Class Periods: 12 or 11 plus 1 day for planting a large project

List of Materials: plant and butterfly reference books, colored pencils, worksheets, soil test kits, compasses, plant catalogues, goggles, water, spaghetti sauce jars, site map, plot of land or containers for garden

Education Objectives: Students will gain an understanding of the complex relationships in an ecosystem by being able to (a) describe the interactions of various butterfly species with plants during the butterfly life cycle, (b) describe the materials needed for plant growth, and (d) design and plant a butterfly garden using knowledge acquired.

Types of Activity: Secondary research, hands-on testing, real-world application

Assessment Tools: Student products created for each lesson (60%), evaluation of student field testing technique (20%), student self-assessment and journal entry (10%), group evaluations (10%)

Students demonstrated an understanding of the life cycle of butterflies and plants through illustrations and timelines relative to specific butterfly species. Students reported site evaluations and test results. Students designed and implemented a butterfly garden project. Students received the 1996 President's Environmental Youth Award for the North Arlington Scenic Overlook Butterfly Garden at DeKorte State Park in New Jersey. The project was extended to a new site at the North Arlington Schuyler Avenue Firehouse. Through a grant from the HIPP Foundation for Excellence in Education, an extracurricular component was added that included cross-age teaching experiences for members of the NAMS Ecology Club working with fifth grade students. The Schuyler Avenue planting was featured on NJ Classroom Close-up. The butterfly garden plans have received an A+ for Kids Award.

The purpose of this unit is to help students gain an understanding of the complex relationships that exist within an ecosystem. Through the lessons students review the life cycle of butterflies with an emphasis on changing food needs and adaptations. They identify relationships between plants and butterfly species and the growth needs of the plants. Through testing students evaluate a site to be used as a butterfly garden. The final step is the planting of a student-designed garden.

Contact local garden centers to obtain current prices for plants or seeds. Preselect a site for the garden. Obtain permission to plant the garden or assign the task to a student volunteer. Solicit parent volunteers who would be willing to help or lend gardening equipment. Find funds to support the garden project (apply for grants a year in advance).

1. Assign students to design groups (reassignments may be needed for various lessons) and complete the pre-unit section of the student evaluation sheet.
2. Read and discuss articles about butterfly gardens. Use plant catalogues so that students can see the types of plants that attract butterflies. Research the life cycle of specific butterfly species.
3. Chose a butterfly garden location. If the site is on school grounds plan to have students observe the area. If the site is off school grounds, shoot slides of the site so that students see what the area is like. Find out what plants need for growth. Evaluate the site.
4. Give student teams a site plan to plot their garden design. Have each group present their design for a class discussion to reach consensus on the design.
5. Organize students into teams so that everyone has a job on the "Big Day."
6. Assess and evaluate the lessons and project with the students.

Gochfeld, Michael and Joanna Burger, 1997. "Butterflies of New Jersey," Rutgers University Press, New Brunswick, NJ ($20)

Schneck, Marcus, 1993. "Creating a Butterfly Garden," Simon and Schuster, NY, NY ($8.95)

Schneck, Marcus, 1993. "Creating a Hummingbird Garden," Simon and Schuster, NY, NY ($8.95)

Sutton, Patricia, 1989. "Backyard Habitat for Birds," New Jersey Audubon Society, Cape May, NJ ($1.00 at NJAS Nature Centers or $1.50 by mail with check to CMBO, Backyard Habitat, P.O. Box 3, Cape May Point, NJ 082112)

PTA minigrants, donations from local garden centers, bake sales, write to seed catalogues for single packet donations, and national, regional, state grant programs

Landscape architects, garden societies, soil conservation district geologists, environmental planners, parent volunteers

Research into the migration of butterflies

Observation of what the garden attracts

Linkage with migratory birds that might benefit from the garden

The assistance of Hackensack Meadowlands Development Commission landscape architect, Katey Weidel in providing practical information is gratefully acknowledged.

