BUTTERFLY LAB METAMORPHOSIS & THE ENVIRONMENT. Teacher s Guide 6th Grade Science Unit EarthsBirthday.org

Transcription

1 METAMORPHOSIS & THE ENVIRONMENT Teacher s Guide 6th Grade Science Unit EarthsBirthday.org BUTTERFLY LAB

2 BUTTERFLY LAB Acknowledgements Butterfly Lab is offered to New Mexico classrooms through support from PNM, the state s largest electricity provider. Earth s Birthday Project cultivates hope for the future by inspiring wonder, learning & care of the natural world in children, teachers & parents. Since 1989, more than 15 million children have delighted in raising butterflies, learning about the natural world & supporting conservation. Our work empowers students to initiate environmentally responsible actions in school & at home EarthsBirthday.org

3 CONTENTS Intro: Before, During & After Butterflies Handout: Controlled Experiment Step-by-Step 7 What Is Temperature? 9 What Are the Parts of a Thermometer? 11 Handout: What Are the Parts of a Thermometer? 13-1 Make a Classroom Temperature Map 15 Handout: Make a Classroom Temperature Map 17-0 Handout: What Is Hot & What Is Not? 1-5 Optional: Make a Model of a Thermometer 6 How to Care for Painted Lady Butterflies 7 Setup of Caterpillars, Thermometers & Lightbulb 9-33 Handout: Data & Observations Day-to-Day Research: Complete & Incomplete Metamorphosis Results: Analyze the Data Using Graphs 39-0 Handouts: 3 Graphs 1-7 Conclusions: Proven or Not Proven 9 Share Your FIndings & Individual Assessment 50 Comparing Lightbulbs & Energy Costs Handouts: Lightbulb Inventory & Energy Costs Glossary Celebrate the Earth! 61 Climate Science & Butterflies 6-65 Teacher Feedback 3

4 BUTTERFLY LAB INTRO Overview Provides a controlled experiment on the effects of heat on the life cycle of the Painted Lady butterfly. Students will: learn about temperature and build a model of a thermometer, setup a controlled experiment, observe closely and record data, evaluate the experiment by making charts and graphs, learn the differences between compact fluorescent and incandescent lightbulbs and the energy costs of both. Goal Students will construct a scientific explanation based on evidence for how environmental factors influence the metamorphosis of butterflies. Based on the Next Generation Science Standards. Evaluation Handouts are the primary evaluation method. In the handouts, students will fill in diagrams and maps, record data, as well as make and explain graphs that display the data. A final essay will demonstrate if the concepts are understood. Before Caterpillars Arrive 1. Review the Teacher s Guide. Check materials provided for the unit 3. Make copies of all handouts in advance. Review the steps of a controlled experiment & variables 5. Conduct research using the thermometer activities The Caterpillars Have Arrived 1. Review caterpillar care information. Review the stated question and hypothesis 3. Setup the experiment & begin observation with data collection. After butterflies emerge, analyze data with graphs 5. Evaluate experiment and draw conclusions 6. Release the butterflies on a sunny day! Celebrate life on Earth! Environmental Impact: Learning About Lightbulbs & Energy Costs 1. Compare compact fluorescent and incandescent lightbulbs. Take an inventory of lightbulbs used at home 3. Calculate the energy cost of types of lightbulbs

5 BUTTERFLY LAB INTRO Materials Provided by Earth s Birthday Project & PNM In Advance 1 Teacher Guide Available on selected pick-up date Lab Folders (one for each student) 3 Cups of Painted Lady Caterpillars (each cup contains -6 caterpillars) 1 fold-out, butterfly cottage 1 Compact Fluorescent Lightbulb (CFL) 1 Incandescent Lightbulb 1 Light Socket 3 Thermometers (Celsius) 1 Box of Toothpicks Provided by teacher Copies of handouts Colored pencils or markers Rulers Extension cord Refrigerator in teacher s lounge or cafeteria Optional Plastic Bottles Clear Plastic Straws Modeling Clay 1 Food coloring 5

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7 BUTTERFLY LAB A Controlled Experiment Step-by-Step Reading Assignment A controlled experiment is a scientific way to learn by changing one variable and observing the results. The class will conduct a controlled experiment to learn how heat affects the metamorphosis of butterflies. You ll begin by reviewing the steps of a controlled experiment. Steps of a Controlled Experiment 1. Ask a testable question. Conduct research 3. Write a strong hypothesis testable prediction of results. Design a procedure or step-by-step sequence to collect data 5. Analyze results or data using charts and graphs 6. Draw conclusions about the hypothesis and the experiment 7. Then communicate what was learned Step 1 Ask a testable question There are all kinds of questions. But for a scientific investigation, the question needs to be testable. Testable questions can be answered by the students with hands-on experiments. Questions that are subjective or too general are not testable. Testable question for this experiment How does temperature affect the metamorphosis of butterflies? Step Conduct research Research is learning more about the topic of the investigation. It s also learning about the materials and tools that will be used in the experiment. You will be doing research on temperature and using a thermometer. Step 3 What makes a good hypothesis? A good hypothesis is a statement. It is not a question. It should not begin with I think. The hypothesis is a prediction about what will happen in the experiment. For example Temperature affects the growth of caterpillars. Caterpillars that are cooler will grow slower than warmer caterpillars. Make the hypothesis simple. Write your hypothesis in clear and simple language. When we do this action, then this will happen. Be specific. Include your variables in the hypothesis. A good hypothesis includes the independent variable and the dependent variable. 7

8 BUTTERFLY LAB A Controlled Experiment cont d For example 1) When the temperature of the 3 cups of caterpillars is different, ) then the butterflies will develop at different rates. 1) If one cup of caterpillars is warmer than the other two, ) then the warmest cup will develop fastest. Identify the independent and dependent variables in these hypotheses. What are variables? Variables are any factor that can be controlled, changed or measured in an experiment. In a controlled experiment, there are usually 3 types of variables independent, dependent and controlled. 1. An independent variable is what is varied or changed during the experiment; it is what affects the dependent variable. The dependent variable is what will be measured; what will be affected during the experiment. 3. The controlled variables are held constant. An experiment compares one factor or one independent variable, therefore all the other factors in the experiment should be kept the same or controlled. Step Design your experiment carefully. The experiment is a test of the hypothesis. To prove or disprove your hypothesis, the procedure or step-by-step sequence of the experiment should stay the same for as long as you need it. Take measurements and make observations. Recording measurements like the temperature of the cup and the length of the caterpillars will help you understand how your variable and the results are related. Measurements and observations are also called data. Step 5 Analyze your results. Review and compare your measurements and observations. Use charts and graphs to help you look at the data in new ways. What did you learn from each graph? Step 6 Make a conclusion. First, discuss if your hypothesis was proven or not proven. Then restate the proven or unproven hypothesis, integrating the conclusion. Step 7 Communicate the results. Scientists use texts, photographs, graphs, maps and illustrations to communicate the results of an experiment. You can be creative and find ways to help other people really understand the results of your experiment. 8

