Butterfly Attraction/Butterfly Garden Activity

By: Marisa Lannert

**Grade Level/Subjects:** 8^th^ Grade Science/Math

# Curriculum Standards

Illinois Learning Standards

**[Science]{.underline}**: *11A* -- Know and apply the concepts,
principles and process of scientific inquiry.

*12B* - Know and apply concepts that describe how living things interact
with each other and their environment.

*13A* -- Know and apply the accepted practices of science.

*13B* -- Know and apply concepts that describe the interaction between
science, technology, and society.

**[Math]{.underline}**: *7A* - Measure and compare quantities using
appropriate units, instruments, and methods.

> *7B* - Estimate measurements and determine acceptable levels of
> accuracy.
>
> *10A* - Organize, describe, and make predictions from existing data.
>
> *10B* - Formulate questions, design data collection methods, gather
> and analyze data and communicate data.

**Overview:**

This activity allows students to become familiar with the diversity of
butterflies in various habitats. Students will complete a diversity
evaluation of the area surrounding their school and compare the data to
the information found at Fermilab. Students will attempt to increase the
number of butterfly species by creating a butterfly garden at school.
Students will think critically, mathematically, and scientifically to
create the butterfly garden. The butterfly garden plan will be presented
to classmates as a sales pitch, with the intention of actually planting
a butterfly garden on school grounds for the community and classmates to
enjoy. The butterfly garden will begin a longitudinal diversity study
for future classes.

**Purpose:**

The purpose of this activity is for students to think critically and
mathematically about the creation of a butterfly garden to attract
butterflies in the area. Students will determine the butterfly species
found in the local area. Students will create data tables, and the data
will be used to create and present a final butterfly garden plan.

**Learning Objectives:**

Students will:

• Be engaged in the process of scientific inquiry through development
and completion of a population diversity study of butterflies.

• Actively conduct a scientific inquiry project through close
interaction with nature; observe butterflies in their environment and
record data about butterflies.

• Compare butterfly populations in one area to another by participating
in a field trip and taking data samples from the field trip site.

• Apply perimeter and area concepts to the creation of a butterfly
garden.

• Create their own method of data collection for the diversity study.

• Utilize their own form of measurement to determine the dimensions of
the butterfly garden plot.

• Create a sales pitch to "sell" the butterfly garden plan using a scale
drawing as well as other graphic models.

**Materials:**

Many Butterfly Garden Resource Books

Butterfly Net and Catch Jar (1 for each group of students)

Field Guides

Science Journal for each student

Clipboard

Insect Repellant (depending on area studied)

**Preparatory Activities** (Each day is one forty-minute period.)

**Day 1** [Introduction of Butterflies]{.underline}: *(5 minutes)* Show
pictures (maybe samples) of different species of butterflies. Show a
picture of a Monarch (*Danaus plexippus*) and Viceroy (*Limenitis
archippus*). Have students notice the similarities. Ask students how
they can tell which is which. Ask students, "What do you know about
butterflies? Where can you find butterflies?" *(20 minutes*) Discuss
basics of the butterfly life cycle. *(15 minutes)* Pass out and discuss
the *Lepidopterists' Society Statement of the Committee on Collecting
Policy.* Students will write in their science journals about the things
they learned or already know about butterflies, as well as anything they
want to know about butterflies.

**Day 2** [Butterfly Observation]{.underline}: *(15 minutes)* Show
students pictures of butterflies that will most likely be seen outside
in the school yard. Use field guide pictures, drawn illustrations, and
Internet resources to show the commonly seen butterflies in particular
and the different visual representations among reference materials. *(25
minutes)* Go outside as a class and find the butterflies in their
natural habitat. Students should also be aware of the plants the
butterflies are landing on (flowers, grasses, plants, trees). They do
not have to know the scientific name, but should be able to recognize if
a Monarch lands on the same kind of plant. For this lesson, the teacher
will identify butterfly species for the class. This activity is an
observation activity for the students, so they can learn how to
recognize and distinguish butterfly species and their behavior. The
teacher will discuss how to catch a butterfly, and the importance of
catch and **release** (Refer to the *Lepidopterists' Society Statement
of the Committee on Collecting Policy*).