Botanical Name

Common Name

Spacing

Notes*

Host**

Butterfly Species

Asclepias tuberosa

Butterfly Weed

18" o.c.

2' ht.,

late summer

USDA Zone 3-10

N & H

attracts a wide variety of species; larval host of Monarch

Aster novae-angliae

New England Aster

18" o.c.

3-6' ht., native, fall

USDA Zone 3-9

H

Monarch, Pearl Crescent, Painted Lady, American Lady, Cloudless Sulphur, skippers, hairstreaks

Buddleia Davidii

Butterfly Bush

6' o.c.

non-native shrub- 10' ht., summer

USDA Zone 5-10

N

Monarch, swallowtails, nymphalids, skippers

Coreopsis verticillata

Moonbeam Coreopsis

18" o.c.

1-2" ht.,

summer

USDA Zone 3-9

N

Easter Tailed Blue, Spring Azure, Pearl Crescent, Orange Sulphur, American Copper, Viceroy, Red Admiral

Echinacea purpurea

Purple Cone Flower

18" o.c.

2-3' ht.,

summer-fall

USDA Zone 3-10

N

attracts a variety of species

Hemerocallis fulva

Tawny Daylily

12" o.c.

28" ht.,

summer

all zones

N

attracts a variety of species

Monarda fistulosa

Wild Bergarhot

24" o.c.

2-3' ht.,

spring, dry,

native

USDA Zone 4-9

N

Lorquin's Admiral, Painted Lady, Cabbage White, Milbert's Tortoiseshell, Clodius Parnassian

Solidago sphacelata

Goldenrod variety

18" o.c.

18-24" ht.,

fall, native

USDA Zone 4-7

N

attracts a wide variety including adult Monarchs

Rudbeckia fulgida

Brown-Eyed Susan

18" o.c.

2-3' ht.,

fall, native

USDA Zone 3-10

N & H

Great Spangled Fritillary, Silver-bordered Fritillary, Meadow Fritillary, Pearl Crescent, Viceroy, Monarch; host plant for Silvery Checkerspot caterpillar

Lesson 1- What's for lunch?

Overview: The purpose of this lesson is for students to understand that an organism's food may change as it goes through different phases of its life cycle.

All students will gain an understanding of the structure, characteristics, and basic needs of organisms.

Illustrate and explain life cycles of organisms.

Grade Level: 6-8

Skills and Objectives: This learning activity requires students to

1. illustrate and explain the life cycle of various butterfly species

2. describe the food needed at each stage of the life cycle

3. give reasons why food needs might change

Time Needed: two 42-minute class periods

butterfly and plant reference books, newspaper gardening articles, butterfly garden books, colored pencils, Worksheet #1

1. Complete pre-unit student assessment. Divide the class into 6 research teams.
2. Distribute Worksheet #1. Assign each team a butterfly.
3. Students conduct secondary research to answer questions.

1. Reassign students into 6 groups so that each student is an expert on a different butterfly.
2. Students should share information, make comparisons, draw conclusions.
3. Each group reports back to the class using the information to compile a chart similar to "Commonly Used Butterfly Garden Plants."

Assessment: Evaluation of completed student reports and worksheets

Lesson 1- What's for lunch? Worksheet #1

Your task is to research the following butterfly __________________________________________.

Work as a group to find information to answer the questions below.

1. Draw the life cycle of your butterfly species.

2. What plants does your butterfly need as:

a larva

a pupa

an adult

an egg

3. Give reasons for the change in food needs. What plant-animal adaptations might have occurred?

Use seasonal timeline to give an example.

Lesson 2- How does your garden grow?

Overview: The purpose of this lesson is to identify the components of the ecosystem that affect plant growth and the flow of energy through the ecosystem.

All students will gain an understanding of the structure, characteristics, and basic needs of an organism.

Explain how organisms are affected by different components of an ecosystem and the flow of energy through it.