9 RESEARCH: Activity 1 What Is Temperature? 0 minutes Whole Class Objectives To assess the students prior understanding of temperature and thermometers Students will be able to define and describe temperature The testable question guiding the experiment is: How does temperature affect the rate of metamorphosis in butterflies? Ask Your Students: What is temperature? Temperature is how much heat energy an object or material has. Explain that temperature describes in everyday words how hot something is or how cold it is. Cold objects have less heat energy, and hot objects have more. Has anyone used a thermometer? Have you seen a thermometer being used? What scale was used? What was it called? For example, taking body temperature when someone is sick. Or finding out how hot or cold it is outside. Explain that thermometers are instruments used to measure temperature. 9

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11 RESEARCH: Activity What Are the Parts of a Thermometer? 0 minutes Whole Class Objectives To learn the parts of a thermometer To learn how to read a thermometer Materials For each student Lab Folder Handout: What Are the Parts of a Thermometer? red colored pencil or marker For the teacher Handout: What Are the Parts of a Thermometer? red colored pencil or marker 1. Distribute Lab Folders, handouts and pencils. Distribute the Lab Folders, handouts and pencils/markers to students.. Explain the parts of a thermometer. On What Are the Parts of a Thermometer?, ask the students to follow along. Explain that you will be learning the Celsius scale that is used by scientists around the world and that the Fahrenheit scale is another system frequently used in the US. The symbol represents the degree units on each scale. C represents Celsius and F represents Fahrenheit. Students should understand that the liquid in a thermometer expands and contracts when it is heated and cooled. This is because the molecules that make the liquid are expanding and contracting. Tell the students that molecules move a little further apart and move faster when they are heated. Molecules also move a little closer together and more slowly when they are cooled. The liquid inside the glass tube is a mixture of alcohol and dye. In the past, mercury was used in thermometers, but it is hazardous to human health so regulations have discontinued its use. In addition to liquid-filled thermometers, there are dial thermometers that use metal springs to measure temperature. Digital thermometers are very common now for measuring the temperature of our bodies, refrigerators and ovens, as well as temperatures indoors and out. 11

12 RESEARCH: Activity What Are the Parts of a Thermometer? Guide students in identifying each part of the thermometer and discuss its purpose: scale: a series of marks used to measure a distance like the height of the red liquid in a thermometer bulb: the rounded part at the bottom of the thermometer that contains most of the liquid column of liquid: moves up or down inside the tube in response to temperature Have students label the thermometer using the word list on their handout. 3. Students practice reading a thermometer. On a Celsius thermometer, the freezing point of water is labeled 0 (zero) degrees, and the boiling point is labeled 100 degrees. The temperature scale between 0 and 100 is divided into exactly 100 equal parts called degrees and is generally divided in groups of 10. Demonstrate how to read the temperature. It is best to hold the thermometer at eye level. Look for the red line. Notice that the red line can be so thin that you almost can t see it or can be as thick as the thermometer when you look at it straight in front of you at eye level. Ask the students: How do you know when to read the thermometer? When the red liquid stops moving.. Have the students complete the handout: What Are the Parts of a Thermometer? 1

13 What Are the Parts of a Thermometer? Name The temperature is Celsius. The temperature is Celsius. o CELSIUS o CELSIUS bulb scale red liquid glass tube Date The temperature is Celsius. o CELSIUS

14 ANSWERS: What Are the Parts of a Thermometer? Name Date The temperature is Celsius. The temperature is Celsius The temperature is Celsius. o CELSIUS o CELSIUS o CELSIUS glass tube scale red liquid bulb bulb scale red liquid glass tube

15 RESEARCH: Activity 3 Make a Classroom Temperature Map 30 minutes Groups of students Objectives To practice reading the thermometer To learn where the classroom is hot and cold To draw a bar graph Materials For each group 1 thermometer For each student Handout: Classroom Temperature Map Safety Review safety precautions! The thermometers are glass and if they are dropped or banged on a table, they will break. The liquid inside is a mixture of alcohol and red dye. It may stain. Do not taste or get on skin. 1. Divide the students into groups. Each group will work together to make a temperature map of the classroom and each student will record temperatures and locations on their own handout. Have groups work first to make a temperature map; the remaining students can read What Is Hot and What Is Not? and complete the multiple choice quiz. Then the groups can switch activities.. Look closely at all the parts of a thermometer. As a group, look closely at the thermometer from the front and from the side. The liquid is a mixture of clear alcohol and red dye. What is the room temperature? Everyone records the temperature on the handout. 3. Make a temperature map of the classroom. Ask the students to predict where the warmest spot in the room is and also where the coolest is. Each group will measure the temperature in locations High Location, Low Location, Window Location and the Teacher s Desk. The group can select specifically where those locations are. Two of the groups will record the temperature in the selected spots. Place the thermometer 15

16 RESEARCH: Activity 3 Make a Classroom Temperature Map in the first spot and leave it there for 3 minutes. One member of the group is chosen to watch the time. Then read the temperature of the thermometer and write it on the worksheet next to the #1 High and give a brief description like Above the door. Place the thermometer in the second spot for 3 minutes and record the temperature on the worksheet. Continue to the third and fourth spots. On the handout, fill in a map of the room, a top view and a side view, indicating the door, windows, teacher s desk. The map doesn t need every desk and detail. Also number the four spots on the map. On the back of the handout, make a bar graph of the results. As a class, after the groups are finished, discuss what the groups found out. How much do temperatures vary in the room and at different times of day? Of the locations, which one varied the least? Which one varied the most? OPTIONAL On the whiteboard, compile the groups data into a bar graph. EXTENSION Have each student gently put their thumb and finger on the front and back at the bulb of the thermometer. Hold it for 60 seconds and watch the red liquid. After 60 seconds, record the temperature of the thermometer. It takes 3- minutes for the temp to return to room temperature before the next student explores. 16

17 Classroom Temperature Map Name Date Initial Room Temperature C Time Where do you predict the warmest spot in the room is? Where do you predict the coldest spot in the room is? Top View Side View On the map, looking down from above, draw where the door, windows and teacher s desk are. Write 1,, 3 or where your locations are. On the map, looking from the side, draw where the windows and teacher s desk are. Write 1,, 3 or where your locations are. #1 Desk C #3 Low C # Window C # High C

18 Classroom Temperature Map Graph Name Date DESK WINDOW LOW HIGH DEGREES CELSIUS LEGEND: #1 Desk C # Window C #3 Low C # High C

19 ANSWERS: Classroom Temperature Map Name Date Initial Room Temperature C Time Where do you predict the warmest spot in the room is? Where do you predict the coldest spot in the room is? Top View Side View On the map, looking down from above, draw where the door, windows and teacher s desk are. Write 1,, 3 or where your locations are. On the map, looking from the side, draw where the windows and teacher s desk are. Write 1,, 3 or where your locations are. #1 Desk center of teacher s desk C #3 Low on floor near trash 0 C # Window left side of window C # High above blackboard C 30 6

20 ANSWERS: Classroom Temperature Map Graph Name Date DESK WINDOW LOW HIGH DEGREES CELSIUS LEGEND: #1 Desk C # Window 30 C #3 Low 0 C # High 6 C