**Day 3** [Classroom Observation in Groups]{.underline}: *(20 minutes)*
In small groups students will observe butterflies in their natural
habitats and attempt to identify them. *(20 minutes)* Bring students
together as a whole group to discuss: Is there some place where more
butterflies are found? What species of butterfly did you notice the
most? Is there any other information we need to know in order to
determine what butterflies are attracted to? (maybe plant names)

**Day 4** [In-Class Group Work]{.underline}: Students will continue to
work in the small groups they worked with for the previous activity*.
(20 minutes)* Classroom discussion. Ask students: "How could you show
your classmates the data you found about the butterflies in our school
yard? Would one day of observation be sufficient? Why might we need this
kind of information?" Ask students leading questions to get them to
create some type of date table or method of gathering data. *(20
minutes)* Have students work in groups to create a data table. If
students have difficulty coming up with a table, show the included
example. The example data sheet was used for a population diversity
study. Students will have to adapt the data table to fit their needs.
Ask students what should be changed on that data table to make it more
relevant to their activity.

**Day 5** [Group Observation with Data Tables]{.underline}: Have
students try out their new data tables. Students will observe and gather
data using the new data tables. Entire class will come together and
discuss the success of their new data tables and compare data. *(20
minutes)* Ask students, "What did you see? Why might we be doing this?
Is it possible to attract certain species of butterflies? If so, how? If
not, why not?" Have students write in their journal how they could
attract a particular butterfly species.

**Days 6-10** [Data Collection]{.underline}: Students will collect data,
discuss their findings, and write in their journal what they are
finding. If there is anything exciting, encourage students to share and
discuss with classmates. Entire class period will be devoted to data
collection and organization.

# 

# Main Activities

**Day 11** [Introduction of Activity]{.underline}: Class discussion.
*(40 minutes)* "Has anyone ever heard of a butterfly garden? What does
that mean? Can I grow butterflies? How might we attract them? Using the
data we collected, could we plant a successful butterfly garden? What
plants might you suggest we use? Why? How do you know? What species
would we attract?" Have students write in their journal what they know
about butterfly gardens.

**Day 12** [Butterfly Garden Assignment]{.underline}: Discussion of
activity. *(40 minutes)* "I have a plot of land available to us for the
purpose of planting a butterfly garden. However, I have 90 students who
have different ideas of what should be planted. What should I do?"
Students will work in the same groups used for data collection to
complete the activity. Each group of students will create a butterfly
garden and present it as a sales pitch to fellow classmates, teachers,
perhaps the principal, maybe local greenhouse workers, or community
members that could contribute, or benefit in some way from the butterfly
garden. Explain to students:

## Steps for Creating a Butterfly Garden

1.  Determine butterfly species found in the area. (We have been doing
    this already.)

2.  Notice the plants they land on. (We have been doing this already.)

3.  Determine plot size available. (Teacher has an option here: Show
    students the plot and have them determine the area available and
    measure the dimensions, or give students the dimensions and decide
    where the best location would be to plant the garden.)

4.  Decide which plants will go where in the butterfly garden.

5.  Draw a diagram to scale with a key to show plants in the diagram.

6.  Present the butterfly garden plan as a sales pitch.

**Days 13-15** [Butterfly Garden Activity]{.underline}: Give students
time in class to work on their gardens. There will be books in the
classroom for students to refer to as sources. Students will also use
the computer and the data they collected to determine the butterfly
garden plan. Students will research during the entire 40 minutes of
class time.

**Day 16** [Fermilab/Natural Area Visit]{.underline}: *(1/2 day field
trip)* Students will visit Fermilab or another natural prairie site to
observe butterflies in their natural habitat. Have students bring their
data sheets used in class to the natural site and collect data at the
new site. Notice any differences or similarities. Ask Fermilab staff
questions about butterflies and their habitats. Discuss new species
found at the site. Why are there different species at Fermilab than in
the school yard?

**Days 17-18** [Butterfly Garden Plan Presentations]{.underline}:
Present the plans to other classmates as well as other community
members. The best plan will be determined by class vote and a rubric
score. The intention of this activity is for students, teachers, and
other volunteers to coordinate with community business owners and
workers to obtain the resources to actually create the butterfly garden.