Grade Level: 6-8

Skills and Objectives: This learning activity requires students to

1. identify the growth needs and characteristics of various plants important to the butterfly life cycle

2. conduct tests to see if the selected land can support a butterfly garden ecosystem

3. recommend changes that may be needed to support a butterfly garden ecosystem

Time Needed: three 42-minute class periods

soil test kits, chart of commonly used plants, clean spaghetti sauce jar, pencil, compass, water, plant catalogues or books, worksheet #2, goggles

1. Assign students to research teams (up to 6 students) and resource materials and worksheet #2.

2. Complete lab preparation section of the worksheet and go over the testing procedure.

1. Conduct tests at the proposed garden site or on samples from the garden.

1. Students should complete the worksheet and report their findings to the group.

Assessment: Evaluation of student testing techniques, worksheets, and reports

Lesson 2- How does your garden grow? Worksheet #2

What conditions are needed by commonly used butterfly garden plants for growth?

Testing Procedure

Slope

Orientation (north, northeast, etc.)

Vegetation present

Animals present

Composition: Place 1/2 cup of soil in the spaghetti sauce jar. Add water to the curve of the jar. Cap and shake. Let stand 15 minutes. Record observations. Observe again at 30 minutes and record observations.

Chemistry: Follow soil test kit directions for nitrogen, phosphate, potash, and pH. Record your test results.

Phosphate: pH:

Describe the garden site in terms of what it can provide a plant.

Draw a mental map of the site.

What will need to be done to prepare the site for a butterfly garden?

Lesson 3- Designing the Garden

The purpose of this lesson is to design a butterfly garden.

All students will gain an understanding of the structure, characteristics, and basic needs of an organism.

Grade Level: 6-8

Skill and Objectives: This learning activity requires students to

1. apply knowledge acquired through lessons 1 and 2

2. create a plan for a butterfly garden

Time Needed: three 42-minute class periods

Materials Needed: site map of the garden, chart of commonly used plants, worksheets 1 & 2, colored pencils or markers, rulers

1. Assign the class to design teams (up to 6 students). Distribute materials.
2. Instruct teams to design the butterfly garden. Create a color key on the chart. Color the map according to the key. Teams should be ready to explain their design the next day.

Assessment: Evaluation of student team designs and reports

Lesson 4- Sweat Equity

The purpose of this lesson is to prepare a budget, identify resources, and implement the garden plan.

All students will gain an understanding of the structure, characteristics, and basic needs of an organism.

Grade Level: 6-8

Skill and Objectives: This learning activity requires students to

1. prepare a budget for the garden
2. identify resources needed for the project and sources of materials
3. implement the garden plan

Time Needed: three 42-minute class periods and 1 day for the planting (may not be consecutive)

Plants, work gloves, buckets, mulch, shovels, planting tools, water, garden site, parent chaperones

1. Provide students with a price list for the plants in their garden design.
2. Have student groups calculate a budget, identify the materials needed to implement the project, and brainstorm ways to acquire the necessary materials.
3. Assign student tasks including letter writing to obtain permission to plant on public land.

1. Review tasks for the big planting day.
2. Demonstrate planting techniques.

1. Conduct student self-assessment of the activity.
2. Evaluate the project with the class.
3. Bring closure the activity through a journal writing activity.

What I knew before the project

What I know after the project

List what you know about butterflies

List what you know about the relationship between plants and butterflies

Describe what you know about what plants need for growth.

List what you know about butterflies

List what you know about the relationship between plants and butterflies

Describe what you know about what plants need for growth.

On the back, write a narrative summary of what you learned during this unit. Identify activities that helped your learn and explain why they were useful. If there were activities that could be improved, give specific recommendations that could be used to make the lessons more effective. Finally, evaluate your contribution to the group work.

List and describe actions that helped your group complete the tasks.

List and describe any changes you would make in how your group worked together.

Reach a group consensus on the participation grade for each member of your group on a scale of 1 to 10 points.

Group member Score