21 SCIENCE READING What Is Hot and What Is Not? 30 minutes Half of the students Objectives To learn through reading comprehension about heat, temperature and thermometers Materials For each student Handout: What Is Hot and What Is Not? 1

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23 SCIENCE READING What Is Hot and What Is Not? You can feel if something is hot or cold with your skin. When you wash your hands, the water feels warm. If you hold an ice cube in your hand, it feels cold. When a substance feels hot or cold, you are sensing the heat energy that it contains. Different people sense hot and cold differently, but science measures it precisely. Heat energy is the energy of moving atoms and molecules. The faster the molecules or atoms are moving, the more heat energy they produce. Sometimes we need to measure heat energy. Temperature is the measure of the heat energy in a substance. It is measured using a thermometer. A doctor uses a thermometer to measure the body s temperature. On an oven, you can set an exact temperature to bake cupcakes. A thermometer is typically a narrow glass tube. It is sealed. One end of the tube is a bulb that contains a red liquid. The red liquid inside the tube expands when it is heated. It contracts when it is cooled. This is because the molecules that make up the liquid expand and contract. Molecules move a little further apart and move faster when they are heated. Molecules also move a little closer together and more slowly when they are cooled. On the side of the glass tube is a series of marks called a scale. The scale is used to measure the height of the red liquid in the thermometer. The marks are also called degrees. You would say that the temperature in your classroom is 70 degrees Fahrenheit or 70 F. The symbol is another way to show degrees. There are two temperature scales commonly used around the world. In the United States, the Fahrenheit scale is used to report the weather, read the temperature of the body and in recipes. In the Fahrenheit scale, 3 F is the degree that water freezes and 1 F when it boils. The Celsius scale, represented by a C, is used in most of the world for everyday temperatures. The Celsius scale is also used by scientists all over the world to record data. As part of the decimal system, 0 C is the degree that water freezes and 100 C when it boils. 3

24 SCIENCE READING What Is Hot and What Is Not? Name Date 1. Two people are drinking hot chocolate. One person says that it is too hot to drink and the other says that it is just right. a. The two people are making scientific observations. b. The second person is lying in order to seem tough. c. The sense of heat can be different for each person. d. Cold means there is no heat energy.. Temperature is the measure of heat energy. a. A thermometer is always how heat energy is measured. b. Only a doctor should use a thermometer. c. A thermometer is one type of instrument used to measure heat energy. d. You can measure heat energy with your hand. 3. Many thermometers have a narrow glass tube filled with a liquid. a. The liquid in the tube must be red. b. The liquid expands when it gets warmer. c. If you touch the red liquid that is made from alcohol you might die. d. Mercury is no longer used in most thermometers because it is too expensive.. Heat energy is measured in degrees. a. All thermometers use a scale to show the degrees. b. All thermometers are long and narrow. c. A small circle next to the number of degrees is a symbol for degrees. d. On thermometers all scales are the same. 5. There are two scales used around the world. a. The USA is the only country that uses the Fahrenheit scale. b. Scientific work usually uses the Celsius scale to record data. c. Water boils at 1 degrees Celsius. d. Weather forecasters always use the Celsius scale to report the temperature. 6. In a typically narrow glass tube thermometer, it works because of the expansion and contraction of the liquid. a. When the molecules in the liquid move fast and bump into each other, the temperature is getting colder. b. Atoms and molecules are always the same. c. Molecules of alcohol and water expand and contract at the same rate. d. The molecules in a thermometer always expand when heated. Bonus Question: Why do thermometers never use water for the liquid in the tube?

25 SCIENCE READING ANSWERS: What Is Hot and What Is Not? 1. Two people are drinking hot chocolate. One person says that it is too hot to drink and the other says that it is just right. a. The two people are making scientific observations. b. The second person is lying in order to seem tough. c. The sense of heat can be different for each person. d. Cold means there is no heat energy.. Temperature is the measure of heat energy. a. A thermometer is always how heat energy is measured. b. Only a doctor should use a thermometer. c. A thermometer is one type of instrument used to measure heat energy. d. You can measure heat energy with your hand. 3. Many thermometers have a narrow glass tube filled with a liquid. a. The liquid in the tube must be red. b. The liquid expands when it gets warmer. c. If you touch the red liquid that is made from alcohol you might die. d. Mercury is no longer used in most thermometers because it is toxic.. Heat energy is measured in degrees. a. All thermometers use a scale to show the degrees. b. All thermometers are long and narrow. c. A small circle next to the number of degrees is a symbol for degrees. d. On thermometers all scales are the same. 5. There are two scales used around the world. a. The USA is the only country that uses the Fahrenheit scale. b. Scientific work usually uses the Celsius scale to record data. c. Water boils at 1 degrees Celsius. d. Weather forecasters always use the Celsius scale to report the temperature. 6. In a typically narrow glass tube thermometer, it works because of the expansion and contraction of the liquid. a. When the molecules in the liquid move fast and bump into each other, the temperature is getting colder. b. Atoms and molecules are always the same. c. Molecules of alcohol and water expand and contract at the same rate. d. The molecules in a thermometer always expand when heated. Bonus Question: Why do thermometers never use water for the liquid in the tube? The tube will break when the temperature goes below freezing. Alcohol freezes at a lower temperature than water. 5

26 RESEARCH: Activity Optional Make a Model of a Thermometer 0 minutes Groups of students Objectives To explore how a thermometer works Materials For each group 1 clear plastic bottle, 1 clear straw, 1 piece of modeling clay, food coloring, water Pour water into the bottle, filling about a fourth of the bottle. Add a couple drops of food coloring and mix. Roll the modeling clay into a ball and flatten it. Cover the top of the bottle and press firmly around the sides. With a sharp pencil, make a hole in the center of the modeling clay, approximately the same size as the straw. Insert the straw through the hole. Put the straw into the center of the liquid, but not touching the bottom. Press the clay around the straw to hold the straw and seal the bottle. Set both hands on the bottle and watch what happens. Do not squeeze. Congratulations! You have made a simple thermometer. Please pour the water out in a sink and take the thermometers apart for the next class. Recycle the bottles when all the classes have built the model. ASSESSMENT Have the students record their observations by answering the following questions on a sheet of paper. When the groups are finished, discuss their observations as a whole class. 1. Based on what you know about the way molecules move in hot liquids, explain why the liquid in the thermometer goes up when heated. Answer: The molecules in a hot liquid move faster and expand. When the molecules expand, the liquid has nowhere to go but up the narrow tube.. Based on what you know about the way molecules move in cold liquids, explain why the liquid in the thermometer goes down when cooled. Answer: In a cold liquid, the molecules will move closer together and move slower. Inside the tube, the contracting liquid will move down. 3. Why do you think the tube of a thermometer that contains the red liquid is so thin? Answer: The liquid in a thermometer is contained in a thin tube so that a small difference in the expansion and contraction of the liquid will be noticeable. 6