**Day 19** [Measuring Butterfly Attraction Success]{.underline}: Class
discussion. *(40 minutes)* How can we assess the success of our
butterfly garden? Once it has been planted, how do we know if it is
doing what it is supposed to do? How can we tell what kinds of butterfly
species we are attracting? Ask critical thinking questions: What do you
think it means if the butterfly population at one site is more diverse
from one site to another? Could you tell me anything about a particular
site by monitoring butterflies?

**Assessment**

Assessment of the butterfly garden plan project has an oral and a
written score. The combined point score will also determine which plan
will be utilized in the school butterfly garden. The following rubrics
will be used.

**[Oral Presentation Rubric]{.underline}:**

+-------+--------------------------------------------------------------+
| 3     | \*EXCELLENT PRESENTATION!!                                   |
| P     |                                                              |
| oints | \*Utilized colorful, descriptive visuals.                    |
|       |                                                              |
|       | \*Each group member participated.                            |
|       |                                                              |
|       | \*Group members spoke clearly and showed strong              |
|       | understanding of material presented.                         |
|       |                                                              |
|       | \*Sales pitch was creative and convincing.                   |
+-------+--------------------------------------------------------------+
| 2     | \*GOOD PRESENTATION!                                         |
| P     |                                                              |
| oints | \*Utilized visuals.                                          |
|       |                                                              |
|       | \*Each group member participated.                            |
|       |                                                              |
|       | \*Group members did not convey sales pitch clearly or        |
|       | convincingly.                                                |
+-------+--------------------------------------------------------------+
| 1     | \*NEEDS IMPROVEMENT.                                         |
| Point |                                                              |
|       | \*Visuals were not used or were sloppy.                      |
|       |                                                              |
|       | \*Not every group member participated.                       |
|       |                                                              |
|       | \*Group members did not show understanding of material       |
|       | presented.                                                   |
+-------+--------------------------------------------------------------+

**[Written Plan Rubric]{.underline}:**

+------+---------------------------------------------------------------+
| 5    | \*EXCELLENT!!                                                 |
| Po   |                                                               |
| ints | \*Plan indicates strong understanding of material.            |
|      |                                                               |
|      | \*Plan realistically describes a) species attraction with     |
|      | explanation b) plant choices and explanation c) placement of  |
|      | plants using color diagram and key with explanation d) cost   |
|      | estimation.                                                   |
|      |                                                               |
|      | \*Visual representation is creative and neat.                 |
|      |                                                               |
|      | \*Plan indicates participation of each group member.          |
|      |                                                               |
|      | \*Includes butterfly diversity data sheets from previous      |
|      | observations.                                                 |
+------+---------------------------------------------------------------+
| 4    | \*GOOD!                                                       |
| Po   |                                                               |
| ints | \*Plan indicates strong understanding of material.            |
|      |                                                               |
|      | \*Plan realistically describes a, b, c, and d (see above) but |
|      | explanations not sufficient.                                  |
|      |                                                               |
|      | \*Visual representation is creative and neat.                 |
|      |                                                               |
|      | \*Plan indicates participation of each group member.          |
|      |                                                               |
|      | \*Includes butterfly diversity data sheets from previous      |
|      | observations.                                                 |
+------+---------------------------------------------------------------+
| 3    | \*NEEDS MORE WORK.                                            |
| Po   |                                                               |
| ints | \*Plan realistically describes a, b, c, and d (see above) but |
|      | explanations are not sufficient, and some are not completed.  |
|      |                                                               |
|      | \*Includes visual representation.                             |
|      |                                                               |
|      | \*Plan indicates participation of each group member.          |
|      |                                                               |
|      | \*Includes butterfly diversity data sheets from previous      |
|      | observations.                                                 |
+------+---------------------------------------------------------------+
| 2    | \*POOR.                                                       |
| Po   |                                                               |
| ints | \*Plan describes but may not explain at least two of the four |
|      | requirements (a, b, c, d).                                    |
|      |                                                               |
|      | \*Visual representation may or may not be included.           |
|      |                                                               |
|      | \*Plan does not indicate group participation.                 |
|      |                                                               |
|      | \*Does not include butterfly diversity data sheets.           |
+------+---------------------------------------------------------------+
| 1    | \*NOT ACCEPTABLE.                                             |
| P    |                                                               |
| oint | \*Plan does not describe or explain more than two of the      |
|      | requirements (a, b, c, d).                                    |
|      |                                                               |
|      | \*Does not indicate understanding of material.                |
|      |                                                               |
|      | \*Plan does not indicate group participation.                 |
|      |                                                               |
|      | \*Does not include butterfly diversity data sheets.           |
+------+---------------------------------------------------------------+

