them for your grade level, or use the ideas to develop your own activities. Quite often, students come up with novel ideas for new activities, which become great new learning experiences.

Assessing prior knowledge

- What do we know about butterflies/months?- What are life cycles?- What do moths look like?- What different kinds of butterflies and moths are there?- How do they stay alive?- Are they good or bad for the environment? At the start of the unit, it is important to find out what your students know, in order to build on their previous knowledge.The simplest way to begin is to ask them what they know about butterflies and moths. Create a concept map or web on the board or a large chart. You or your students can record the responses.

As students share their thoughts, listen carefully to develop an understanding of their knowledge. Misconceptions and opinions should be included, because they provide wonderful opportunities for discussion and exploration.

Investigations

During the unit, provide a variety of insect-related manipulatives and visual aids. These may include bulletin boards, posters, books (both fiction and non fiction), songs, stuffed animals, and videos.

When your students begin studying butterflies and moths, bring the Manduca eggs into your classroom and begin daily observations. Have students keep journals to record their observations in writing and with drawings. Review the journals often to look for experiences that elicit new investigations.

After introducing the unit, the investigation can take many paths. Your students will continue to share their questions and interests, and you and your students can share your personal experiences.

Students can explore a wide range of related topics. For example, they can research myths and legends about moths and butterflies from different countries, investigate Manduca habitats, and explore questions such as, "Are Manducas beneficial to our environment?"; "Are butterflies or moths becoming endangered?";"If so,what can we do to protect them?"

The inquiry process

The following model may be helpful in guiding students through the inquiry process. The first stages of the process are typically done as a whole class, while the actual problem-solving is done by individual students or in groups of two or more.

Brainstorm (prior knowledge, questions),), organize by subtopic, decide what questions to pursue, brainstorm and model solutions, gather and organize informatin and share information with others

The Manduca Project
The University of Arizona
Contact: Dr. Michael Wells
Revised: July 27, 2001, 2001