27 How to Care for Painted Lady Butterflies 1. Getting Started Always handle the cup of caterpillars gently. Remove the cup from its plastic bag. There should be -6 caterpillars in the cup, ¼ to 1 inch long. At least 3 should become healthy butterflies. Do not remove the lid. The food on the bottom of the cup is all the caterpillars need. Allow caterpillars at least hours to become active. They should start growing quickly within a few days. Stand the cup upright at all times; place it in a warm spot, out of direct sunlight. Caterpillars may suspend themselves in gray-white webbing. This is good! Troubleshooting: If food has shifted from the bottom to the side of the cup (which may happen when caterpillars are delivered in hot weather), turn the cup on its side, food down, and wait to 3 days to see if at least 3 caterpillars are alive. Call if you need a replacement.. Caterpillar to Chrysalis When caterpillars crawl to the top of the cup they are ready to pupate. Caterpillars will attach to the paper under the lid and hang from their tail ends. They will shed their final caterpillar exoskeleton and form a pupal exoskeleton: the chrysalis. Within 3-5 days after all the chrysalises form, remove the lid from the cup, lift the paper gently, and transfer it to the butterfly house. Tape, paper clip or pin the paper securely to an inside wall (chrysalises hanging down and facing in). Troubleshooting: If a chrysalis detaches from the paper, roll it gently out of the cup onto a small piece of paper towel on the floor of its house. 3. Butterflies! Butterflies, under normal conditions, will emerge from chrysalises in approximately 7-10 days. It will take them an hour or two to dry off and stretch their wings. After wings harden, butterflies are ready to fly. Release them now or feed them. Nectar: 1 teaspoon sugar dissolved with ½ cup tepid water in a small cup. Roll a 5 x 7 piece of paper towel to make a wick long enough to hang over the edge of the cup. You may also feed with fresh fruit. Slices of orange or watermelon are best. It s best to release the butterflies within a week. Troubleshooting: If a butterfly doesn t emerge completely from its chrysalis or wings are deformed, there is sadly nothing you can do to help. Carry the insect outside and place it in a bush or other plant. The insect will die a natural death and will probably be eaten by another animal. Remember: butterflies are important parts of your local food web.. Release Outdoors Celebrate! Share a snack during your afternoon recess and release butterflies as a special gift to the Earth. Outside temperature should be at least 55ºF. Open your butterfly house and allow a butterfly to crawl onto your hand (or a student s). The butterfly will borrow heat from your body to warm itself up to 68ºF. It must be at least this warm to fly. If your butterfly is reluctant to fly away, help it by gently pushing it onto a bush or other plant. Repeat with remaining butterflies. 7

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29 THE EXPERIMENT Setup of the Caterpillars, Thermometers & CF Lightbulb 5 minutes Whole Class Objectives To carefully setup the experiment To involve the students in scientific procedures Materials Handouts: Data & Observations Day-to-Day 3 cups of live caterpillars 3 thermometers Socket Compact fluorescent lightbulb Extension cord Toothpicks Pencils Tape Refrigerator Paper Ruler Location In advance, select a work area approximately 3 feet apart wide. One cup with the lightbulb needs to be a distance from the other cups. There should be an electrical outlet nearby. It should not receive direct sunlight. You also need access to a refrigerator in the teacher s lounge or the cafeteria. Documentation The experiment is a good opportunity to let the students use their interests and talents to document the experiment with scientific illustrations, photographs and video. Perhaps 1 or students in each group can creatively document the set up of the experiment, the life cycle of the insect, thermometer readings and more. Their visual record can be incorporated into presentations or a bulletin board about the experiment. 9

30 THE EXPERIMENT Setup continued TESTABLE QUESTION Begin by writing the testable question at the top of Data & Observations Day-to-Day. Do the students remember what it is? How does temperature affect the rate of metamorphosis in butterflies? RESEARCH Ask the students what they learned about temperature and using a thermometer, a tool they will be using in the experiment. Is there any other research that would be useful? HYPOTHESIS Do the students remember what the hypothesis is? If one cup of caterpillars is warmer than the other two, then the warmest cup will develop fastest. Can the hypothesis be stated in another way? Write the hypothesis at the top of Data & Observations Day-to-Day. PROCEDURE Care of the Painted Lady Caterpillars Review some basic care instructions with your students: DO NOT REMOVE THE LID. Always handle the cup of caterpillars gently. Stand the cup upright at all times; keep it out of direct sunlight. The 3 cups of caterpillars will be kept at 3 temperatures: room temperature, 7-8ºC and -ºC. The caterpillars are not harmed by these temperatures and should move through their life cycle normally. Note: For teachers with multiple classes, the first class of the day will do steps 1-5 and the stations can be explained to subsequent classes. All classes should do steps, 3 and. 1. Setup 3 Different Temperature Stations (Whole Class) A. Select 3 students have tape down blank sheets of paper next to each other. The 3rd student stacks books approx. 7-8 cm high and 90 cm (3 ft) away from the other, set a 3rd sheet on top. This 3rd setup keeps the cup and lightbulb at the same level. Place a cup of caterpillars at the front of each sheet. Have students outline the bottom of the cups. B. Select 3 students to set 3 thermometers upright against each of cups. Tape thermometer to the cup. 30

31 THE EXPERIMENT Setup continued Why outline the cups? For consistency when the cups are moved, they can be returned easily to the same spot every time. C. Select 3 students to label the 3 sheets. On the first sheet, write Cup 1 Refrigerator On the second sheet, right next to it, write Cup Room Temperature On the third sheet, 3 feet away, write Cup 3 Lightbulb. Take a Initial Measurement of the Caterpillars (In groups) A. Make a Measuring Tool (one per student) A toothpick makes a simple tool for measuring the caterpillars. Use the ruler cutout sheet. One cutout and toothpick per student. Tape cutout to the toothpick. One end of the cutout should align with the left end of the toothpick. B. Measure the caterpillars DO NOT take the lid off of the cup. Using the toothpick, have one student in each group measure the caterpillars one by one, first in Cup 1, then in Cup and also Cup 3. Do the best you can measuring them through the plastic cup. Gently handle the cups and pick them up as little as possible. Measure to 1/10th of a centimeter. Another member of the group can record the length on the Data & Observations Day-to-Day handout and share the measurements with the rest of the group. Put the cups back on their spots on the sheets. Do not mix up the cups. 3. Take an Initial Temperature Reading (In groups) After measuring the caterpillars, read the temperature of the 3 thermometers. They should be the same or very close. This is the initial temperature at the beginning of the experiment. Record the temperatures & statements on Data & Observations Day-to-Day. For the small groups, roles can be assigned such as: Student 1 measures the caterpillars Student records the measurements Student 3 reads the thermometers Student records the temperatures Student 5 shares the data with everyone in the group Students 6, 7 & 8 writes an observation of the caterpillars, their behavior and environment. 31