###  

### 

### Sample Data Table Used at Fermilab Prairie

**CENSUS ROUTE FIELD FORM** Site: **[Fermilab]{.underline}**
Date:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Monitor: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Experience: \_\_\_\_\_ years Time: \_\_\_\_\_ to \_\_\_\_\_\_

Temperature: \_\_\_\_ F Wind conditions (circle one): relatively still
moderately windy

Sky (circle one): clear (80 -- 100% cloudless) partial clouds (50 -- 80%
cloudless)

Comments:

  ------------------------------ -------------- ------- ------- ------- -------------
  **Species**                    **Transect**                           **Total
                                                                        sightings**

                                 **A**          **B**   **C**   **D**   

                                                                        

  Ancyloxypha numitor (Least                                            
  Skipper)                                                              

  Epargyreus clarus (Silver                                             
  Spotted Skipper)                                                      

  Euphyes conspicua (Black Dash)                                        

  Hylephila phyleus (Fiery                                              
  Skipper)                                                              

  Pholisora catullus (Common                                            
  Sootywing)                                                            

  Polites coras (Peck\'s                                                
  Skipper)                                                              

  Polites themistocles (Tawny                                           
  Edge Skipper)                                                         

  Thymelicus lineola (European                                          
  Skipper)                                                              

                                                                        

                                                                        

                                                                        

  Papilio glaucus (Tiger                                                
  Swallowtail)                                                          

  Papilio polyxenes (Black                                              
  Swallowtail)                                                          

  Papilio cresphontes (Giant                                            
  Swallowtail)                                                          

                                                                        

  Colias eurytheme/philodice                                            
  (Sulphur)                                                             

  Eurema lisa (Little Yellow)                                           

  Pieris rapae (Cabbage White)                                          

                                                                        

  Satyrium acadica (Acadian                                             
  Hairstreak)                                                           

  Satyrium calanus (Banded                                              
  Hairstreak)                                                           

  Celastrina argiolus (Spring                                           
  Azure)                                                                

  Everes comyntas (Eastern                                              
  Tailed Blue)                                                          

  Lycaena hyllus (Bronze Copper)                                        

  Lycaena helloides (Purplish                                           
  Copper)                                                               

                                                                        

  Limenitis archippus (Viceroy)                                         

  Limenitis astyanax (Red                                               
  Spotted Purple)                                                       

  Cynthia cardui (Painted Lady)                                         

  Cynthia virginiensis (American                                        
  Painted Lady)                                                         

  Vanessa atalanta (Red Admiral)                                        

  Precis coenia (Buckeye)                                               

  Nymphalis antiopa (Mourning                                           
  Cloak)                                                                

  Nymphalis milbertii                                                   
  (Milbert\'s Tortoise Shell)                                           

  Polygonia comma (Comma)                                               

  Polygonia interrogationis                                             
  (Question Mark)                                                       

  Phyciodes tharos (Pearl                                               
  Crescent)                                                             

  Euphydryas phaeton (Baltimore                                         
  Checkerspot)                                                          

  Speyeria cybele (Great                                                
  Spangled Fritillary)                                                  

                                                                        

                                                                        

                                                                        

  Danaus plexippus (Monarch)                                            

                                                                        

  Lethe eurydice (Eyed Brown)                                           

  Megisto cymela (Little                                                
  Wood-Satyr)                                                           

  Cercyonis pegala (Common                                              
  Wood-Nymph)                                                           
  ------------------------------ -------------- ------- ------- ------- -------------

A= Prairie resoration (Interpretive Trail) B= Woods and woods edge C=
Sedge meadow in Main Ring D=