32 THE EXPERIMENT Setup continued. Set Up the Lightbulb (Whole Class) Follow these steps yourself with the class observing or ask for volunteers to follow your directions. Cup 3 will have a lightbulb placed nearby to keep the cup at 7-8 C for hours a day for the entire experiment. Place a note for classroom assistants and maintenance staff that the lightbulb is to be on hours a day. The temperature of the cup should NOT be kept at 30 C or above; it will harm the caterpillars. Screw the compact fluorescent lightbulb (CFL) into the socket, slide the extension cord outlet through the sleeve and plug the extension cord into the outlet. The sleeve will stabilize the standing lightbulb. Tape it down if you need to. The cup and the lightbulb should be on the same level. Place a stack of books under the cup. Measure between the cup and the coil of the lightbulb. You want the thermometer on the cup to be at a steady 7-8 C thoroughout the experiment. Start by placing the lightbulb 3 cm away from the thermometer/cup. Wait minutes and read the temperature. Is the temperature 7-8 C? If not, adjust the lightbulb a little closer or a little further until it is a steady 7-8 C? Tape down the sleeve near the lightbulb base when you find the right distance. The temperature may flucuate a little and you may need to adjust the distance slightly. 5. Transfer Cup 1 to a Refrigerator (One person after all classes) For Cup 1 Refrigerator, tape a smaller piece of paper with the teacher s name, classroom and Do Not Disturb to the cup. Take the cup/thermometer to the refrigerator. Place the cup near the front or in the door; the back of the fridge is coldest. Most refrigerators are - C. For 7 days, the teacher or a student will need to go to the refrigerator and read the temperature, reporting it for the whole class. Measure the caterpillars after they will have been in the refrigerator for -5 days and report the length to the class. They do not need to be measured every day. In seven days, bring the cup back to the classroom and put it on its labeled sheet near the room temperature cup. From here forward, the cup will be kept at room temperature. Begin measuring the caterpillars every day. 3

33 THE EXPERIMENT Setup continued 6. Recording Data & Observations Day-to-Day Once the experiment is set up, every day, one group will record data, write an observation and share this with the whole class: Day (for example Day 1; note that if Friday is Day, then Monday will be Day 5) Date Temperatures of the cups Length of the caterpillars in the cups Calculate the mean length. The mean is the average of a set of numbers. For example, in the set - 6, 5, 6, 5, 5 - the value 5. is the mean. Add up the numbers and divide by how many numbers there are. Write a 1- sentence observation of the organism, their behavior and its environment. Life stage of the insect as larva, pupa or adult (the stage of the majority in each cup). Roles can be assigned to involve several students in the group: Student 1 measures the caterpillars Student records the measurements Student 3 reads the thermometers Student records the temperatures Student 5 shares the data with the class Students 6, 7 & 8 write a 1- sentence observation about one of the cups 7. Pupation Continue recording data and observations when the caterpillars begin to pupate. Replace the length measurement with the letter P on Data & Observations Day-to-Day as they become pupas one by one. When all of the insects have attached chrysalises to the top of the cup, keep them in the cup for only 3- days before transferring them into the Butterfly Cottage. Note: if it s Friday and the entire cup have been pupas for a couple days, you should transfer the pupas to the butterfly house. Label the paper that the chrysalises are attached to with 1, or 3 so that you can continue to observe differences in their rate of growth. Turn off the lightbulb when Cup 3 pupas are moved. Be sure to record the day on Data & Observations Day-to-Day. As butterflies emerge, note each one with a B on Data & Observations Day-to-Day. Look for empty exoskeletons on the paper to see which group it was in. WHAT ABOUT WEEKENDS? For weekends or holidays, estimate length and temperature by comparing Friday and Monday data. 33

34 3 THE EXPERIMENT Ruler Cutouts

35 Data & Observations Day-to-Day Question: Hypothesis: Day Date Cup 1 C Length Mean Stage Cup C Length Mean Stage Cup 3 C Length Mean Stage Day Date Cup 1 C Length Mean Stage Cup C Length Mean Stage Cup 3 C Length Mean Stage Group Name Day Date Cup 1 C Length Mean Stage Cup C Length Mean Stage Cup 3 C Length Mean Stage Day Date Cup 1 C Length Mean Stage Cup C Length Mean Stage Cup 3 C Length Mean Stage

36 Data & Observations Day-to-Day continued Day Date Cup 1 C Length Mean Stage Cup C Length Mean Stage Cup 3 C Length Mean Stage Day Date Cup 1 C Length Mean Stage Cup C Length Mean Stage Cup 3 C Length Mean Stage Day Date Cup 1 C Length Mean Stage Cup C Length Mean Stage Cup 3 C Length Mean Stage Day Date Cup 1 C Length Mean Stage Cup C Length Mean Stage Cup 3 C Length Mean Stage

37 RESEARCH Complete & Incomplete Metamorphosis, Is There a Bug in Biology? The class is getting an up-close experience of butterfly metamorphosis while collecting data and observations. Assign the class to write a research report that explains the difference between complete and incomplete metamorphosis. Individually, the students should choose an insect or an amphibian whose metamorphosis is incomplete to compare with the butterfly. The report should include for both animals: Scientific name (if available) Description of life cycle Scientific drawing of the life cycle Habitat Food Predator and prey relationships Creative expression such as a poem, game, song or story Apply rules for formatting and references that have been used throughout the year. TEACHER BACKGROUND Insects that go through three stages of change in their life cycle have an incomplete metamorphosis. The egg is the first stage of incomplete metamorphosis. When the egg hatches, the insect is called a nymph. The nymph is a tiny version of the adult insect without wings. Nymphs usually have a thin exoskeleton. As a nymph grows larger, its exoskeleton becomes too tight and it goes through a process called molting where the exoskeleton splits and a larger nymph with small wings emerges. The new exoskeleton will harden. This will happen several times until the insect finally becomes the size of an adult with full-size wings. Insects that have an incomplete metamorphosis life cycle include grasshoppers, cockroaches, termites, praying mantises, flies and crickets. Amphibians like frogs and salamanders also have an incomplete metamorphosis. In complete metamorphosis there are four stages, and the animal looks different in each stage. Complete metamorphosis begins with the insect hatching from an egg into a caterpillar or larva. A larva is built for eating and can eat several times their own body weight every day. 37

38 RESEARCH Complete & Incomplete Metamorphosis, Is There a Bug in Biology? Some larvae add more segments as they grow. These stages are called instars. At the end of the larval stage, the insect will make a hard shell called a chrysalis or cocoon and inside it the larva becomes a pupa. The larva stops eating and moving. It may appear lifeless, but an amazing transformation is happening. Inside the chrysalis, the larva s body completely melts and changes into an adult. When the adult emerges, it slowly stretches out and rests in the sun while its exoskeleton dries and hardens. Insects with complete metamorphosis include butterflies, moths, beetles, bees, ants, flies and mosquitoes. 38

39 RESULTS Analyze the Data Using Graphs 5 minutes Whole class Materials For each student Handouts: Comparing Rate of Metamorphosis, Comparing Temperatures, Comparing Caterpillars Rate of Growth Based on the skill level of your students, you may want to have them work individually or in small groups to make these graphs. Graph 1 - Comparing the Rate of Metamorphosis in Butterflies On this handout is the basic structure of a bar graph. Students will use the data recorded on the Data & Observations Day-to-Day handout and transfer it to the graph. X or Horizontal axis: Has Cup 1, Cup and Cup 3 below. Y or Vertical axis: Has the Number of Days 0-30 on the side. Key: Fill in the number of days as larva, pupa and total days to adult for the 3 cups. Choose different colors or patterns to represent the 3 cups. Make the bars: Use the number of days as a larva for Cup 1 and count the number of lines above Cup 1. Draw a bar or rectangle up to that line in the color for Cup 1. Fill in the bar with diagonal lines or a crosshatch. Next use the number of days as a pupa for Cup 1. Above the bar, count the number of lines and draw a bar up to that line. Fill in the bar with a solid color. The height of the bar and the total days-larva to adult should be the same. Repeat these steps for Cup and Cup 3. When the students have finished the 3 graphs, they will discuss them and make conclusions in small groups or as the whole class. Graph - Comparing Temperatures of 3 Cups of Larva The next graph is a line graph rather than a bar graph. Basic components of a line graph are already completed. The students will fill in their own data from Data & Observations Day-to-Day. X or Horizontal axis: The horizontal axis is Days, 1 through 15. This is the dependent variable. 39

40 RESULTS Analyze the Data Using Graphs Y or Vertical axis: The vertical axis is Degrees Celsius, starting with 0 through 30. This is the independent variable. Key: Choose a symbol to represent each cup. Make the graph: Using the temperatures for Cup 1 recorded on Data & Observations Day-to- Day, find the degree along the vertical axis and the day on the horizontal axis, mark the symbol for Cup 1 at the intersection. Do this for Cup 1 for each day. Repeat these steps for Cup and 3. Connect all of the symbols for Cup 1 with a line. Do the same for the symbols of Cup and 3. When the students have finished the 3 graphs, they will discuss them and make conclusions in small groups or the whole class. Graph 3 - Comparing Caterpillar Rate of Growth This line graph is similar to Comparing Temperatures. If the students are ready, have them complete the graph more independently. X or Horizontal axis: The horizontal axis is Days, 1 through 15. Y or Vertical axis: The vertical axis is Mean Length of Caterpillar, from 0.0 to 5.0. These units correspond to the toothpick. Key: Choose a symbol to represent each cup. Make the graph: Using the mean length of Day 1 for Cup 1 recorded on Data & Observations Day-to-Day, find the length along the vertical axis and the day on the horizontal axis, mark the symbol for Cup 1 at the intersection. Do this for Cup 1 for each day. When the insects become pupas, their length is no longer measured. On the graph, mark the day that most of the insects were pupas by adding a P to the student s symbol for that cup, for example OP. Repeat these steps for Cup & 3. Connect all of the symbols for Cup 1 with a line. Do the same for the symbols of Cup & 3. Now that the students have finished the 3 graphs, they will discuss them and make conclusions in small groups or the whole class. 0

41 Comparing the Rate of Metamorphosis in Butterflies Name Date KEY: NUMBER OF DAYS 0 # OF DAYS-LARVA # OF DAYS-PUPA TOTAL DAYS-LARVA TO ADULT CUP 1 CUP CUP 3 # OF DAYS-LARVA # OF DAYS-PUPA TOTAL DAYS-LARVA TO ADULT # OF DAYS-LARVA # OF DAYS-PUPA TOTAL DAYS-LARVA TO ADULT

42 Comparing Temps of 3 Cups of Larva Name Date DAYS DEGREES CELSIUS KEY:

43 Comparing Caterpillars Rate of Growth Name Date DAYS KEY: 16 LENGTH OF CATERPILLARS

44

45 ANSWERS: Comparing the Rate of Metamorphosis in Butterflies NUMBER OF DAYS KEY: 0 # OF DAYS-LARVA # OF DAYS-PUPA TOTAL DAYS-LARVA TO ADULT 17 CUP 1 CUP CUP 3 17 # OF DAYS-LARVA 10 # OF DAYS-LARVA 8 7 # OF DAYS-PUPA 7 # OF DAYS-PUPA 5 TOTAL DAYS-LARVA TO ADULT 17 TOTAL DAYS-LARVA TO ADULT 13 13

46 ANSWERS: Comparing Temps of 3 Cups of Larva DEGREES CELSIUS 0 DAYS O O O O O O O O O O O O O O O O KEY: CUP ONE CUP TWO CUP THREE

47 ANSWERS: Comparing Caterpillars Rate of Growth O O O O O O O O P O O O O O O O O DAYS KEY: O 16 LENGTH OF CATERPILLARS

48

49 CONCLUSIONS What Has Been Learned? 5 minutes Whole class Materials For each student Completed Handouts: Data & Observations Day-to-Day, Comparing the Rate of Metamorphosis, Comparing Temperatures, Comparing Caterpillars Rate of Growth As a class, look at Data & Observations Day-to-Day as two different ways of collecting data numbers and words. How are they different? What are the strengths of each way? How are both scientific? How are they both needed? As a class, look at the Data & Observations Day-to-Day chart and the 3 completed graphs side by side. Discuss the differences and how quickly or easily the data can be understood in the two forms. What conclusions can you draw? What does each graph tell us? How did temperature affect the rate of growth? 1. Was the hypothesis proven or not proven? What is your conclusion? Does the outcome of the experiment suggest new questions?. As a class, write a statement that incorporates the hypothesis and includes the conclusion. For example The hypothesis was proven. When the temperatures of the cups were varied, then the rates of metamorphosis were different. The butterflies that maintained the warmest temperature developed the fastest. 9

50 COMMUNICATE Share Your Findings 5 minutes In small groups Have the groups make posters that summarize what has been learned. Encourage them to use bold shapes, bright colors, as well as large text and numbers from the data. Be sure to include the restatement of the hypothesis. Charts and graphs, photographs and illustrations can all be used for visual appeal AND to communicate what has been learned clearly and quickly. Share your posters with another class. What is the most important conclusion? What data is the most important? How can the conclusion be communicated visually? INDIVIDUAL ASSESSMENT Understanding the Experiment Write a story about the life cycle of a butterfly that shows that you understand what you learned from our experiment. The story may be written as if you were a scientist or it may be a fantasy story using the scientific facts. Use all of the words listed below in your story: egg, larva, pupa, chrysalis, adult, butterfly, metamorphosis, temperature, heat, growth, environment 50

51 ENVIRONMENTAL IMPACT Comparing Types of Lightbulbs Objectives To learn how lightbulbs work To learn about the cost of energy and energy efficiency Materials Handouts: Lightbulb Diagram & Energy Costs and Comparing Types of Lightbulbs at Home CF lightbulb Incandescent lightbulb Socket Extension cord Thermometer Ruler DISCUSS Find out what the students already know about the incandescent and compact fluorescent lightbulbs. Look at the diagrams of the two types of lightbulbs together. What questions do the students have about light bulbs and how they work? What is energy efficiency? Do they know about halogen and LED lights? How can they find answers? Have a class discussion about comparing the heat output of the two types of lightbulbs. How would the students setup the experiment? What are the variables? What is your hypothesis? RESEARCH 1. Homework Record the different types of lightbulbs at home and how many of each there are. There are 5 categories: Incandescent, CFL, LED, Halogen and Unknown. Write these down on a piece of paper, go into each room and make a hash mark for each lightbulb in each category. Total the hash marks when they are finished. Ask the students to be thorough; remember outside light, under cabinet lights, lights inside closets and ceiling lights. Often there are -3 bulbs in lamps and ceiling fixtures.. Make a Graph In pairs, use the Handout: Comparing Types of Lightbulbs at Home and make a bar graph that compares the 5 types of lightbulbs at the houses. Basic components of a graph are provided. The students will use the information from their houses to complete the graph. 51

52 ENVIRONMENTAL IMPACT Comparing Energy Costs 0 minutes Whole class Set Up the Lightbulbs If needed, remind the students that it is best to setup each test in the same way. You will be testing the CF and incandescent lightbulbs one at a time, because you have one socket. The lightbulb and the thermometer need to be the same distance apart in each test. Use the same distance that was used between the lightbulb and the cup of caterpillars. Setup one lightbulb and turn it on. Wait 5 minutes and read the temperature. Setup the second lightbulb in the same location. Record the temperatures on Lightbulb Diagram & Energy Costs. What does the difference in temperature suggest about the energy use of the two lightbulbs? Calculate Energy Costs Using the back of Lightbulb Diagram & Energy Costs, record the wattage of both lightbulbs. In the US, electric meters measure kilowatts; 1,000 watts equals 1 kilowatt, so you will need to divide the wattage of the lightbulb by 1,000 to calculate the kilowatts (kw) used. For example The compact fluorescent lightbulb (CFL) is 0 watts. Electric meters measure kilowatts; 1,000 watts equals 1 kilowatt, so you will need to divide the wattage of the lightbulb by 1,000 to calculate the kilowatts (kw) used. wattage of CFL 1,000 = kw Count the number of days the lightbulb was on and complete the formula. days hours = hours Next calculate the kilowatt hours. kw x hours = kw hours Here is the formula to calculate the cost of energy. kw Hours Used x $0.09 = Cost of Energy (CoE) In January 016 from PNM, 1 kw cost $0.09. Plug in the numbers to calculate the cost of energy used by keeping the CFL on for many hours. kw hours $0.09 = $ CoE 5

53 ENVIRONMENTAL IMPACT Comparing Energy Costs What would the cost be if the total number of lightbulbs in your house were CFL and kept on for that many hours? total lightbulbs $ CoE = $ Total CoE Calculate the energy cost of 1 incandescent lightbulb using the same formula. The incandescent is 100 watts. 100w divided by 1,000 = 0.1 kw. Use the same number of hours and the same cost per kw. Plug in the numbers to calculate the cost of energy. 0.1 kw x 336 hours x $0.09 (Cost per kw Jan 016) = $3.0 INDIVIDUAL ASSESSMENT Understanding the Impact Explain why compact fluorescent lightbulbs (CFL) are better than Incandescent lightbulbs for the Earth. Use the words listed below in your essay: heat, energy, light, temperature, watt, electricity 53

54

55 Comparing Types of Lightbulbs At Home Name Date NUMBER OF LIGHTBULBS 0 INCANDESCENT CFL LED HALOGEN UNKNOWN KEY: TOTAL NUMBER OF LIGHTBULBS TOTAL NUMBER OF LIGHTBULBS

56 ANSWERS: Comparing Types of Lightbulbs At Home Name Date INCANDESCENT CFL LED HALOGEN UNKNOWN 1 0 NUMBER OF LIGHTBULBS GONZALEZ 3 WILLIAMS 19 KEY: TOTAL NUMBER OF LIGHTBULBS TOTAL NUMBER OF LIGHTBULBS

57 Lightbulb Diagrams & Energy Costs Name Date Compact fluorescent lightbulb Incandescent lightbulb Glass tube Phosphor coating Mercury-argon gas UV light Ballast Inert gas Filament Support wires Glass mount Electrical contact

58 Lightbulb Diagrams & Energy Costs Name Date CFL The compac t fluorescent lightbulb (CFL) is wat t s. Electric meters measure kilowatts; 1,000 watts equals 1 kilowatt, so you will need to divide the wattage of the lightbulb by 1,000 to calculate the kilowatts (kw) used. Incandescent The incandescent lightbulb (CFL) is wat t s. Electric meters measure kilowatts; 1,000 watts equals 1 kilowatt, so you will need to divide the wattage of the lightbulb by 1,000 to calculate the kilowatts (kw) used. wat tage of CFL 1,000 = kw wat tage of CFL 1,000 = kw Count the number of days the lightbulb was on and complete the formula. Count the number of days the lightbulb was on and complete the formula. days hours = hours days hours = hours Next calculate the kilowatt hours. Next calculate the kilowatt hours. kw hours = kw hours kw hours = kw hours Here is the formula to calculate the cost of energy. kw Used x Hours Used x $0.09 = Cost of Energy (CoE) Here is the formula to calculate the cost of energy. kw Used x Hours Used x $0.09 = Cost of Energy (CoE) In January 016 from PNM, 1 kw cost $0.09. Plug in the numbers to calculate the cost of energy used by keeping the CFL on for many days. In January 016 from PNM, 1 kw cost $0.09. Plug in the numbers to calculate the cost of energy used by keeping the incandescent on for many days. kw hours $0.09 = $ CoE kw hours $0.09 = $ CoE What would the cost be if the total number of lightbulbs in your house were CFL and kept on for that many hours? What would the cost be if the total number of lightbulbs in your house were incandescent & kept on for that many hours? total lightbulbs $ CoE = $ Total CoE total lightbulbs $ CoE = $ Total CoE

59 GLOSSARY adult A fully developed insect; the last stage of metamorphosis. atom The smallest piece of an element that still has all the properties of that element. An atom is made up of protons, neutrons, and electrons. The protons and neutrons are found in the nucleus. The electrons move around the nucleus. bulb Rounded part at the bottom of the thermometer where liquid is contained butterfly An insect with two pairs of large wings that are typically brightly colored. Butterflies are diurnal, feed on nectar and contribute to pollination. caterpillar The worm-like larva of a butterfly or moth. column of liquid Moves up or down inside the tube in response to the temperature of the material being measured contract To become smaller; to shrink or take up less space. When something contracts, it becomes smaller because the particles that it is made of come closer together. When a gas cools, it contracts. chrysalis The insect pupa in a transitional stage before emerging as an adult, especially refers to the hard outer case or exoskeleton of the pupa. degree A degree is a set change in temperature measured against a given scale energy The ability to do work. There are many forms of energy, such as heat, light, electrical, and nuclear energy. Energy can be converted from one form to another. expand To become larger; to spread out or take up more space. When something expands, it becomes larger because the particles that it is made of spread out more. When a gas is heated, it expands. frass The excrement of insects. 59

60 GLOSSARY heat energy The energy of moving particles. The faster particles of matter move, the more heat energy they produce. insulator Something that slows the movement of heat energy from one place to another. Coolers, refrigerators, and some clothing act as insulators. They are used to keep objects cool or hot. larva An active stage of the insect between egg and pupa. matter The material or stuff of which everything is made. Everything around us is made up of matter. Matter is found in different forms: solid, liquid, and gas. Matter can be measured. metamorphosis A process of transformation from an immature form to an adult form in 3 or distinct stages. molecule Two or more atoms joined together. Water is a small molecule made up of two hydrogen atoms and one oxygen atom. Soap is a very long molecule made up of many carbon, hydrogen, and oxygen atoms. pupa The transformative stage of an insect between larva and adult. scale A series of marks used to measure a distance like the height of the red liquid in a thermometer temperature A measure of the heat energy in a substance. Temperature is usually measured using a thermometer. The Fahrenheit and Celsius scales are both used to measure temperature. thermometer An instrument for measuring temperature. A commonly used thermometer consists of a narrow, hermetically sealed glass tube marked with graduations and having at one end a bulb containing mercury or alcohol that expands and contracts in the tube with heating and cooling. watt The basic unit of electric, mechanical or thermal power. For example, a watt is a measure of a light bulb s power. 60

61 BUTTERFLY LAB Celebrate the Earth! Each school celebrates the Earth s Birthday a little differently, bringing their own unique ideas and interests to the event. Get creative! Many schools choose a day close to the end of the school year, when the weather s warm, to celebrate by planting seeds, releasing butterflies and demonstrating ways to care for our home planet. Your celebration is a special gift from the children to the Earth! Here are some activities for your classrooms to share: Sharing a song that students learned in the Butterfly Lab Planting seeds in a school garden Creating an art project from recycled materials Releasing Painted Lady butterflies Students can draw pictures of their favorite animal, flower or tree Students reporting on ways to care for the earth like saving water, feeding birds, growing vegetables and more At the close of your celebration, please remember to take the Earth s Birthday Pledge! No job is too big, No action too small For the care of the Earth Is the task of us all! 61

62 CLIMATE SCIENCE Climate Science & Butterflies Overview This lesson introduces the concept of climate change and how it relates to plants and insects. This lesson builds off of the students knowledge from the Butterfly Lab by heightening their understanding of the needs of the plant and how those needs are impacted by the environment. Students will learn the meaning of climate change, and what they can do to help. Use the script below to engage the students. Write their answers to your questions on the board. What does a caterpillar need to survive? Water (Rain) Light (Sun) Food (Plants) Air Soil What other things might affect butterflies? Weather (wind, rain, snow, heat) Extreme Weather (drought, floods, hurricanes, tornadoes, fires) Climate (long periods of high or low temperatures) Plant Bloom Period Pollution Plant Pests Disease Has anyone heard of Climate Change? What is Climate Change? Climate change is a long-term change in the average weather patterns of the entire planet. To understand this, it is important to know the difference between climate and weather. Weather is local and temporary, it s what happens at a particular time and place. Weather is rain, snow, wind, hurricanes, heat waves, etc. Climate is the big picture of weather. If an area like a desert has weather that is extremely hot with very little rain each year, it has a dry climate. If an area like a rainforest is warm and gets lots of rain, it has a tropical climate. We are seeing the average temperatures across the entire planet get higher and higher each year at a faster rate than we ve ever seen before. The higher temperatures will change the climate all over the world, making dry areas dryer and wet areas wetter. We also expect climate change to cause more extreme weather events by changing the timing, frequency and duration of precipitation and unusual temperatures. This will affect the plants, animals, and humans living there. What is causing Climate Change? Climate change is caused by humans burning fossil fuels. Humans burn fossil fuels when we use electricity, drive our cars, fly in planes, etc. When we do these things, we release tiny molecules of pollution into the air, called greenhouse gases. There are different types of greenhouse gases, but the most common greenhouse gas is carbon dioxide (Other greenhouse gases are methane, nitrous oxide, ozone, and water vapor). Over time, these tiny, invisible molecules build up and act as a blanket over the planet that traps heat trying to escape into space. This heat trapping blanket will cause the Earth to have a fever that changes the average climate and weather of the planet. 6

63 CLIMATE SCIENCE Climate Science & Butterflies How is climate change affecting plants? Imagine you are a flower and you lived your whole life on a snowy mountain. You would be used to living in a cold climate, right? Now imagine that the climate of your home has changed over time to be much, much hotter. How would you like that? Do you think that might affect your life as a flower? A hotter climate might mean less water available because there is less rain or because more water will evaporate out of the soil before the plants can use it. Many humans, like us, are lucky enough to be able to cool off by going in the shade, changing our clothes, drinking lots of water, or going into an air conditioned room. But do you think a flower can just pull out its roots and walk somewhere else? No. Flowers and many other plants and animals will struggle and have to adapt to dryer conditions to survive. Climate change can also change the life cycle of a plant or animal all together. If the Earth s temperature is warming, flowers will bloom earlier in the year. A lot of flowers bloom in the spring time when there is less frost and warmer temperatures, but if the temperature is warmer earlier in the year the flowers will not bloom at the right time. If the life cycle of flowers is changed, it will throw other species out of their seasonal routine as well. Insects count on flowers to bloom at a certain time so they can gather nectar from the flowers, but if the flowers bloom earlier than usual, the insects might have to migrate somewhere else to find nectar. In the Butterfly Lab, we saw that temperature affects the rate of metamorphosis in butterflies. As our climate gets warmer, this could cause butterflies to reach adulthood faster than usual and might impact their migration patterns and/or interactions with other species. 63

64 CLIMATE SCIENCE Climate Science & Butterflies This interaction is called phenology. Phenology is an essential aspect to life on earth. Think of it as nature s calendar that dictates the seasonal changes in plants and animals from year to year. Plants and animals count on certain patterns to take place at certain times of the year. Local climate dictates the timing of these natural events. For example, flowers bloom, birds migrate, bears hibernate, and butterflies go through metamorphosis all based on their local climate. Phenology and Climate Change If a local climate changes due to climate change, it will alter the natural cycle and disrupt interactions between different species. Since all species in an ecosystem are connected to each other, any increase or decrease in a species population could impact the entire ecosystem. This could even affect humans. Farmers depend on insects to pollinate their crops. Farmers need insects to develop into adults around the same time that their crops are flowering, but a change in local climate could cause the crops to flower before the insects are old enough to pollinate them. This could impact a farmer s livelihood and our food sources. As we can see, climate change is a big factor that can impact plants and insects. We know that it s important for us to care for our fellow humans, but it is also important for us to care for our friends, plants and animals. Can we brainstorm ideas to help save plants and animals from climate change? Hang up the 10 Things I Can Do to Help Poster in Your Classroom 1. Use Less Electricity 6. Choose Reusable Bags and Water Bottles. Save Water 7. Eat Your Veggies 3. Recycle 8. Grow Plants for the Bees, Butterflies, and Birds. Pick Up Trash 9. Read More About Climate Change and Share What You Learn 5. Walk or Ride Your Bike 10. Start an Earth-Friendly Project with your Friends and Family 6

65 art storytelling science Climate Kids in Action! 10 things I can do to help USE LESS ELECTRICITY 1 3 SAVE WATER RECYCLE PICK UP TRASH 5 WALK OR RIDE YOUR BIKE 6 CHOOSE REUSABLE BAGS AND WATER BOTTLES 7 EAT YOUR VEGGIES GROW PLANTS FOR THE BEES, BUTTERFLIES AND BIRDS 8 9 READ MORE ABOUT CLIMATE CHANGE AND SHARE WHAT YOU LEARN 10 climate kids START AN EARTH-FRIENDLY PROJECT WITH YOUR FRIENDS AND FAMILY CLIMATE SCIENCE ALLIANCE 65